Mokslinėje literatūroje ir visuomenės informavimo priemonėse aptariami interneto, internetinių socialinių tinklų naudojimo nesaugumo klausimai. Ypač nesaugūs vaikai, todėl aktualu aptarinėti naudojimosi internetu, internetiniais socialiniais tinklais ypatumus ir galimas grėsmes, tirti, kokia vaikų nuomonė apie naudojimąsi internetu, ką jie mano apie patiriamas grėsmes. Tikslas-pristatyti mokinių nuomonę apie naudojimąsi internetu, internetiniais socialiniais tinklais ir jų galimai patiriamas grėsmes. Metodologija-mokinių nuomonės tyrimas atliktas 2012 m. gruodžio 17-21 d., taikyta mokslinės literatūros analizė ir anketinė apklausa. Anketinės apklausos duomenų analizavimas grindžiamas kiekybinės analizės (aprašomosios) ir kokybinio turinio (Content) analizės metodais. Statistiniai duomenys analizuoti kompiuterine programa Statistical Package for the Social Sciences (SPSS) 21.0 for Windows. Rezultatai-tyrimu atskleistos gimnazijos mokinių naudojimosi internetu ir internetiniais socialiniais tinklais priežastys, naudojimosi ypatumai, mokinių patiriamos ir galimos patirti grėsmės.
In the article is presented a qualitative research, which was based on the methodological provisions of social constructivism and theoretical assumptions of social constructivism. The main topic of the article is to discuss the experiences of future teachers (pedagogy studies students), reflections. Main purpose is to discuss the reflection experience of future teachers, as professional improvement tool. The research was conducted in 2016–2017 December, the research involved 17 students of pedagogy studies. Research data collection and analysis methods: document analysis and analysis of scientific literature, open question, content analysis. There are two main directions of reflections of future teachers: 1) personal reflection experiences and 2) the benefits of reflection for the students. The personal reflection experience of future teachers is unconscious discovery of a person, a change from the negative attitude to positive. Also it is not always a pleasant and easy experience, self-analysis and improvement, the emerging need for reflection in practice. As well in “the personal reflection experience of future teachers” idea, we can include the linking of reflection results with life and professional success and last but not least, the need to apply different reflections methods based on insights on the change in the evaluation of personal achievements from the experience provided for possible failures and threats to reflection. Future teachers are going to use reflection techniques with student in a purpose of helping to learn and understand the meaning of learning. Also it helps to develop responsibility, teach a student and it is a good way to develop critical thinking. Moreover, the last benefit of these techniques is that fact that it makes the process of learning more interesting.
The article reveals why it is important to discuss the proper development of entrepreneurship learning methods. Learning methods to develop entrepreneurship are presented as well as systematic review of scientific experience provided in this regard. The methods we recommend to use for entrepreneurship learning are described. The aim of the article is to discuss existing and recommended learning techniques to develop entrepreneurship. Object of the article is the learning methods of entrepreneurship education. An analysis of this question is particularly relevant as the recent European Commission and other European documents stress the need to focus on development and discussion of proper learning techniques for entrepreneurship education. The researchers note that choice of learning methods is the sensitive issue because of the heterogeneity of the concept of entrepreneurship itself and of different concepts of entrepreneurship education
The article highlights the importance of entrepreneurship education in a modern day educational institution. Strategic documents of the EU invite the educational institutions to cooperate more actively with the business world in order to have the best quality entrepreneurship education. So the main aim of the research is to determine the concept of entrepreneurship shared by teachers and businessmen. Firstly, the concept of entrepreneurship and its development is reviewed, taking into account the legislations and scientist observations. The second part of the article presents the similarities and differences on the concept of entrepreneurship from the point of view of teachers and businessmen. These differences can suggest what relevant aspects, indicated by the representatives of the business world, could be included into the process of organization of the entrepreneurship education and to improve.
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