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Role of the primary family in the onset of aggressive behavior and externalized behavioral disorder
Full text linkMaster thesis examines the role of familiy surroundings in the emergence of aggressive behaviour and externalised behavioural disorder. It focuses on the perspective and opinion of the adolescents, about the role of the primary environment in the development of aggressive behaviour and externalised behavioural disorder in themselves. The analysed data were obtained from eight adolescents, placed in the Logatec Educational Institution or the Radeče Pre-educational Home. In processing the qualitative data, were used Bowlby's attachment theory, ecosystem theory and theories of psycho-social developmen. It also includes effects of traumatic experiences in previous periods.
Different Researchs suggests, that the primary environment is crucial in building emotional, cognitive and social development of people. Presence of encouraging and discouraging factors constantly influence and shape the individual. The primary environment is therefore only one of the key factors in an individual's development.
The obtained data confirmed the presence of discouraging factors like use of substances (alcohol and drugs); the importance of the type of established relationship with the caregivers, the socio-economic status of the family and the transmission of aggressive behaviour. Future orientation, as finding job, involvement in the school system and peers, were identified as motivating factors.
It is important to note, that the same factor can be either encouraging or discouraging, and therefore the focus on behavioural disorders needs to be holistic, as according to A. Kobolt (2010), in some adolescents, undesirable behaviours resolve on their own, while in others they escalate
Teacher's anger expressionin a classroom and educational and social-emotional aspects of teaching
Full text linkTeachers experience and express different emotions in the classroom. Theoretical and empirical findings of research in Slovenia and elsewhere show that teachers’ emotions in the classroom have a significant impact on learners’ motivation for learning, the quality of their relations and the classroom climate. Anger is among the most common emotions that teachers experience and express in relation to pupils. Teachers’ anger is most often triggered by pupils’ behavior that teachers consider inappropriate. We have found no study in the literature that would examine the correlations between how teachers of fourth and fifth grades of nine-year elementary school programs express anger and the pedagogical, as well as social and emotional aspects of teaching. Based on this, we decided to study the subject, both in terms of teachers’ self-perception and the perception by pupils. The empirical research included 100 teachers of 4th and 5th grades from different primary schools in Slovenia and 1552 of their pupils. Data were collected using a number of own questionnaires. The survey covered the views of both teachers and pupils on teachers’ anger, which factors and situations cause anger among teachers, how teachers express anger in the classroom, what teachers want to achieve with different ways of expressing anger with respect to pupils, and how all these variables relate to different pedagogical, as well as social and emotional aspects of teaching. The results of the survey show that teachers agree most strongly that pupils learn from them how to express anger, while pupils agree the most that a teacher should be angry only when he or she has a valid reason. Both teachers and their pupils perceive that on average teachers rarely get angry due to pupils’ inappropriate behavior. Pupils also believe that sometimes although rarely teachers get angry due to factors and situations resulting from their own behavior and personality, while teachers, on average, think they never get angry because of their own traits. Both teachers and pupils said teachers express anger in an assertive manner, for example clearly defining the reasons for their anger, telling pupils how they feel, etc. Moreover, both consider this type of anger to be present in almost every class session. On the other hand, anger is, on average, rarely expressed in an aggressive manner, i.e. by yelling angrily, threatening, or giving angry looks. According to pupils, teachers express anger in order to achieve a change in pupils’ behavior. Teachers state that, in addition to changing pupils’ behavior, their different approaches in expressing anger are also aimed at more complex changes, such as encouraging pupils’ awareness, understanding and getting a sense of a concrete situation. The less teachers believe that expressing anger in front of pupils is inappropriate, that they need to justify their anger to pupils, or that their anger is a bad influence, the more they think they do things such as lauding and encouraging their pupils, clearly presenting grading criteria, including pupils’ ideas in class work, etc. The more teachers notice their own anger for different reasons (e.g. pupils quarreling, their own lack of preparation for class), the fewer positive aspects of how they conduct classes they see (e.g. teaching in a way that is easy to understand, allowing the chance to give additional explanations). The results of this empirical study further indicate that teachers who said they more commonly express their anger in an assertive way also see the positive aspects of their teaching more often. On the other hand, the teachers who more often express anger in an aggressive way also found more negative aspects in their teaching (e.g. they give pupils strict warnings more often, they manage all the work in class, or they remind pupils of every detail). Research findings indicate that professional reflection can be an effective tool in transforming teacher’s views on anger. Teachers can achieve better anger management above all with a high level of emotional self-control and by changing the way they respond to situations that make them angry. In educational institutions, it would be reasonable to introduce special training for students and in-service teachers to acquire and develop skills for expressing anger in an assertive manner, based on critical (self)reflection of inappropriate responses in such situations
Flipped learning and teaching in 7th grade mathemathics
Full text linkIn the master's thesis, we will deal with flipped learning and teaching, which Bergmann and Sams (2014, p. 6) define as: »a pedagogical approach in which direct teaching moves from a group learning space to an individual learning space.« The group learning space is thus transformed into a dynamic, interactive space in which the teacher guides the students as they apply the concepts in practice and creatively. We will begin the work with a review of the relevant literature. We will start with the articulation of lessons, the next chapter will be dedicated to didactic innovations, we will continue with the chapter dedicated to flipped learning, and the last chapter in the literature review will be the chapter on information and communication technologies (ICT). In the empirical part, a pedagogical experiment will be performed. 7th grade students will be involved in the experiment, in math class, and the subject will be the area of polygons. Pupils are already pre-divided into two heterogeneous groups so that subsequent division of the class will not be necessary. All groups will receive the same pre-test before the start of the experiment, which will be used to assess students' knowledge of the subject before reading it. This will be followed by the main part of the experiment. In the control group, the lessons will take place unchanged in the traditional way, so that the discussion of new learning material will be carried out at school, during the lesson, and at home, students will consolidate their knowledge through homework. In the experimental group, the lessons will take place in the way of flipped learning and teaching with the help of a video, which the students will watch at home before the lesson. Time in school will be spent on a deeper exploration of the concepts learned, with students being encouraged to think independently and explore the topic. After the experiment, the same post-test will be performed for both groups, which will be used to assess students' knowledge of the learning material after its treatment. Since we will be interested in whether the knowledge acquired through reverse learning is also permanent, another post-test will be performed after a certain period. In addition, a short survey will be conducted, with which we want to obtain the assessment of the students of the experimental group when introducing this didactic innovation. The obtained data will be analyzed using descriptive and inferential statistics, and interpreted accordingly according to the research questions. In the conclusion, we will summarize all the findings of the experiment, answer the research questions and make a meaningful conclusion
Primary teachers' opinions and attitudes towards the use of school gardens in teaching
Full text linkA garden, as we know it in general, is a natural habitat of plant and animal species beneficial for humans. It gets a wider meaning if we use it as a part of a school process and lessons. A school garden is a garden that is in the immediate vicinity of the school. It is intended for teachers and students to take care of it, learn from it and with its help learn about new content. Slovenian schools, especially rural schools, have used school garden for teaching as early as the 19th century. Also elsewhere in the world school gardens were used for teaching children about agruculture and self-sufficiency. After the use of school gardens in Slovenia was in decline for several decades, a few years ago their use began to rise again. Teachers are now getting help with the beginnings of gardening and garden care through various programs such as Ekošola and Šolski ekovrtovi. These programs provide different workshops for children and teacher education on gardening. Learning in the school garden strengthens students' connection with nature and has positive effects on better cognitive, social, academic and social development, as well as it encourages independence, creativity and awareness of the importance of their own food production. Due to the advantages offered by working in the school garden as part of the pedagogical process, we decided to research the opinions and attitudes of Slovenian class teachers towards the use of school gardens in teaching. In addition, we wanted to find out how often, when and in what content class teachers use it in teaching. We prepared an online survey questionnaire and sent it by e-mail to all primary schools in Slovenia. We received 165 completed questionnaires. The answers showed that the vast majority of class teachers teach in primary schools that have a school garden, while the rest would like this opportunity, mainly because of experiential learning. Slightly less than three quarters of teachers who have the opportunity to teach in the school garden also use it in teaching, between two and six times a year, mostly unplanned and within the framework of science subjects. The results of our research also show that teachers most agree that working in the school garden promotes a love of nature, practical learning and work, and offers the opportunity to spend time in nature. Despite the awareness of the positive effects that school gardening brings, the biggest obstacle for teachers in greater involvement of the garden in the lessons is the financial aspect of school garden care
Sočutje: razstava študentk in študentov Oddelka za likovno umetnost PEF Maribor in Oddelka za likovno pedagogiko PEF Ljubljana ter ostali umetniki in učenci OŠ Preska
Full text linkProjekt z naslovom Sočutje je sestavljen iz več različnih dejavnosti, ki so se zgodile v zadnjem letu našega življenja zaznamovanega s svetovno pandemijo. V Galeriji UL PEF predstavljamo skupinsko razstavo študentov Pedagoške fakultete Univerze v Mariboru in Pedagoške fakultete Univerze v Ljubljani, ki sva jo s prof. Petro Vari (UM PEF) načrtovali kot dialog med študenti in profesorji dveh fakultet ter
izmenjavo mnenj in izkušenj
Experiences of Slovenian in-service primary school teachers and students of grades 4 and 5 with outdoor lessons in the subject science and technology
Full text linkThe present paper presents the results of a survey on outdoor lessons conducted
by teachers of the subject Science and Technology in the 4th and 5th
grades of primary school in the school’s vicinity. It examines differences
between teachers themselves and between teachers and students, as well
as the ideas and limitations of outdoor lessons. The study included 70 inservice
primary school teachers of the 4th and 5th grades and 154 students
of the 4th grade and 151 students of the 5th grade of primary school. The
data were obtained with two questionnaires: an e-questionnaire for teachers
and a paper-pencil questionnaire for students. The results show that 13
per cent of teaching time in the subject Science and Technology consists
of outdoor lessons. Statistically significant differences were found between
teachers with different amounts of teaching experience, while differences
in the quantity of outdoor lessons did not arise among teachers of different
school strata and among teachers who had an early experience with
outdoor lessons in the vicinity of school themselves as students compared
to teachers who had no such experience. The teachers had several specific
and general ideas for outdoor activities for the thematic sets of the Science
and Technology curriculum and reported similar difficulties in planning
outdoor lessons to those reported in other countries. The results of the
research show that the teachers report the use of outdoor lessons in the
vicinity of school more often than recalled by the students. The students
reported that such activities typically take place about twice a year, mostly
in playgrounds, meadows, and forests. The results provide an insight into
the state of the teachers’ initiatives for outdoor lessons in the subject Science
and Technology and indirectly offer opportunities to reflect and act
on outdoor lessons from different perspectives
John Hattie, Douglas Fisher and Nancy Frey, Visible Learning for Mathematics: Grades K-12: What Works Best to Optimize Student Learning, Corwin Mathematics: 2017; 269 pp.: ISBN: 9781506362946
Full text linkThis book is relevant to target readers (mathematics teachers) both in
terms of the topic chosen and the way it is written. It contains some very interesting
ideas and themes (e.g., categorising learning into three phases, effect
sizes for 150 influences, highlighting the importance of communication and
mathematical talk) that offer the possibility to be elaborated upon at the college
level, as professors of didactics could include them in their didactics courses for
pre-service teachers
Snalysis of mountaineering accidents of primary school children in the Slovenian mountainous world from 2006 to 2019
Full text linkIn this master's thesis, the emphasis was put on the findings related to accidents of primary school children in Slovene mountains between 2006 and 2019. A theoretical framework consists of the most common dangers we can face in mountain world. We presented accident prevention through importance of knowladge, experiences and pedagogical skills. We also summarized a brief history of rescue activity in slovenian mountain world and basics of emergency responses which all adults hiking in mountains with children should know. Our research was based on accidents of primary school children in Slovene mountains according to variables: month, year, gender, terrain dificulty, activity, altitude, the main cause of the accident and the way hiking trip was organized. The number of accidents according to the mentioned variables provided an insight into the circumstances in which accidents are most frequent. Due to this data we were able to identify situations in which greater caution and better prevention are needed. Results of the research were compared to previous researches an mountaineering literature
Klotoida : študijsko gradivo : zgodovina matematike
Full text linkKlotoida je ravninska krivulja, katere parametrični enačbi se izražata s
Fresnelovima integraloma. Kljub njeni zapletenosti pa ima nekaj preprostih lastnosti in je kot prehodna krivulja uporabna pri načrtovanju cest
in železnic. Vozilu, ki pelje s stalno hitrostjo po klotoidi, se namreč sredobežni pospešek linearno spreminja vzdolž tira
Vocabulary analysis in textbooks for teaching English in grades 4 and 5 of primary school
Full text linkThis master's degree thesis concentrates on analysis of vocabulary of six course books that were most commonly used to teach English in fourth and fifth grade in Slovenia in the 2019/20 school year. The second educational period sees the course books become one of the main means of teaching EFL (English foreign language) because they extensively determine the teaching contents that the students learn in that school year. The vocabulary in the course books is one of the main factors that contribute to successful learning of EFL and as such has to be intentionally developed. The most common words in course books and their overlap were established by analysing the course book vocabulary with AntWordProfiler (Anthony, 2014). Vocabulary in textbooks was also classified regarding to the Common European Framework of Reference for Languages (eng.: CEFR, slo.: SEJO) and further analysed to determine the level (A1–C2) of it. The extent to which the vocabulary matches the 2.000 most common English words from the NGSL (New General Service List) and GSL (General Service List) lists was also analysed. The creators of NGSL wordlist are Charles Browne, Brent Culligan and Joseph Phillips. They started making the list in 2013 and finished and published it in 2017 (Brown, 2019). The list is based on 1953 formed GSL wordlist that was created by Michael West (West, 1953). We reached the conclusion that the vocabulary in the coursebooks has a greater overlap with the GSL than the NGSL list. Furthermore, the analysis of overlap among target vocabulary of all six course books was performed. We concluded that there is fairly small percentage of words from the target vocabulary that appear in all of the coursebooks. When only the course books that are used to teach EFL in specific grades were compared to each other, the percentage of overlap was a bit higher. The CEFR level analysis showed that most of the words in course books reach the A1 level and that the target vocabulary repeats with high enough frequency. The hypothesis that we set at the beginning was that the target vocabulary should repeat at least five times. Lastly, we performed the analysis of overlap between discussed chapters in course books and syllabus and the analysis of different parts of speech in target vocabulary.
This master's degree thesis will affect the didactics of teaching English language in the second educational cycle, more accurately the development of course book vocabulary in fourth and fifth grade of elementary school. This analysis will help the teachers plan their teaching of English language in schools and the learning material designers in creating course books for the second cycle of elementary school. The thesis offers the insight into analysis of target vocabulary throughout course books