Edukacinės ekskursijos kaip pilietiškumo ugdymo metodo veiksmingumas
| Author | Affiliation | |
|---|---|---|
LT | ||
Dobkevičiūtė-Džiovėnienė, Aida | LT |
| Date | Volume | Start Page | End Page |
|---|---|---|---|
2007 | 15 | 37 | 50 |
Straipsnyje pristatoma ekskursija kaip ugdymo metodas, akcentuojant jos ypatingą vietą pilietiškumo ugdymo sistemoje bei parodant šio metodo efektyvumą, ugdant tolerantišką, kritiškai mąstančią asmenybę. Pirmojoje straipsnio dalyje aptariama ekskursija kaip ugdymo metodas, atskleidžiant nepakankamą tyrėjų dėmesį jam. Antrojoje dalyje analizuojami edukacinės ekskursijos kaip pilietiškumo ugdymo metodo ypatumai, aptariant ekskursijos turinio svarbą. Trečiojoje dalyje pristatomi ir analizuojami ekskursijos kaip ugdymo metodo veiksmingumo duomenys, darant tam tikras edukacines prielaidas. Straipsnio pabaigoje pateikiamos literatūros bei empirinio tyrimo duomenų analizės pagrindu suformuluotos išvados, kuriose atskleidžiamos šio metodo efektyvumo linkmės.
The study presents the problems of informal civic education and research results of educational travel as effective civic education method. Schools bear a special and historic responsibility for the development of civic competency and civic responsibility. Schools fulfill that responsibility through both formal and informal education beginning in the earliest years and continuing through the entire educational process. The main aim of the study is to analyze the effectiveness of educational travel (tour) as civic education method. Major goals of the study are as follows: 1) review and analysis of literature placing emphasis on specifics of educational travel as civic education method; 2) design educational tour model for schoolchildren civic education; 3) present research of model effectiveness. The research methods used in the study are observation and testing. The first part of study presents analysis of educational travel as method of active education. Civic dispositions and skills, both intellectual and participatory, are inseparable from civic knowledge and active participation. In order to think critically, act effectively and responsibly, learners must understand the terms of the issue, its origins, the alternative responses to it, and the likely consequences of these responses.