Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/108898
Type of publication: Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Edukologija / Education (S007)
Author(s): Kvieskienė, Giedrė;Vyšniauskaitė, Marija
Title: Integruoto turinio plėtra: socialinio ugdymo(si) diskursas
Other Title: Integrated social education content development (learning) discourse
Is part of: Socialinis ugdymas : mokslo darbai. Vilnius : Lietuvos edukologijos universitetas, 2017, t. 46, nr. 2
Extent: p. 6-23
Date: 2017
Keywords: Integruotas / holistinis mokymosi turinys;Socialinis ugdymas(is);Socialinis ugdymas(is), sąmoningas pilietis, integruotas / holistinis mokymosi;Sąmoningas pilietis;Turinys;Conscious citizen;Definition of kinds of learning;Educational theory;Holistic teaching and learning;Integrated / holistic learning content;Integration of cognition, emotion, and intention;Social education;Systems theory
Abstract: Socialinis ugdymas(is) – tai gebėjimas suprasti visuomenėje vykstančius procesus, santykį ir poveikį sau, kitiems ir pasauliui1. Skurdas, vartotojiškumas, darbas, tarša, sveikata, migracija, socialiniai tinklai, balsavimas, propaganda – tai aštrios šių dienų kuriomis susiduria kiekvienas asmuo. Šios temos apima problemas, kurios gali būti asmeniniu, bendruomenės, visuomenės ar globaliais lygmenimis. Asmeniškai ieškoma apie visavertį gyvenimą, bendradarbiavimą, atskirtį, gerovės valstybę, socialinę partnerystę. problemas spręsti padeda integruotas ugdymo turinys, o ypač socialinio ugdymo dalykas, pirmiausia turėtų integruoti pilietinio ugdymo, etikos ir ekonomikos dalykus
Social Education – the ability to understand the processes taking place in society, make interactive relationship and the impact on themselves, community and the world. Poverty, consumerism, work, pollution, inequality, health, migration, social networking, voting, propaganda – these phenomena faced by each person. These topics include issues that may be discused like at personal, communities, society or global levels. Personally all of us searched for answers about a full life, cooperation, exclusion, welfare state, social partnership. Discusion about real the problems can be integrated in education curriculum, and especially in social education in first steps integrate civic education, ethical and economic issues. This problem was analize by questioner 271 teachers and qualitative survey of 4 experts and conducted 4 focus group discussions about socially conscious student’s education through the integrated social education lessons 9–10 – classes in economics, ethics, citizenship. Experts was selected from university lecturer from Finland (1), Vilnius (3), a teacher of Estonian high schools (2), 1 teacher from Vilnius Vytautas Magnus high schools (4). The paper used focus group discussions with school principals, teachers, counselors and teacher educators thoughts from Vilnius and Finland
Internet: https://www.vdu.lt/cris/bitstream/20.500.12259/108898/1/ISSN2351-6011_2017_V_46_N_2.PG_6-23.pdf
https://hdl.handle.net/20.500.12259/108898
http://dx.doi.org/10.15823/su.2017.9
Affiliation(s): Lietuvos laisvosios rinkos institutas
Vytauto Didžiojo universitetas
Švietimo akademija
Appears in Collections:Socialinis ugdymas / Social Education 2017, t. 46, nr. 2
Universiteto mokslo publikacijos / University Research Publications

Files in This Item:
marc.xml11.26 kBXMLView/Open

MARC21 XML metadata

Show full item record
Export via OAI-PMH Interface in XML Formats
Export to Other Non-XML Formats

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.