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Buivydaitė Evelina - One of the best experts on this subject based on the ideXlab platform.

  • A teacher of technological education in Lithuania, Great Britain and Finland. What is she like?
    'Vytautas Magnus University', 2019
    Co-Authors: Žygaitienė Birutė, Buivydaitė Evelina
    Abstract:

    Straipsnyje analizuojama technologinio ugdymo turinys ir technologinio ugdymo pedagogui keliami reikalavimai Lietuvoje, Didžiojoje Britanijoje ir Suomijoje. Technologinio ugdymo sampratos nagrinėtose šalyse yra artimai susijusios integralumo su kitais mokomaisiais dalykais ir siekio rengti ugdytinius sėkmingai adaptacijai visuomenėje aspektais, tačiau išskiriami ir technologinio ugdymo turinio skirtumai. Technologijų ir dizaino ir technologijų pamokose išryškėjęs technologijų, o namų ūkio ekonomikos pamokose – socialinio ugdymo aspektas. Lietuvos, Didžiosios Britanijos ir Suomijos švietimo ir pedagogų rengimo koncepcijų analizė atskleidė pedagogams keliamų reikalavimų panašumus ir skirtumusThe aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made: 1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition. During lessons of Household Economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of Household Economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in Household EconomicsVytauto Didžiojo universitetasŠvietimo akademij

  • A teacher of technological education in Lithuania, Great Britain and Finland. What is she like?
    'Vytautas Magnus University', 2018
    Co-Authors: Žygaitienė Birutė, Buivydaitė Evelina
    Abstract:

    Straipsnyje analizuojama technologinio ugdymo turinys ir technologinio ugdymo pedagogui keliami reikalavimai Lietuvoje, Didžiojoje Britanijoje ir Suomijoje. Technologinio ugdymo sampratos nagrinėtose šalyse yra artimai susijusios integralumo su kitais mokomai-siais dalykais ir siekio rengti ugdytinius sėkmingai adaptacijai visuomenėje aspektais, tačiau išskiriami ir technologinio ugdymo turinio skirtumai. Technologijų ir dizaino ir technologijų pamokose išryškėjęs technologijų, o namų ūkio ekonomikos pamokose – socialinio ugdymo aspektas. Lietuvos, Didžiosios Britanijos ir Suomijos švietimo ir pedagogų rengimo koncepcijų analizė atskleidė pedagogams keliamų reikalavimų panašumus ir skirtumus.The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made:1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition. During lessons of Household Economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of Household Economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in Household Economics.2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries

  • Technologinio ugdymo pedagogas Lietuvoje, Didžiojoje Britanijoje ir Suomijoje. Koks jis?
    'Vytautas Magnus University', 2018
    Co-Authors: Žygaitienė Birutė, Buivydaitė Evelina
    Abstract:

    The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made: 1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition. During lessons of Household Economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of Household Economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in Household Economics. 2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries.Straipsnyje analizuojama technologinio ugdymo turinys ir technologinio ugdymo pedagogui keliami reikalavimai Lietuvoje, Didžiojoje Britanijoje ir Suomijoje. Technologinio ugdymo sampratos nagrinėtose šalyse yra artimai susijusios integralumo su kitais mokomaisiais dalykais ir siekio rengti ugdytinius sėkmingai adaptacijai visuomenėje aspektais, tačiau išskiriami ir technologinio ugdymo turinio skirtumai. Technologijų ir dizaino ir technologijų pamokose išryškėjęs technologijų, o namų ūkio ekonomikos pamokose – socialinio ugdymo aspektas. Lietuvos, Didžiosios Britanijos ir Suomijos švietimo ir pedagogų rengimo koncepcijų analizė atskleidė pedagogams keliamų reikalavimų panašumus ir skirtumus

Jeff Larrimore - One of the best experts on this subject based on the ideXlab platform.

Medved Marjeta - One of the best experts on this subject based on the ideXlab platform.

  • The influence of home Economics on carer decision of primary school students
    2018
    Co-Authors: Medved Marjeta
    Abstract:

    At the end of the elementary school pupils face important decisions about their professional career. The phrase »career decision« refers to choosing their future education and employment as well as balancing their time between work and personal life. This decision is influenced by various factors, such as gender, age, learning performance, parenting and the like. Home Economics deals with contents that are closely related to the quality of one's life. In the first thematical unit entitled »Household Economics« pupils become acquainted with money management and the concept of family. In the second unit they become familiar with the textile industry related contents: from fibers to finished products, the maintenance of textile products and fashion. In the »Living and Environment« unit, they study the concepts of pollution and the »ecologically conscious consumer«. In the framework of the »Nutrition« unit, pupils learn about foodstuffs and their composition as well as the procedures for preparing and serving various dishes. In doing so, they combine theory with practical work. In my survey I explored the influence of Home Economics on the choice of one's future profession, by using a descriptive research method and a quantitative research approach. For the purposes of my survey I prepared a questionnaire, which was completed by elementary school pupils who had not yet made a decision about their secondary education, and by secondary school students who had already done so. The sample included 112 pupils from Grades 8 and 9, and 155 students from the first year of the School of Food Processing. According to the survey results, their professional career decisions was influenced most by personal interests. This was the case both with the pupils who had not yet chosen their secondary school and the students who had already done so. The students who had opted for the Home Economics related optional subjects at the elementary school, stated their own interest as the main reason for doing so. Additionally, students were interest for nutritional contents, the desire to learn the preparation of various dishes and fact that they would benefit for their further education in a larger total share (62,0%) than pupils (34,0%). The results also show that their participation in optional subjects did not significantly contribute to the increase of their interest and that the respondents think the Home Economics related optional subjects do not affect their carrer decisions. The obtained results point to the support of Home Economics in the development of knowledge in the area of personal interests, which are, according to students and pupils, the most important decision factor in the decision-making process

  • The influence of home Economics on carer decision of primary school students
    2018
    Co-Authors: Medved Marjeta
    Abstract:

    Ob zaključku osnovne šole so učenci pred pomembno odločitvijo glede svoje karierne poti. Besedna zveza karierna odločitev se nanaša tako na odločitev glede izobraževanja in zaposlitve kot tudi na prilagajanje časa za delo in osebno življenje. Na to odločitev vplivajo različni dejavniki, kot so: spol, starost, učni uspeh, izobrazba staršev in podobno. Predmet gospodinjstvo obravnava vsebine, ki so neposredno povezane s kakovostjo bivanja posameznika. V vsebinskem sklopu ekonomika gospodinjstva se učenci tako seznanijo z upravljanjem denarja in pojmom družina. V drugem vsebinskem sklopu se seznanijo z vsebinami s področja tekstilstva – vse od vlaken do končnih izdelkov, vzdrževanjem tekstilnih izdelkov, modo. V vsebinskem sklopu bivanje in okolje se učenci srečajo s pojmoma onesnaževanje okolja in ekološko osveščen potrošnik. V sklopu prehrana pa učenci spoznavajo živila, njihovo sestavo, postopke priprave in postrežbe jedi. Pri tem teorijo povezujejo s praktičnim delom. Z raziskavo sem želela preveriti, kako učenci zaznavajo vpliv predmeta gospodinjstvo in izbirnih predmetov s področja gospodinjstva na izbiro bodočega poklica. V raziskavi sem uporabila deskriptivno metodo raziskovanja in kvantitativni raziskovalni pristop. V namen raziskave sem oblikovala anketni vprašalnik, ki so ga izpolnjevali osnovnošolci pred izbiro srednješolskega izobraževanja in srednješolci, ki so že sprejeli odločitev o srednješolskem izobraževanju. V vzorec je bilo vključenih 112 učencev 8. in 9. razreda ter 155 dijakov 1. letnika srednje šole za živilstvo. Rezultati raziskave so pokazali, da ima najmočnejši vpliv na poklicno odločitev lastno zanimanje. Ti rezultati veljajo tako za učence, ki se o izbiri srednje šole še odločajo, kot tudi za dijake, ki so srednjo šolo že izbrali. Dejavnik lastna zanimanja pa so dijaki navedli tudi kot razlog za obiskovanje izbirnih predmetov s področja gospodinjstva. Poleg tega so dijaki za vključitev v izbirne predmete navajali še zanimanje za prehranske vsebine, željo po učenju praktične priprave jedi in dejstvo in da bi jim naučeno koristilo pri nadaljnjem šolanju. Če naštete dejavnike obravnavam kot eno skupino, so jih dijaki navedli bolj pogosto (62,0 %) kot učenci (34,0%). Rezultati so tudi pokazali, da sama vključitev v izbirne predmete ni bistveno pripomogla k povečanju zanimanja in da anketirani menijo, da predmeti s področja gospodinjstva ne vplivajo na njihovo poklicno odločitev. Dobljeni rezultati tako kažejo na podporno vlogo predmetov gospodinjstva pri omogočanju razvijanja znanj s področja lastnih zanimanj posameznikov, ki pa so, po navedbah anketiranih, najpomembnejši odločitveni dejavnik v procesu poklicnega odločanja.At the end of the elementary school pupils face important decisions about their professional career. The phrase »career decision« refers to choosing their future education and employment as well as balancing their time between work and personal life. This decision is influenced by various factors, such as gender, age, learning performance, parenting and the like. Home Economics deals with contents that are closely related to the quality of one\u27s life. In the first thematical unit entitled »Household Economics« pupils become acquainted with money management and the concept of family. In the second unit they become familiar with the textile industry related contents: from fibers to finished products, the maintenance of textile products and fashion. In the »Living and Environment« unit, they study the concepts of pollution and the »ecologically conscious consumer«. In the framework of the »Nutrition« unit, pupils learn about foodstuffs and their composition as well as the procedures for preparing and serving various dishes. In doing so, they combine theory with practical work. In my survey I explored the influence of Home Economics on the choice of one\u27s future profession, by using a descriptive research method and a quantitative research approach. For the purposes of my survey I prepared a questionnaire, which was completed by elementary school pupils who had not yet made a decision about their secondary education, and by secondary school students who had already done so. The sample included 112 pupils from Grades 8 and 9, and 155 students from the first year of the School of Food Processing. According to the survey results, their professional career decisions was influenced most by personal interests. This was the case both with the pupils who had not yet chosen their secondary school and the students who had already done so. The students who had opted for the Home Economics related optional subjects at the elementary school, stated their own interest as the main reason for doing so. Additionally, students were interest for nutritional contents, the desire to learn the preparation of various dishes and fact that they would benefit for their further education in a larger total share (62,0%) than pupils (34,0%). The results also show that their participation in optional subjects did not significantly contribute to the increase of their interest and that the respondents think the Home Economics related optional subjects do not affect their carrer decisions. The obtained results point to the support of Home Economics in the development of knowledge in the area of personal interests, which are, according to students and pupils, the most important decision factor in the decision-making process

Sara Harkness - One of the best experts on this subject based on the ideXlab platform.

  • child care and infectious respiratory disease during the first two years of life in a rural kenyan community
    Social Science & Medicine, 1994
    Co-Authors: Charles M Super, Constance H Keefer, Sara Harkness
    Abstract:

    Recent research in the U.S. has demonstrated the health risks accompanying the increase in use of day care centers for infants and young children, a trend that reflects large-scale social and economic changes. The present study reports increased risk of respiratory disease in rural Kenyan children, resulting from increased exposure to unrelated young children. The shift in risk patterns accompanies sociocultural and economic trends during the 1970s: maternal participation in work groups for cash cropping and increased school attendance by other family members. Thus as in the American case, participation in modern patterns of Household Economics significantly influences the pattern of illness for infants and young children.

Žygaitienė Birutė - One of the best experts on this subject based on the ideXlab platform.

  • A teacher of technological education in Lithuania, Great Britain and Finland. What is she like?
    'Vytautas Magnus University', 2019
    Co-Authors: Žygaitienė Birutė, Buivydaitė Evelina
    Abstract:

    Straipsnyje analizuojama technologinio ugdymo turinys ir technologinio ugdymo pedagogui keliami reikalavimai Lietuvoje, Didžiojoje Britanijoje ir Suomijoje. Technologinio ugdymo sampratos nagrinėtose šalyse yra artimai susijusios integralumo su kitais mokomaisiais dalykais ir siekio rengti ugdytinius sėkmingai adaptacijai visuomenėje aspektais, tačiau išskiriami ir technologinio ugdymo turinio skirtumai. Technologijų ir dizaino ir technologijų pamokose išryškėjęs technologijų, o namų ūkio ekonomikos pamokose – socialinio ugdymo aspektas. Lietuvos, Didžiosios Britanijos ir Suomijos švietimo ir pedagogų rengimo koncepcijų analizė atskleidė pedagogams keliamų reikalavimų panašumus ir skirtumusThe aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made: 1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition. During lessons of Household Economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of Household Economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in Household EconomicsVytauto Didžiojo universitetasŠvietimo akademij

  • A teacher of technological education in Lithuania, Great Britain and Finland. What is she like?
    'Vytautas Magnus University', 2018
    Co-Authors: Žygaitienė Birutė, Buivydaitė Evelina
    Abstract:

    Straipsnyje analizuojama technologinio ugdymo turinys ir technologinio ugdymo pedagogui keliami reikalavimai Lietuvoje, Didžiojoje Britanijoje ir Suomijoje. Technologinio ugdymo sampratos nagrinėtose šalyse yra artimai susijusios integralumo su kitais mokomai-siais dalykais ir siekio rengti ugdytinius sėkmingai adaptacijai visuomenėje aspektais, tačiau išskiriami ir technologinio ugdymo turinio skirtumai. Technologijų ir dizaino ir technologijų pamokose išryškėjęs technologijų, o namų ūkio ekonomikos pamokose – socialinio ugdymo aspektas. Lietuvos, Didžiosios Britanijos ir Suomijos švietimo ir pedagogų rengimo koncepcijų analizė atskleidė pedagogams keliamų reikalavimų panašumus ir skirtumus.The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made:1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition. During lessons of Household Economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of Household Economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in Household Economics.2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries

  • Technologinio ugdymo pedagogas Lietuvoje, Didžiojoje Britanijoje ir Suomijoje. Koks jis?
    'Vytautas Magnus University', 2018
    Co-Authors: Žygaitienė Birutė, Buivydaitė Evelina
    Abstract:

    The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made: 1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition. During lessons of Household Economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of Household Economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in Household Economics. 2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries.Straipsnyje analizuojama technologinio ugdymo turinys ir technologinio ugdymo pedagogui keliami reikalavimai Lietuvoje, Didžiojoje Britanijoje ir Suomijoje. Technologinio ugdymo sampratos nagrinėtose šalyse yra artimai susijusios integralumo su kitais mokomaisiais dalykais ir siekio rengti ugdytinius sėkmingai adaptacijai visuomenėje aspektais, tačiau išskiriami ir technologinio ugdymo turinio skirtumai. Technologijų ir dizaino ir technologijų pamokose išryškėjęs technologijų, o namų ūkio ekonomikos pamokose – socialinio ugdymo aspektas. Lietuvos, Didžiosios Britanijos ir Suomijos švietimo ir pedagogų rengimo koncepcijų analizė atskleidė pedagogams keliamų reikalavimų panašumus ir skirtumus