University of Zielona Góra, Poland Faculty of Education, Sociology

Transkrypt

University of Zielona Góra, Poland
Faculty of Education, Sociology and Health Sciences
COURSES OFFERED IN ENGLISH
FOR ERASMUS STUDENTS
Subject area of studies: PEDAGOGY
MA degree studies
Academic Year 2015/2016
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COMPARATIVE PEDAGOGY .................................................................................... 3
COMPUTER-BASED DATA ANALYSIS - SPSS ......................................................... 5
CONTEMPORARY PROBLEMS OF SOCJOLOGY ................................................... 7
CULTURAL ANTHROPOLOGY .................................................................................. 9
CULTURAL FAMILY PSYCHOLOGY ....................................................................... 11
DIGITAL EDUCATIONAL: PROJECT ....................................................................... 13
FILM AND TELEVISION BROADCASTING .............................................................. 15
MEDIA CULTURE .................................................................................................... 17
MEDIA IN EDUCATION............................................................................................ 20
METHODOLOGY OF EDUCATIONAL RESEARCH ................................................. 22
PEDEUTOLOGY ...................................................................................................... 24
SEXUALITY EDUCATION ........................................................................................ 26
SOCIAL ASPECTS OF POPULAR MUSIC ............................................................... 28
THEORY OF COMMUNICATION ............................................................................. 30
Subject area of studies: Pedagogy
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Co ur s e c o de :
0111-WP-PED-PedP
T yp e of c o urs e:
Compulsory
La n gu a ge of i ns truc t io n:
English
dr hab. Inetta Nowosad, prof. UZ,
mgr Magdalena Brzozowska
Dir ec tor of s t ud i es :
Semester
Number of
teaching hours
per week
Form of
instruction
Number of
teaching hours
per semester
Nam e of lec t urer :
F o r m o f r e c e i vi n g a c r e d i t
for a course
Number of
ECTS
credits
allocated
Full-time studies
5
Class
30
2
Grade
COURSE AIM:
The aim of course is to acquaint students with the structure of the educational systems in the
world’s high developer countries nowadays; to give the appropriate evaluation of the present
educational system in Poland; to suggest ideas for practical work in school
ENTRY REQUIREMENTS:
Basic knowledge from the area of contemporary trends in education.
COURSE CONTENTS:
1.
2.
Contemporary transformation of educational systems in the world.
Selected aspects of international cooperation in the field of education (UNESCO, ONZ, EAEA, ESREA,
OECD, The World Bank).
3. Pre-school in Europe.
4. Reading skills in Europe and results from PISA.
5. Trends in mathematics and science performance and results from PISA.
6. Higher education and the influence of the Bologna process.
7. Adult education.
8. School autonomy in Europe.
9. Education and the labor market.
10. The comparative analysis of school systems in Europe (history, organization and structure of education,
teacher education, planned reforms).
TEACHING METHODS:
Discussion, debate, problem methods
LEARNING OUTCOMES:
The student will be able to: describe the cultural conditions of the educational process; define the
aims and describe the structure, organization and functioning of educational institutions; describe
the structure and function of the education system and some education systems in selected
countries.
LEARNING OUTCOMES VERIFICATION AND ASSESSMENT CRITERIA:
The requirement to pass is active participation in class discussions (25% of general grade), description a
report/ presentation/ poster selected from the area of comparative pedagogy (50%), individual/ group
preparation of an essay or preparation of a portfolio (25%).
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RECOMMENDED READING:
1. A Child in Family, Preschool and School Day-to-Day Reality, Eds. A. Soroka-Fedorczuk, M.
Nyczaj-Drąg, S. Karikova, Wyd. Adam Marszałek, Toruń 2011.
2.
A Child in School Setting, eds. I. Nowosad, G. Miłkowska, Wyd. Adam Marszałek, Toruń
2011.
3.
Adults
in
Formal
Education:
Policies
and
www.eurydice.org.pl/sites/eurydice.org.pl/files/128EN.pdf
4.
Bielska E., Radziewicz-Winnicki A., Roter A., Social and Educational Problems in Poland,
Śląska Wyższa Szkoła Zarządzania, Katowice 2005.
5.
Early childhood education and care in Europe: tackling social and cultural inequalities
http://eacea.ec.europa.eu/about/eurydice/documents/098EN.pdf
6.
Educational Strategies in Post-Communist Poland, ed. A. Radziewicz-Winnicki, Wydawnictwo
Uniwersytetu Śląskiego, Katowice 2001.
7.
Focus on Higher Education in Europe 2010: The impact of the Bologna Process
8.
From education to working life. The labour market outcomes of vocational education and
training. http://www.cedefop.europa.eu/EN/Files/3063_en.pdf
9.
Hörner, H. Döbert, B.von Kopp, W. Mitter, The Education Systems of Europe, Springer,
Dordrecht 2007.
Practices
in
Europe
10. Szempruch J., The school and the teacher in the period of change, „Impuls”, Kraków 2010.
11. Szymański M.J., Nowosad I., Polish Education AT the Time of Changes, Zielona Góra-Kraków
2006.
12. Teaching
Reading
in
Europe:
Contexts,
Policies
www.eacea.ec.europa.eu/education/eurydice/thematic_studies_en.php
and
Practices
13. The new educational review (all numbers)
14. The system of education in Poland, Eds. Foundation for the Development of the Education
System, Warsaw 2012
http://www.eurydice.org.pl/sites/eurydice.org.pl/files/system2012.pdf
15. PISA 2009 Results: What Students Know and Can Do: Student Performance in Reading,
Mathematics
and
Science
(Volume
http://www.oecd.org/pisa/pisaproducts/48852548.pdf
I,
16. Science
Education in Europe: National
Policies,
Chapter
Practices
1,
and
2)
Research
REMARKS:
*The subject can be run every semester, in case there is not enough persons to make a group
there will be individual class run during instructor hours.
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Course code: 0542-WP-PED-SPSS
Type of course: compulsory
Language of instruction: English
Director of studies: Elżbieta Kołodziejska, PhD
Elżbieta Kołodziejska, PhD,
Dorota Szaban, PhD
Semester
Number of teaching
hours per week
Form of
instruction
Number of teaching
hours per semester
Name of lecturer:
Form of receiving a credit
for a course
Number of
ECTS
credits
allocated
Full-time studies
Class
30
2
*
5
Grade
COURSE AIM:
Using computer and software application in educational research, data computation;
analyze and interpretation the result of an empirical study;
ENTRY REQUIREMENTS:
Completed statistical methods course.
COURSE CONTENTS:
Introduction to quantity research: questionnaire preparation; SPSS capabilities.
Data collecting: start with SPSS - statistical and data management package for analysts
and researchers; data input, coding, sampling error.
Base data analyze: frequencies, descriptive statistics: average, arithmetic mean, mean
deviation. Raw score conversion: recoding, labeling, data reduction.
Variable relation testing: cross tabulation, test of significance, significance level,
sampling distribution of χ2, t test for independent samples.
TEACHING METHODS:
Academically supervised student-governed problem oriented project work. Computer
workshop.
LEARNING OUTCOMES:
Students can use IBM SPSS Statistics application to manage with survey data they
collect. Students have ability to use basic statistical measures and interpret results to
solve educational problem.
Individual assessment based on active participation during the course and written
1
examination. The assessment is performed in accordance with the point grading scale .
1
Information about the number of points will be given to a student at the begining of a semester.
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1. E. Babbie, Basic of the social research. Chapman University, Wadswarth 2009.
2. Pavkov T. W., Pierce K. A. (2005) Ready, set go! A guide to SPSS for Windows. (10th Ed.).
Boston: McGraw-Hill Publishing 2009.
OPTIONAL READING:
Materials and tasks prepared and given by the lecturer.
REMARKS:
Students get access to the newest version of IBM SPSS Statistic application every
academic year
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Co ur s e c o de :
compulsory
English
Prof. Mariusz Kwiatkowski
Prof. Mariusz Kwiatkowski,
Dorota Bazuń, PhD
Semester
Number of
teaching hours
per week
Form of
instruction
Number of
teaching hours
per semester
0314-WP-PED-WPS
for a course
Number of
ECTS
credits
allocated
Full-time studies
Lecture
15
1
*
Class
15
1
Exam
5
Grade
COURSE AIM:
To acquaint students with: a) the nature and problems of changes in the organization and
functioning of the modern societies, b) the processes occurring in them, and the
consequences for everyday life.
ENTRY REQUIREMENTS:
No special prerequisites
COURSE CONTENTS:
Origin, nature and effects of globalization.
Social and cultural dimensions of globalization.
Immigration processes.
Cultural and national identity changes.
New forms of communication, integration and social activity.
Subcultures, the new social movements.
Poland and Poles in the perspective of European integration.
TEACHING METHODS:
Lectures: Explaining and lecturing. Multimedia learning process.
Classes: classes will be a discussion of critical and analytical terms.
LEARNING OUTCOMES:
The student has knowledge about the processes shaping modern forms of social bonds.
The student is aware of the problems of modern social systems and the implications of
the process.
The student has the knowledge about the impact of cultural change on the social
functioning of individuals and groups.
-8The student has the ability to analyze and interpret the emergence of new cultural and
social phenomena and their influence on personalities and its relationship with the
environment.
Student is able to use the knowledge to write analytical essay relating to contemporary
social problems.
Individual assessment based on active participation during the course.
Assessed on the basis of submitting a 4-page research essay on topics related to the
topic chosen by student.
1. Giddens A., Sociology, Cambridge, 2006.
2. Polanyi K., The Great Transformation, The political and economic origins of our time,
Beacon Press, Boston 2001.
OPTIONAL READING:
1. Macionis J., Sociology (3rd ed.). Englewood Cliffs, New Jersey: Prentice Hall, 1991.
2. Ritzer G., Goodman D. J., Sociological Theory, Sixth Edition. McGraw Hill, 2004.
REMARKS:
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Course code: 0314-WP-PED-AK
Type of course: compulsory
Director of studies: Magdalena Pokrzyńska, PhD
Number of teaching
hours per week
Lecture
15
2
Class
15
2
Semester
Form of
instruction
Number of teaching
hours per semester
Name of lecturer: Magdalena Pokrzyńska, PhD
IV*
for a course
Number of
ECTS
credits
allocated
Exam
Grade
5
COURSE AIM:
Is to give students possibility to obtain anthropological competences so they could
avoid “over-socialized” vision of society and culture.
ENTRY REQUIREMENTS:
COURSE CONTENTS:
Anti-naturalistic character of cultural anthropology as a social science.
Beginnings of anthropological thinking – its historical and elementary matters.
Initiation of relativistic point in estimating strange, abroad cultures.
Understanding cultures as ideative reality.
Main issues of classical and contemporary anthropology.
TEACHING METHODS:
Lecture with discussion. Demonstrating - teaching through examples and case studies
description.
Multimedia learning process – using Power Point presentations, use of filmstrips,
recordings etc.
LEARNING OUTCOMES:
The student is able to recognize and interpret historical and contemporary socio-cultural
phenomena.
He/she gains the basic knowledge about traditional (that means: tribal and folk) cultures
as well as about new complex socio-cultural phenomena in Europe (and the areas
influenced by European culture).
The student has knowledge about research methods used in anthropology.
Individual assessment based on active participation during the course and written
essay.
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1.
Barnard A., History and Theory in Anthropology, Cambridge 2000.
2.
Benedict R., Patterns of Culture, New York 1934.
3.
Clifford J., The Predicament of Culture. Twentieth Century Ethnography, Literature
and Art, Cambridge 1988.
4.
Gennep van A., The Rites of Passage, London 1977
5.
Hemmersley M., Atkinson P., Ethnography. Principles in Practice, London 1995.
6.
Mead M., Culture and Commitment. A Study of the Generation Gap, 1970.
OPTIONAL READING:
1.
Geertz C., Local Knowledge. Further Essays in Interpretative Anthropology, New York
1983.
2.
Malinowski, B., Argonauts of the Western Pacific: An account of native enterprise and
adventure in the Archipelagoes of Melanesian New Guinea, London 1922.
3.
Sahlins M., Islands of History, Chicago 1985.
REMARKS:
*The subject can be run every semester, in case there is not enough persons to make a
group there will be individual class run during instructor hours.
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Co ur s e c o de :
0313-WP-PED-CFP
compulsory/optional
English
Marzanna Farnicka, PhD
Marzanna Farnicka, PhD
Semester
Number of
teaching hours
per week
Form of
instruction
Number of
teaching hours
per semester
for a course
Number of
ECTS
credits
allocated
Full-time studies
5
Seminar
15
1
*
Grade
COURSE AIM:
Provide knowledge about cross cultural psychology, especially about the role of family
structure in different culture
ENTRY REQUIREMENTS:
Basic course of psychology
COURSE CONTENTS:
This course is the introduction to work with Families in crisis and difficult situation.
Through these seminars students may complete knowledge about stress, stress
disorders, crisis, structural family theory and role of cultural environment in family life.
Additionally they can identify patterns of communication, contact, intimacy and time
organized in families.
TEACHING METHODS:
The students participate in seminars in which literature is presented and discusses, then
they do project about family life.
LEARNING OUTCOMES:
After the course the student should have acquired basic knowledge about functioning
families (theory) and skills to recognize some families processes like: structure,
communication, goals, and ways of coping with stress and conflicts.
Participation, literature studies, essay and project are evaluated.
1.
Fiese B. H., Kline Ch. A. (1993). Development of the family ritual questionnaire: Initial reliability and
validation studies. Journal of Family Psychology, Vol. 6, No. 3, 290-299.
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2.
Minuchin, P (1985) Families and individual development: Provocations from the field of the family
therapy. Child Development, 56, p. 289-302
3. Moos, R. H., Schaefer, J. A. (1986). Life transitions and crises. A conceptual oreview. In: R.H. Moos
(eds.), Coping with Life Crises: An Integrated Approach .Plenum Press: New York.
4. Olson D.H. (1981), Family typologies: Bridging family research and family therapy. [In:] E.
Filsinger, R.A. Lewis (Eds.), Assessing Marriages (p. 53-69). Beverly Hillls, Cal.
5. Olson D.H. (1993). Circumplex Model of marital and Family Systems: Assessing Family
Functioning. [in:] F.Walsh (ed.), Normal Family Processes (104-137). New York: Guilford
Press.
6. Tomkins S.S. (1987), Script theory [In:] Aronoff J., Rabin I., Zucker R (red.)The emergence of
personality, s. 147 – 216, New York, Springer.
OPTIONAL READING:
1.
2.
3.
4.
Parsons J.E., Adler T.F., Kaczala C.M. (1982) Socialization of achievement attitudes and beliefs:
parental influences Child Development, 53 (2) (1982), pp. 310–321 http://dx.doi.org/10.1111/j.14678624.1982.tb01320.x
Valk, H. (2008). Parental Influence on Work and Family Plans of Adolescents Of Different Ethnic
Backgrounds in The Netherlands, Sex Roles, Vol. 59 Issue 9/10, p738-751.
Vleioras, G. Bosma, H. (2005). Predicting change in relational identity commitments. Identity: AN
International Journal of Theory and Research, 5, 35-56
Werner E. E. (1991). Grandparent – grandchild relationships among US ethnic groups. [w:] P. K. Smith
(red.) The Psychology of Grandparenthood. Londyn: Routledge.
REMARKS:
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Co ur s e c o de :
0110-WP-PED-DEP
compulsory/optional
English
Jarosław Wagner, PhD
Jarosław Wagner, PhD
Semester
Number of
teaching hours
per week
Form of
instruction
Number of
teaching hours
per semester
for a course
Number of
ECTS
credits
allocated
Full-time studies
5
Project
30
2
*
Grade
COURSE AIM:
To familiarize students with the concept of distance learning. The acquisition of skills by the
students of management of applications supporting the learning and abilities of preparing distance
learning courses.
ENTRY REQUIREMENTS:
Basic knowledge of computer science, the basic ability to prepare multimedia teaching materials.
COURSE CONTENTS:
Origin and history of distance education, Pedagogical theories describing e-learning, advantages
and disadvantages of e-learning, types of e-learning, Web 2.0 trends for e-learning, components of
an effective distance learning course, roles and responsibilities of teacher and student in the
education process on distance IT software solutions using by business and academic centre,
criteria of e-learning platform selection, structure of e-learning platform, didactic aspects of elearning content, installation and administration of distance learning systems (such as: course
preparation, enrollment of students, comunnications tools, quizzes, assignments, glossaries,
lessons, wikis, blogs, databases, grades ans scales, surveys and choices).
TEACHING METHODS:
Lectures, work with the book, laboratory exercises in a computer lab, a project method.
LEARNING OUTCOMES:
Ability to building distance learning course, design, management and install Content Management
System supporting distance learning.
Practical skills will be verified through systematic monitoring and control tasks and monitoring the
performance of the project.
STUDENT WORKLOAD:
Participation in class: 30 h; Preparing for classes: 15h; Implementation of the project: 30 h;
Consultation: 5h.
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1. Büchner A., Moodle 2 Administration, Birmingham UK, Packt Publishing 2011.
2. Rice W., Moodle 2.0 E-Learning Course Development, Birmingham UK, Packt Publishing 2011.
3. Horton W., e-Learning by Design, Pfeiffer, San Francisco 2011.
4. Hillar S. P., Moodle 2.0 Multimedia Cookbook, Birmingham UK, Packt Publishing 2011.
5. Howard C., Schenk K., Distance Learning and University Effectiveness - Changing Education
Paradigms for Online Learning, London 2003.
6.
Duffy T., Kirkley R., Learner Centered Theory And Practice In Distance Education - Cases
From Higher Learning, London 2003.
OPTIONAL READING:
1. Rosenberg M., Beyond e-learning, San Francisco 2006.
2. Garrison D. R., Anderson T., E-learning in the 21st Century, Londyn 2003.
3. Moore M. G., Andreson W.G., Handbook of distance education, Londyn 2003.
REMARKS:
*The subject can be run every semester, in case there is not enough persons to make a group there will
be individual class run during instructor hours.
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Co ur s e c o de :
T yp e of c o ur s e:
La n gu a ge of i ns tr uc t io n:
Semester
Form of
instruction
Number of
teaching hours
per semester
Number of
teaching hours
per week
Nam e of lec t ur er :
0211-WP-PED-PFT
compulsory
English
Prof. UZ, dr hab. Marek Furmanek
Paulina Woźniak-Chojnacka, MA
for a course
Number of
E C TS
credits
allocated
Full-time studies
5
Class
30
2
*
Grade
COURSE AIM:
To introduce students with the means of communication in the media and the forms of expression
used in the mass media. The acquisition of the skills and competencies in the use of body language
in dealing with the media by students. Preparation for independent practice before a microphone
and camera.
ENTRY REQUIREMENTS:
Basic knowledge of pedagogy, media and communication theory.
COURSE CONTENTS:
1. Contact with the media or how to properly use the media.
2. Forms of expression used in the media (news, interview in the studio, discussion with many
participants, press conference, phone call, etc.).
3.
The image in the media, the importance of body language, appearance and manner of speaking.
As in dealing with the media to use body language?
4.
5.
Means of communication with the media.
6.
Public appearance, strategies of building concise messages. Disclosure of excitement, optimism
and naturalness of media.
7.
How to occur before a camera and a microphone? Techniques for rapid neutralization of stress,
performance anxiety, overcoming the fear of the camera.
The basic principles, the most common mistakes (what about to talk and in what form, what not to
say and how to avoid the answers to inconvenient questions).
TEACHING METHODS:
Talk, presentation, the method of project, simulation, situational method, expressive methods.
LEARNING OUTCOMES:
The student knows and understands the mechanisms, and also impact of media messages. He
knows the material and the language of media, and also the forms of expression used in the
media. He can critically evaluate the image of media persons. Student can indicate the role of body
language in relations with the media. He uses the techniques of neutralization of stress when
working with the video camera.
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Learning outcomes will be verified in two ways: by controlling the productive work on the class and periodic
control tests (colloquium). The condition to complete the class is a positive evaluation of the student's work,
activity and attendance, and to obtain a positive grade of the tests.
1. Fras J., Studia nad mediami i komunikowaniem masowym. Prawo, język, tekst, Wydawnictwo
Adam Marszałek, 2007Goban-Klas T., Cywilizacja medialna. Geneza, ewolucja, eksplozja,
Wyd. WSiP, 2005
3.
Kubicka D., Kołodziejczyk A., Psychologia wpływu mediów. Wybrane teorie, metody badania,
Wyd. „Impls”, 2007
4.
5.
Reeves B., Nass C., Media i ludzie, Państwowy Instytut Wydawniczy, 2000
Uścińska B., Cianciara J., Komunikacja społeczna. Komunikowanie się z mediami w praktyce,
Wyd. Astrum, 1999
OPTIONAL READING:

Bandler R., La Valle J., Alchemia manipulacji, Wyd. Helion, 2006

Batko A., Sztuka perswazji, czyli język wpływu i manipulacji, Wyd. One Press, 2004

Cialdini R. B., Wywieranie wpływu na ludzi. Teoria i praktyka, Gdańskie Wydawnictwo
Psychologiczne, 2007

Pease A., Mowa ciała, Wyd. Jedność, 2001
REMARKS:
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Co ur s e c o de :
T yp e of c o ur s e:
La n gu a ge of i ns tr uc t io n:
Nam e of lec t ur er :
0210-WP-KM
compulsory
English
Prof. UZ, dr hab. Wielisława OsmańskaFurmanek
Prof. UZ, dr hab. Wielisława OsmańskaFurmanek
Semester
Form of
instruction
Number of
teaching hours
per semester
Number of
teaching hours
per week
Paulina Woźniak-Chojnacka, MA
for a course
Number of
E C TS
credits
allocated
Full-time studies
Lecture
15
2
2
Class
30
2
Exam
5
Grade
COURSE AIM:
To introduce students with the contents of contemporary media culture. The acquisition by the
students of the skills and competencies for participation in the processes of contemporary culture .
Preparing for self and conscious functioning in a consumer society.
ENTRY REQUIREMENTS:
Completion of the Anthropology Culture course. Basic knowledge about interpersonal and social
communication, as well as functioning of the media and mass media in today's information society.
COURSE CONTENTS:
LECTURE
1. Understanding of the culture in the Anthropology Culture. The structure of culture (normative, symbolic
and material). Social media features. Mass culture - popular culture (pop-culture) - media culture. Culture
as paidea and culture as a commodity. Culture in the postmodernistic perspective. Three spheres of
media culture. Globalization (americanization of culture). Culture of information – cyberculture.
2. History of media culture. Media culture, its characteristics and conditions in the era of traditional and
electronic media. The technical means of communication versus to culture as a symbolization of reality from print culture to image culture . The transformation of the media, opportunities and threats resulting
from them for the culture.
3. Television as a culture. Television yesterday and today. TV functions. The culture-forming role of
television. Types of television. Selected forms and genres TV (entertainment, talk shows, reality shows,
quiz show.) TV series (format, soap opera, sitcom).
4. The identity and the body in media culture. Stereotypes of femininity and masculinity. Advertising,
fashion, soap opera.
5. The content of contemporary media culture in social communication (transmission of artistic contents, the
transmission of cultural patterns, the new cultural rituals, the construction of new social experiences).
6. Media industries. Show-business. The film industry - Hollywood - Bollywood. The music industry - youth
music, video clip culture. Newspapers - feminine, youth, tabloids. The fashion.
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7. Phenomena of media culture - social creations, the impacts of pedagogic. Media icons - celebrities and
the media idols. Media culture in politics.
CLASS
Media and mass media: media in the history of culture and civilization, the media classifications, functions of
the media, the media and the individual and society, the traditional media and the contemporary digital
media.
Culture: the genesis, the cultural aspects of reality, definitions of culture, fields of culture, six groups of culture
definitions according to Kroeber & Kluckhohn, the areas of cultural phenomena, culture as a
symbolization of reality, the information culture - cyberculture, mass media as carriers of culture.
Mass culture: the concept, characteristics and genesis of the development of mass culture, popculture popular culture - the instant culture, the globalization of culture, culture as a commodity, the development
of mass tastes, popculture gadgets, values in the style of pop.
Television: genesis and functions of television, the role of television in culture, the types of television, the
forms and genres television, television series, manga and anime.
Advertising: definition, functions, the features and goals advertising, the history and the techniques of
advertising, the forms of television advertising, radio advertising, outdoor advertising and online
advertising, the influence of advertising on children, adolescents and adults.
The analysis of media messages: mechanisms of impact and influence of the media, factors of persuasion in
the communications media content, transmission of artistic contents and cultural patterns, the world of
values in youth magazines, the media image of the child on the basis of analysis the television fairy-tales
and the press for children, fashion and advertising as part of media culture.
The image of women and men in the media on the basis of the press and television: stereotypes, advertising,
fashion, soap operas, culture gender vs. language and mass media.
The film industry and show-business: who is the film viewer, the film patterns and functions and the
importance of movies - Hollywood, Bollywood and Chinese cinema.
The media culture and new media: culture of convergence, music and videoclip culture, youth culture, social
creations and media icons, media culture vs. politics, cultural values in computer games.
TEACHING METHODS:
LECTURE
Conventional lecture.
CLASS
Talk, the method of the project, show, work with text, group work, the productive exercises.
LEARNING OUTCOMES:
The student knows and understands the mechanisms and impact of media messages. He knows the material
and the language of the media. Student is able to properly analyze the mass media. Able to critically evaluate
patterns of mass entertainment. He can indicate the role of the media in the process of creating culture. Student
has accordingly formed a critical attitude towards the media.
LECTURE
Student completes the lecture provided that he gets a passing grade for an exam.
CLASS
Learning outcomes will be verified in two ways: by controlling the productive work on the class and periodic
control tests (2 colloquiums). The condition to complete the class is a positive evaluation of the student's work,
activity and attendance, and to obtain a positive grade of the tests.
1. Godzic W., Telewizja jako kultura, Wydawnictwo RABID, Kraków 2002
2. Kłoskowska A., Kultura masowa. Krytyka i obrona, PWN, Warszawa 2006
3. Kultura popularna – Tożsamość – Edukacja, red. nauk. D.Hejwosz, W. Jakubowski, Oficyna
Wydawnicza „Impuls”, Kraków 2010
4.
Melosik Z., Tożsamość, ciało i władza w kulturze instant, Oficyna Wydawnicza „Impuls”,
Kraków 2010
5.
Mrozowski M., Media masowe. Władza, rozrywka, biznes, PWN, Warszawa 2001
-19-
OPTIONAL READING:

Gadżety popkultury. Społeczne życie przedmiotów, red. nauk. W. Godzic, M. Żakowski,
Wydawnictwa Akademickie i Profesjonalne, Warszawa 2007

Gajda J., Pedagogika kultury w zarysie, Oficyna Wydawnicza „Impuls”, Kraków 2006

Goban-Klas T., Media i komunikowanie masowe. Teorie i analizy prasy, radia, telewizji i
Internetu, PWN, Kraków 2002

Gorman L., McLean D., Media i społeczeństwo. Wprowadzenie historyczne, Wydawnictwo
Uniwersytetu Jagiellońskiego, Kraków 2010

Jenkins H., Kultura konwergencji. Zderzenie starych i nowych mediów, Wydawnictwa
Akademickie i Profesjonalne, Warszawa 2007

Kobiety, mężczyźni i społeczeństwo, red. nauk. Z. Melosik, PWN, Warszawa 2008

Melosik Z., Szkudlarek T., Kultura, tożsamość i edukacja. Migotanie znaczeń, Oficyna
Wydawnicza „Impuls”, Kraków 2009

Nowicka E., Świat człowieka-świat kultury. Systematyczny wykład problemów antropologii
kulturowej, PWN, Warszawa 1998

Ogonowska A., Telewizja w edukacji medialnej, TAiWPN UNIVERSITAS, Kraków 2009

Strinatti D., Wprowadzenie do kultury popularnej, Poznań 1998
REMARKS:
-20-
M
ME
ED
DIIA
A IIN
N E
ED
DU
UC
CA
ATTIIO
ON
N
Co ur s e c o de :
compulsory/optional
English
Krzysztof Stanikowski, MSc
Semester
Number of
teaching hours
per week
Form of
instruction
Number of
teaching hours
per semester
0110-WP-PED-ME
for a course
Number of
ECTS
credits
allocated
Full-time studies
5
Laboratory
30
2
*
Grade
COURSE AIM:
Preparing for self-evaluation, selection and implementation of educational media used in the
teaching-learning; develop skills efficient use of information and communication technologies (ICT)
in the educational work; formation evaluation skills harmful effect of the media.
ENTRY REQUIREMENTS:
Basic knowledge of general teaching, basic knowledge of the mass media, basic training in ICT.
COURSE CONTENTS:
Media education in the educational process. Multimedia educational programs as an example of the
integration of the basic features of the new media. Analysis of educational computer programs.
Educational Internet resources. Analysis of the websites for children, young people, parents and
teachers. Multimedia presentations at teacher. Graphical components of a multimedia presentation.
Video and audio in a multimedia presentation. Design educational media and academic units.
TEACHING METHODS:
Blended learning; e-learning,
LEARNING OUTCOMES:
Student has an elementary knowledge of the processes, tools and techniques, interpersonal and
social communication (including the use of ICT); Lists and discusses the basic theories on the
teaching-learning, identify and specify the conditions of this process in the context of the proper
application and implementation of educational media.
Practical skills are assessed on the basis of the quality of work
1. Buckingham D., Media Education: Literacy, Learning and Contemporary Culture, Palgrave Macmillan
2003, ISBN 0745628303
2.
Buckingham D., After the Death of Childhood: Growing Up in the Age of Electronic Media,
United States 2000,ISBN 0745619339
-21-
3.
Gajda J., Juszczyk S., Siemieniecki B., Wenta K., Edukacja medialna, Wyd. Adam Marszałek
Toruń 2002.
OPTIONAL READING:
1. Furmanek M., (red.), Technologie informacyjne w warsztacie pracy nauczyciela, Oficyna Wydawnicza
Uniwersytetu Zielonogórskiego, Zielona Góra 2008.
2.
3.
Nowicka E., Media – dysleksja – terapia pedagogiczna, Wyd. Adam Marszałek, Toruń 2010.
Reeves B., Nass C., Media i ludzie, PIW, Warszawa 2000.
REMARKS:
Seminar materials will be sent to the e-learning platform KMTI.
-22-
M
ME
ETTH
HO
OD
DO
OLLO
OG
GY
YO
OFF E
ED
DU
UC
CA
ATTIIO
ON
NA
ALL R
RE
ES
SE
EA
AR
RC
CH
H
Co ur s e c o de : 0314-WP-PED-MBS
T yp e of c o urs e: Compulsory
La n gu a ge of i ns truc t io n: English
Dir ec tor of s t ud i es : Prof. Ewa Narkiewicz-Niedbalec
Le ctu re
15
Semester
Form of
instruction
Number of
teaching hours
per semester
Number of
teaching hours
per week
1
*
Cl as s
30
2
Prof. Ewa Narkiewicz–Niedbalec,
Dorota Szaban, PhD
for a course
Exam
Number of
E C TS
credits
allocated
10
Grade
COURSE AIM:
The aim of the course is giving students knowledge of the main problems of methodology
of social sciences, showing the specific character of social reality as an object of scientific
cognition and learning how to start preparation for sociological research
ENTRY REQUIREMENTS:
COURSE CONTENTS:
Lecture:
Science and the Faculty of Art as a kind of social practice; Contemporary classification of
science and its reference to the Aristotle - Bacon - Comte classification; Empiricism
(Bacon) and rationalism (Descartes) as the ideals of proven, certain knowledge. Two
paths leading to the contemporary constructivism; Newton’s classical mechanics as the
ideal of scientific theory and Immanuel Kant’s recognition of it; Synthesis of empiricism
and constructivism in Kant's views on cognition; Science in the 19th century: new
directions of research, the nature of mathematical knowledge and the emergence of nonEuclidean geometries; Scientism and positivist conception of science; Status of the
Faculty of Arts: Wilhelm Dilthey, Wilhelm Windelband, Heinrich Rickert; Fundamentals of
hermeneutics; Henri Poincaré as a precursor of modern constructivism (conventionalism);
Assumptions and types of contemporary constructivism: anarchist, elitist, social,
demarcationist; Concept of scientific theory; Scientific theories in sociology and their
peculiarities (sociological theory - social theory); Sociological theories and sociological
reality, value systems and ideology; Social mechanisms of constructing a theory in social
sciences; Concept of truth in science;
Class:
The area and problems of methodology; Defining scientific knowledge and its application;
Specific character of social sciences; Natural and non-natural reality and the adequate
segments of science; The basics of the methodology of social sciences; Substantiation of
cumulative and revolutionary conception of development of the knowledge;
-23-
Substantiation of the paradigms: positivistic, humanistic and postmodernistic; Procedure
of explanation: explanation and “interpretative approach” (understanding); Types of
propositions – hypothesis, historical generalizations and laws of science; The cognitive
process and the research process - selection of method, variables, indicators,
TEACHING METHODS:
Explaining and lecturing;
Lecture with discussion. Class discussion;
Demonstrating - teaching through examples and case studies description.
Small groups discussion. Case studies.
LEARNING OUTCOMES:
Students should know a basic notions of methodology of social research; they should
know history of the development of scientific knowledge; They should be able to choose
and justify the method and tools in their own research project;
Written examination in form of a test. The assessment is performed in accordance with
the 20-point grading scale. Project report plus individual oral defense of the project report.
1. Babbie Earl, The Basics of Social Research, Third Edition, Wadsworth Publishing,
Thomson Learning, Inc. 2005
2. Chalmers Alan F., What is This Thing Called Science, Queensland UP. 1982; (it isn’t
available in the library of UZ) (ed. in polish language: Czym jest to, co nazywamy
nauką? (tłum.) A.Chmielewski, Siedmiogród 1993;
3. Klee Robert, Introduction to the Philosophy of Science, Oxford UP, 1997 (it isn’t
available in the library of UZ);
4. Nachmias David, Frankfort-Nachmias Chava, Research Methods in the Social Sciences
Study Guide, Baskerville Buecher, 2007
OPTIONAL READING:
1. Logic, methodology and philosophy of science at Warsaw University: studies and
contributions to the 11th International Congress of Logic, Methodology and Philosophy
of Science, Kraków (Cracow) august 20-26, 1999 / ed. by Mieszko Tałasiewicz. Warszawa : "Semper", 2002 (it is available in the library of UZ);
2. Philosophy of Science: official journal of the Philosophy of Science Association. Michigan : Philosophy of Science Association, 1996-2006. (it is available in the library of
UZ)
REMARKS:
-24-
P
PE
ED
DE
EU
UTTO
OLLO
OG
GY
Y
Co ur s e c o de :
0110-WP-PED-Pd
Compulsory
English
dr Klaudia Błaszczyk,
dr Klaudia Błaszczyk, dr Ewa Kobyłecka,
Semester
Number of
teaching hours
per week
Form of
instruction
Number of
teaching hours
per semester
for a course
Number of
ECTS
credits
allocated
Full-time studies
5
Lecture
30
2
Grade
COURSE AIM:
Introduction students with social and culture context of teachers’ role, different aspects of its
functioning in the profession, main concepts of teachers’ education. Training skills of using
acquired knowledge to the analysis of education processes and teachers’ self-study
ENTRY REQUIREMENTS:
Basic knowledge from the area of upbringing science, sociology and psychology.
COURSE CONTENTS:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Transformation of the teaching profession in Poland in the context of the Europe.
Status of the teacher in Poland and in the Europe.
Teachers training.
Crucial teacher’s competencies.
Teacher’s professionalism.
Development of the teaching profession- schooling and improvement in the profession.
The teacher as an innovator.
Coopertion between the teacher and parents.
Dilemas of teacher’s profession.
The teacher towards challenge of the present day and the contemporary times.
TEACHING METHODS:
Discussion, debate, problem methods
LEARNING OUTCOMES:
Student: describes relation between the teacher, students and their parents in the socio-cultural
aspect of the teachers' role; can make observations and interpretations of social expectations to the
teachers; understands the need of continuous both professional and personal development.
The requirement to pass is active participation In class discussions (25% of general grade), descripton a
report/presentation/ poster selected from the area of pedeutology (50%), individual/ group preparation of an
essay or preparation of a portfolio (25%).
-25-
1. Bielska E., Radziewicz-Winnicki A., Roter A., Social and Educational Problems in Poland,
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Śląska Wyższa Szkoła Zarządzania, Katowice 2005
Błaszczyk K., Expectations Towards Web-Based Distance Education Teachers,
[w:] Theoretical and Pracitcal Aspects of Distance Learning, (red.) E. Smyrnova-Trybulska,
Univeristy of Silesia in Katowice, Cieszyn 2009.
Creating effective teaching and learning environments. First results from TALIS
http://www.oecd.org/education/preschoolandschool/43023606.pdf
Education for teachers and pedagoues: issues in international context, ed. Z. Jasiński, T.
Lewowicki, Wydawnictwo Uniwersytetu Opolskiego, Opole 2006.
Gabryś-Baker D., Reflectivity in pre-service teacher education a survery of theory and
practice, Wydawnictwo Uniwersytetu Śląskiego, Katowice 2012.
Hoerner W., Doebert H., Vonkopp, B., Mitter W., The education systems of Europes, Sringer,
Dordrecht 2007.
Levels
of
Autonomy
and
Responsibilities
of
Teachers
in
Europe
http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/094EN.pdf
Magda-Adamowicz M., Model of teacher training for pedagogical creative activity, [w:]
Didaktika - opora proměn výuky?: sbornik přispěvků z konference z mezinárodni účastí,
Hradec Králové 2003.
Nowosad I., Professional development of teachers in the light of demand within schools and
external forms of its support, w: Učiteľ pre školu 21. staročia: zborník príspevkov z vedeckej
konferencie s medzinárodnou účasťou. Banská Bystrica, Słowacja, 2009. Banská Bystrica:
Pedagogická fakulta Univerzity Mateja Bela 2009, s. 319-324 CD-ROM – ISBN 978-80-8083823-2
Nowosad I., Kobyłecka E., Parental opinions on the subject of nursery school's role in the
preparation of their children to become primary school pupils, w: Dítě předškolního věku a
jeho paidagogos. Sborník příspěvků z mezinárodní védecké konference. Hradec Králové,
Czechy, 2009. Hradec Králové: GAUDEAMUS Pedagogická fakulta Univerzita Hradec
Králové, 2009, s. 7 CD-ROM - ISBN 978-80-70-41-647-1
Problems of teacher education in rolling changes of educational system – all over the word,
ed. E. Putkiewicz, A. Wiłkomirska, Wydawnictwo Uniwersytetu Warszawskiego, Warszawa
2003.
Studies in teacher education: psychopedagogy, ed. M. Misztal, M. Trawiński, Wydawnictwo
Akademii Pedagogicznej.
Szempruch J., The school and the teacher in the period of change, „Impuls”, Kraków 2010.
Szymański M.J., Nowosad I., Polish Education at the Time of Changes, Uniwersytet
Zielonogórski, Akademia Pedagogiczna im. KEN, Zielona Góra 2006.
Teacher of primary school – international areas, ed. A. Walota, Akademia Biznesu, Dąbrowa
Górnicza 2008.
The Experience of New Teachers - Results from TALIS 2008
http://www.oecd.org/edu/preschoolandschool/49846877.pdf
The new educational review (all numbers)
The teaching profession in : profile, trends and concerns. Report IV: Keeping teaching
attractive for the 21st century
http://www.indire.it/lucabas/lkmw_file/eurydice///Key_topics_3_keeping_teaching_attractive_E
N.pdf
REMARKS:
-26-
S
SE
EX
XU
UA
ALLIITTY
YE
ED
DU
UC
CA
ATTIIO
ON
N
Co ur s e c o de :
0119-WP-PED-EdSx
compulsory
English
Joanna Dec, PhD
Joanna Dec, PhD
Semester
Number of
teaching hours
per week
Form of
instruction
Number of
teaching hours
per semester
for a course
Number of
ECTS
credits
allocated
Full-time studies
Lecture
15
*
Class
15
Exam
5
Grade
COURSE AIM:
To provide students with knowledge about human sexuality, sexual health, norms of psychosexual
development, sexual activity and its biological, psychological, social and ethical circumstances as well as
knowledge of basic issues related to sexual education.
ENTRY REQUIREMENTS:
Basic knowledge of pedagogy and psychology
COURSE CONTENTS:
Lectures:
Human sexuality. Biological, social and cultural conditions of sexual activity.
Object, goals and tasks of sexually education.
Sexuality education in Poland. The realities, implementation, and needs.
Sexual and reproductive health rights. Declaration of sexual rights.
Overview of selected research findings on sexuality of Poles.
Sex and the Internet. Risks related to Internet.
Sexuality of people with disabilities.
Classes:
Resources of knowledge about sexuality.
Myths and stereotypes related to sexuality.
Sex in biological, psychological and socio-cultural aspect. Upbringing and gender roles.
Human psychosexual development. Human sexuality in the life cycle.
Psychosexual development of children.
Puberty of girls and boys, differences and specificity.
Sexual norms and dysfunctions.
Sexual violence against adults and children.
Methods of family planning.
HIV / AIDS / STIs prevention.
-27-
TEACHING METHODS:
lecture, discussion, project method
LEARNING OUTCOMES:
The student has a basic knowledge of human sexuality in the lifetime cycle, sexual health, the
biological, social and cultural conditions and regularities of human psychosexual development.
The student has an elementary knowledge of the different types of social structures and institutions
of society and the relationships between them
The student is able to observe and interpret the behavior and opinions of pupils and make a
diagnosis of sexual mores change
The student can use the knowledge in the scope of sexual education for the analysis and
interpretation of the behavior of pupils, using the criteria of sexological development norm
standards and can diagnose the extent of risky sexual behaviors of young people to develop
prevention projects in this area.
The student is convinced to the need to apply the acquired knowledge to design activities that
support the psychosexual development of children and young people and prevention of risky sexual
behaviors.
The student has the conviction of the importance of behaving in a professional and ethical way in
situations that need support for pupils in connection with the occurrence of difficulties in their
psychosexual development.
The lectures end with an exam. The verification method of learning outcomes is a test. Classes end
with grade. The verification methods is the presentation or an essay about selected course topic.
1. Carroll J., Sexuality now. Embracing diversity, Belmont, USA, 2007
2. King B., Human sexuality today, USA, 2005
3. Rathus S., Nevid J., Fichner-Rathus Lois H., Human sexuality in a world of diversity,
Toronto, Canada, 2004
4. Yarber W., Sayad B., Strong B., Human sexuality. Diversity in contemporary America,
New York, USA, 2010
OPTIONAL READING:
1. Lue T. F., Basson R., Rosen R., Gouliano F., Khoury S., Montorsi F., Sexual medicine.
Sexual dysfunctions in men and women, Paris, France, 2004
2. McAnulty R., Bournette M.M., Exploring Human Sexuality. Making healthy decisions,
Boston, USA, 2004
3. Moore S., Rosenthal D., Sexuality in Adolescence. Current trends, New York, USA,
2006
REMARKS:
-28-
S
SO
OC
CIIA
ALL A
AS
SP
PE
EC
CTTS
SO
OFF P
PO
OP
PU
ULLA
AR
RM
MU
US
SIIC
C
Course code: 0314-WP-SOC-PDW
Type of course: optional
Director of studies: prof. Mariusz Kwiatkowski
Number of teaching
hours per week
Lecture
30
2
Semester
Form of
instruction
Number of teaching
hours per semester
Name of lecturer: Dorota Bazuń, PhD
for a course
*1. Grade
Number of
ECTS
credits
allocated
5
COURSE AIM:
The course’s aim is to present some sociological aspects, problems and topics on the
basis of popular culture and popular music phenomena.
ENTRY REQUIREMENTS:
The programme is designed especially for students who are interested in social sciences:
sociology, pedagogical studies, political science although the students of technical studies
are welcomed to.
COURSE CONTENTS:
How does music affect society?
Music and relations between generations.
Crowd, an audience and community? Why mass events are so popular?
A music band as a task group. Factors of long lasting success of a music band.
The power of a bard. Social role of bard and charismatic leadership.
The kitsch and its popularity.
From a song to an oratorio. Music career as a challenge and development.
Music and a group identity. Subculture groups and music.
Musicians and their attempts to make the world better.
Music and drugs.
Music and stereotypes.
How do changes in society affect music?
TEACHING METHODS:
Lecture with discussion. Demonstrating - teaching through examples and case studies
description.
Multimedia learning process – using Power Point presentations, use of filmstrips,
recordings etc.
LEARNING OUTCOMES:
The student: a) knows and understands basic social ideas useful in description and
analyzing music phenomena; b) has general knowledge about cultural differences and
their influence on music styles and the reception of music in different societies; c) can
formulate his ideas and opinions about selected topics about music; d) respECTS the
-29others opinions about music and culture even if the opinions are different then her/his
own.
Assessed on the basis of submitting a 5-page research essay on topic related to one of
lectures content.
As optional is possible preparing 30 min presentation about social aspects of music from
student’s country.
Martin P. J., Sounds and Society: Themes in the Sociology of Music, Manchester University
Press, 1995.
OPTIONAL READING:
Popular Music and Society, selected articles from the magazine.
REMARKS:
-30-
TTH
HE
EO
OR
RY
YO
OFF C
CO
OM
MM
MU
UN
NIIC
CA
ATTIIO
ON
N
Co ur s e c o de :
Semester
Number of
teaching hours
per week
Form of
instruction
Number of
teaching hours
per semester
0110-WP-PED-TK
compulsory/optional
English
prof. Marek Furmanek
for a course
Number of
ECTS
credits
allocated
Full-time studies
5
Laboratory
30
2
*
Grade
COURSE AIM:
The transfer of knowledge in terms of understanding the phenomena and processes of
communication. Learning how to achieve success in communication interactions.
ENTRY REQUIREMENTS:
Completion of the Mass Media course
COURSE CONTENTS:
Social communication, interpersonal, mass. The communication process. Elements of the
communication process. Communications, relationships. Communication models. Theories of
communication. Types of social communication. Axioms of communication. Signs and codes in
communication. Social communication as a process and phenomenon.
Non-verbal communication. Communicative competence. Communication media.
TEACHING METHODS:
Seminar: working with text, working in groups.
LEARNING OUTCOMES:
Student is able to define and characterize the processes of communication
interpersonal, social, media also understand their accuracy and noise. Students can apply the skills
developed interpersonal communication, The student is able to use technical language and
communicate in a precise and consistent with different communication channels and techniques.
Students can use the expertise to organize activities related to social communication.
Activity and positive assessment of the task.
1.
2.
3.
Chitode J.S, Communication Theory, UK 2010, ISBN 9788184317633
Griffin E., Podstawy komunikacji społecznej, GWP, Sopot 2003.
Goban-Klas T., Media i komunikowanie masowe. Teorie i analizy radia, prasy, telewizji i Internetu, PWN,
Warszawa 2005.
-31-
OPTIONAL READING:
1.
2.
3.
Dobek-Ostrowska B., Nauka o komunikowaniu, Wyd. Uniwersytetu Wrocławskiego, Wrocław 2001.
Dziedzic B., Konstruowanie i rozumienie znaczeń e komunikowaniu mediowanym komputerowo,
Wydawnictwo Marszałek, Toruń 2005.
McQuail D., Teoria komunikowania masowego, PWN WARSZAWA 2008.
REMARKS:
Seminar materials will be sent to the e-learning platform KMTI.
*The subject can be run every semester, in case there is not enough persons to make a group there will
be individual class run during instructor hours.

University of Zielona Góra, Poland Faculty of Education, Sociology

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