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Różnorodność paradygmatów dydaktyki akademickiej : o potrzebie komplementarności podejść

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Różnorodność paradygmatów dydaktyki akademickiej : o potrzebie komplementarności podejść

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dc.contributor.author Sajdak-Burska, Anna [SAP11116043] pl
dc.date.accessioned 2019-11-28T11:20:09Z
dc.date.available 2019-11-28T11:20:09Z
dc.date.issued 2018 pl
dc.identifier.issn 2300-0422 pl
dc.identifier.uri https://ruj.uj.edu.pl/xmlui/handle/item/88105
dc.language pol pl
dc.rights Udzielam licencji. Uznanie autorstwa - Bez utworów zależnych 4.0 Międzynarodowa *
dc.rights.uri http://creativecommons.org/licenses/by-nd/4.0/pl/legalcode *
dc.title Różnorodność paradygmatów dydaktyki akademickiej : o potrzebie komplementarności podejść pl
dc.title.alternative The plurality of academic didactics paradigms : on the need for complementarity of approaches pl
dc.type JournalArticle pl
dc.description.physical 25-38 pl
dc.abstract.en This paper refers to the concept of interdisciplinary nature of academic didactics as a field of social sciences which uses knowledge and results derived from educational sciences, psychology, philosophy, sociology and didactics specific to particular subjects. It was pointed out that considerations on the teaching practice in all the scientific disciplines constitute another source of knowledge in the field of academic didactics. Diversity of theoretical and methodological approaches is determined by science-specific and discipline-specific research methodology paradigms, diversified teaching culture dependent on environmental conditions as well as diversified teaching class patters for students which are often specific to an educational profile. The issue addressed in this paper is whether there is a single didactical paradigm that would unify approaches so different in terms of theory and practice. The paper provides a map of academic didactics paradigms, description of difficulties related to paradigmatic translations as well as lack of consent to multiparadigm approach and issues with interferences and shifts between paradigms. Despite the existing difficulties suggestion is made to promote complementary attitude to various approaches. It is supported by the concept of relations between the assumed academic didactics effects and teaching strategies that lead thereto, which are constituted by different teaching and learning patterns. pl
dc.subject.en academic didactics pl
dc.subject.en teaching strategies pl
dc.subject.en teaching paradigms pl
dc.subject.en teaching effects pl
dc.description.volume 14 pl
dc.description.number 2 pl
dc.description.points 10 pl
dc.description.publication 0,82 pl
dc.identifier.doi 10.14746./kse.2018.14.2 pl
dc.title.journal Kultura, Społeczeństwo, Edukacja pl
dc.language.container pol pl
dc.affiliation Wydział Filozoficzny : Instytut Pedagogiki pl
dc.subtype Article pl
dc.rights.original OTHER; otwarte czasopismo; ostateczna wersja wydawcy; po opublikowaniu; 12 pl
dc.identifier.project ROD UJ / OP pl
.pointsMNiSW [2018 B]: 10


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Udzielam licencji. Uznanie autorstwa - Bez utworów zależnych 4.0 Międzynarodowa Except where otherwise noted, this item's license is described as Udzielam licencji. Uznanie autorstwa - Bez utworów zależnych 4.0 Międzynarodowa