ON DEVELOPING MATERIALS FOR CLIL

Content and language integrated learning (CLIL) is not an unknown term. In Slovakia, many schools communicate they apply CLIL methodology; however, there are numerous studies that are sceptical about CLIL application. The most significant problem defined by CLIL teachers is the lack of appropriate materials that follow dual aims. Based on this feedback the development of CLIL materials became a part of pre-service teachers’ methodology courses. The present study aimed to explore the attitudes of the pre-service teachers towards the possible application of the content and language integrated learning in their teaching. Questionnaires and pre-service teachers’ portfolios provided data from 63 participants. The study also presents the results of discussions on the problems faced by students, the attitudes of student teachers towards material evaluation and development, planning CLIL lessons and the analysis of the questionnaire focussing on students’ attitudes towards CLIL application. Data suggest that even though pre-service teachers are positive about CLIL application and are interested in doing CLIL lessons they do not feel confident especially in evaluating the outcomes of CLIL lessons and creating materials for CLIL lessons. Finally, the author summarises the pedagogical implications to pre-service teachers study programmes as well as recommendations for teaching practice. 

Paving the Way to Eureka-Introducing "Dira" as an Experimental Paradigm to Observe the Process of Creative Problem Solving

“Dira” is a novel experimental paradigm to record combinations of behavioral and metacognitive measures for the creative process. This task allows assessing chronological and chronometric aspects of the creative process directly and without a detour through creative products or proxy phenomena. In a study with 124 participants we show that (a) people spend more time attending to selected vs. rejected potential solutions, (b) there is a clear connection between behavioral patterns and self-reported measures, (c) the reported intensity of Eureka experiences is a function of interaction time with potential solutions, and (d) experiences of emerging solutions can happen immediately after engaging with a problem, before participants explore all potential solutions. The conducted study exemplifies how “Dira” can be used as an instrument to narrow down the moment when solutions emerge. We conclude that the “Dira” experiment is paving the way to study the process, as opposed to the product, of creative problem solving

The ecological validity of cognitive training on-line. Pilot study with the program Cognifit in patients with mood disorders.

In this thesis we tried to define the ecological validity of the cognitive functions training of the clients with mood disorders. The specimen was formed up with 36 patients whose primary diagnosis was depression, depressive phase or bipolar affective disorder (F31, F32 and F33 according to MKN-10), currently in remission. The research lasted 12 months. The training program selected for this study was CogniFit Personal Coach (www.cognifit.com), a home-based, computerized, individualized cognitive training program. Based on the results of an initial evaluation phase, the program builds a personalized training program. The training program varies from one individual to the other in the selection of tasks, the frequency with which each training task is used, and in the level of difficulty determined by the results of the baseline evaluation of cognitive functions. As the individual trains and achieves higher scores, the tasks become harder. The present study sought to examine the impact of the cognitive training regimen on everyday cognitive functioning of patients with mood disorders during remission. The scientific method applied was the set of questionnaires aimed at the definition of the ecological validity of the cognitive functions training: Dysexecutive Questionnaire (DEX), Cognitive Failures..

Characterization of a novel CD8+ T-cell subset with polyamine metabolism signature

CD8+ T cells play a crucial role in the adaptive immune response to combat infections and tumors. Previous research into T-cell heterogeneity has revealed that subsets of antigen- experienced CD8+ T cells possess different functional properties. However, the functional diversity might already be predetermined in their naïve steady-state precursors. Recently, the Lab of Adaptive Immunity discovered a new and rare murine steady-state CD8+ T-cell subset, known as Tpam cells (CD8+ T cells with polyamine metabolism signature). Since polyamine metabolism has been linked to T-cell activation and differentiation, studying this novel subset can provide new insight into the fate of CD8+ T cells upon TCR stimulation. This diploma thesis aimed to characterize Tpam cells in terms of their origin, steady-state phenotype, fate after TCR stimulation, and potential functional role. We took advantage of various mouse models to investigate the formation of Tpam cells and found that they are dependent on a diverse TCR repertoire and are presumably formed by low-grade TCR signaling. We executed an adoptive transfer into T-cell deficient mouse model to examine their steady-state phenotype and performed an ex vivo TCR-mediated activation assay to observe their fate after activation. Our findings show that Tpam cells are..

Receiver Operating Characteristic Analysis for Classification Based on Various Prior Probabilities of Groups with an Application to Breath Analysis

In this paper we illustrate the influence of prior probabilities of diseases on diagnostic reasoning. For various prior probabilities of classified groups characterized by volatile organic compounds of breath profile, smokers and non-smokers, we constructed the ROC curve and the Youden index with related asymptotic pointwise confidence intervals

English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties

The study of foreign languages is obligatory for all pupils in Slovakia, where the first foreign language is English. Conforming to integration legislation, pupils with special educational needs (SEN) are taught in mainstream classes. Foreign language teachers, however, lack training and where not prepared how to apply teaching methods and techniques for pupils with SEN in the regular language learning class. In the study presented, 187 elementary school teachers filled out questionnaires dealing with integration of pupils with SEN and possible inclusion of learners with disabilities in Slovakia and a group of 56 university FLT students - teachers-to-be. Teachers are not forced and/or encouraged to take part in in-service courses or other education on how to teach these pupils. The pre-service teachers are offered courses on SEN teaching, however, these are not compulsory and mostly general education oriented. The majority of in-service and pre-service teachers felt that pupils with SEN should be taught in regular education class. The article also describes the current situation concerning integration of students with SEN using the official statistical data

A Review of European Research on Content and Language Integrated Learning

Introduction. Subjects’ integration in formal teaching can play an important role in addressing the issue of authentic and meaningful learning as opposed to rote memorisation. Content and language integrated learning has been the subject of educational studies for three decades. The scope of research is broad, and from the primary focus on foreign language performance, it has been slowly extended to the impact of Content and language integrated learning on content and mother tongue. The purpose of the research is to summarize selected research articles on Content and language integrated learning application and to estimate its summary average effect on content development in a group of students aged 10‒16. Materials and Methods. The article presents the systematic review of the studies published in the Web of Science database in the last decade (2010–2020) and surveys the selected empirical studies that focus on the impact of Content and language integrated learning implementation on the content subjects at primary and secondary schools. Sixteen studies met the inclusion criteria and were included in the analysis. Data from six studies were also statistically evaluated using Comprehensive meta analysis and RevMan software, and the synthesis is presented in the Results and Discussion parts. Results. Based on the 16 discussed studies’ results, Content and language integrated learning intervention produces positive added value; however, the statistical meta-analysis showed no statistically significant differences between the Content and language integrated learning and non-CLIL groups in their content knowledge and the results favouring non-CLIL groups. As the groups’ size differed in terms of absolute value, the pooled standard deviation was used to reflect the sample sizes and standard deviation were averaged with more weight given to the larger sample groups. Discussion and Conclusion The practical significance and prospects of the study lie in pointing out the benefits of Content and language integrated learning and stressing the importance of its inclusion in teacher training study programmes along with the development of pre-service teachers’ creativity, critical thinking and ability to create their materials.</jats:p