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Preparation of the gym as a high-quality sports training facility
Get PDFOne of the problems faced by primary school teachers in teaching the subject of physical
education (hereafter PE) in the first educational cycle is the proper organizational planning of
PE lessons in such a way as to use a large number of sports equipment and at the same time
spend as little time for preparations and tidying. This problem is especially pronounced in
polygons, relay games and training at stations, which are very popular and often used in the
first educational cycle, but also require more time to prepare and tidy up the gym. This
segment of the lesson requires some thoughtful organizational steps from teachers to prepare
the gym with students quickly and safely. It often happens that due to the teachers’ poor
organization students are most deprived of the time that could be devoted to practice in the
above-mentioned activities. The purpose of this master's thesis was to identify how class
teachers in the first educational cycle most often organize the preparation and tidying up of
the gym and to what they pay the most attention. The online questionnaire was completed
by 94 class teachers from all over Slovenia who taught PE in the first educational cycle in the
school year 2019/20. The results of the research showed that teachers most often write down
the way of changing groups in organizational preparation and sketch the layout of props and
equipment. Teachers most often give oral instructions to students for preparing and tidying
the gym, and they also actively participate in carrying the props. Most class teachers estimate
that the process of preparation and cleaning takes on average 6–10 % of the total lesson time.
On average, teachers involve 80 % of the students present in the PE lesson. Most teachers also
include excused students who do not have health restrictions in this process. During this time,
other students are most often waiting unorganized for their classmates to complete a given
task. We have found that when giving instructions for preparing and storing props, teachers
very often or often say what needs to be prepared/tidied up, who needs to do it, and what
students need to do when they complete a given task. Most students have very often or often
access to the sports equipment storage room for the purpose of preparing and tidying up the
gym, and according to the teachers, the students also know the storage order of equipment
very well or well
Preeschool teachers' attitudes towards their own ability to speak in public
Get PDFIn this paper, we focused on preschool teachers' views on their public speaking skills. The theoretical part defines public speaking, which is then presented in the context of preschool teachers' work in preschool. In addition, pedagogic discourse is determined and preschool teachers' speech situations and types of texts they have to know how to approach in their line of work are outlined. We go on to present the process of creating monologue texts delivered to the public, focusing on processes of developing public speaking skills of preschool teachers. In the empirical part, we tried to determine preschool teachers' views on public speaking in general and those related to working with children in preschool, how important they deem the preparation for public speaking and in what areas of public speaking they want to improve their practical skills. Our research involved 160 preschool teachers from different preschools across Slovenia. The descriptive research method was used, with the acquired data analysed, and then interpreted, using descriptive statistics, graphs and tables. According to research findings, the surveyed preschool teachers generally perceive public speaking skills as very important for their profession. They agree that correct and effective public speaking presents an opportunity for their professional development and requires special speech training. We determined that, according to the preschool teachers, children look up to their effective public speaking skills, so it is important that they use literary and colloquial language when delivering to children new content. They assess their skills as very good and they deem good and quality preparation for public speaking very important or they always pay to it a lot of attention. In order to improve their practical public speaking skills, they desire the most to familiarise themselves with guidelines for public speaking. Based on the findings of the theoretical and empirical parts, we drew up guidelines for preschool teachers on public speaking in preschool, including instructions on how to prepare and deliver public speeches
Views on science exploration by 12 year-olds in Slovenia
Get PDFThe development of scientific literacy was and is the goal of science education. By eliminating illiteracy, we develop the personality of the individual as we face everyday
challenges. It is our way of thinking that helps us to overcome them. When we speak of developing scientific literacy, we have in mind the knowledge and skills that enable individuals to approach scientific questions and ideas as thinking individuals. The educator and teacher has an important role in this process. Through carefully planned lessons, students become scientifically literate individuals. This means that they will be able to
engage in meaningful discussions about science and technology, which requires certain competencies. Students are expected to understand the basic aspects of scientific research. Teachers are expected to engage students in lessons that make sense of scientific inquiry in order to achieve an understanding of science content that contributes to students' ongoing independence. The study, based on a quantitative research approach, involved 140 students
from six lower secondary schools. The students solved a test, which was used to check their understanding of science research, and filled out a questionnaire of individual interest and self-image, which was used to determine the level of interest in learning science contents. Students were found to have naive and mixed views about their understanding and knowledge of aspects of scientific research. The results show that most students know how research works but have difficulty justifying the answers to the questions asked. Analysing the problem, we found that difficulties occur when the knowledge acquired by the students is applied to a concrete life example. The reason for this could be memorization rather than comprehension and a lack of experimental work in class. In lower secondary school, students usually only learn the steps required for a research, which they then try to plan and carry out themselves in the presence of a teacher. It turns out that the aspect of scientific research that is best understood by students is the development of a final interpretation of the research, which is a combination of the data collected and the evidence already known. The analysis of students' attitudes towards science showed that they are interested in the subject, enjoy participating in class, do not find the subject content too challenging, which is reflected in good grades, and also show interest in experimentation. The results showed that they lack attention and motivation to further engage in science outside the classroom
Bralno razumevanje na preizkušnji
Get PDFZnanstvena monografija z naslovom Bralno razumevanje na preizkušnji je eden izmed rezultatov raziskovanj v okviru projekta Bralna pismenost in razvoj slovenščine ‒ OBJEM (Ozaveščanje, Branje, Jezik, Evalvacije, Modeli), v okviru katerega je bil zasnovan preizkus bralnega razumevanja peto- in osmošolcev. Šest znanstvenih prispevkov se dotika spodbujanja bralne pismenosti v odnosu do gradnikov bralne pismenosti, ki so: govor, motiviranost za branje, razumevanje koncepta bralnega gradiva, glasovno zavedanje, besedišče, tekoče branje, razumevanje besedila, odziv na besedilo in tvorjenje besedil, kritično branje. Znanstvena monografija prinaša strokovna teoretična izhodišča, na katerih temeljijo inovativni praktični preizkusi za preverjanje posameznih elementov (oz. različnih komponent) bralne pismenosti. V okviru projekta OBJEM je bil oblikovan preizkus bralnega razumevanja, ki je sestavljen iz 4 testov: testa hitrega branja, testa besedišča, testa skladenjske zmožnosti in testa bralnega razumevanja. Vsi testi so sestavljeni posebej za 5. in posebej za 8. razred osnovne šole. Prispevki prinašajo dragocene rezultate opravljenih raziskav z navedenimi testi pri učencih in učenkah 5. in 8. razredov. Raziskovalni vzorec je zelo velik, vključuje več kot 650 petošolcev in še nekaj več osmošolcev. Pri tem so upoštevane različne spremenljivke, kot so spol, materni jezik, ki je ali ni slovenščina, otrok z dodatno strokovno pomočjo pri branju ali brez nje, učiteljeva ocena učenca pri branju, ocena pri drugih predmetih in drugo. V znanstveni monografiji predstavljeni rezultati preizkusa bralnega razumevanja, opravljeni na skupno več kot 1.300 učencih 5. in 8. razreda, prinašajo med drugim pomembno ugotovitev o obstoju šibke oz. srednje močne pozitivne korelacije med testom bralnega razumevanja in drugimi testi znotraj celotnega preizkusa bralnega razumevanja. To pomeni, da so učenci, ki so uspešneje reševali druge teste, bili uspešnejši tudi pri testu bralnega razumevanja
Experiences in distance education and practical use of ICT during the COVID-19 epidemic of Slovenian primary school music teachers with different professional experiences
Get PDFThe aim of this study was to determine the influence of music teachers’ professional experience on ICT use in
Slovenian primary education before and after the proclamation of the COVID-19 epidemic. We collected data
using an online questionnaire; eighty-three music teachers participated. We divided them into three groups with
different professional experiences. The results show that music teachers with less professional experience used
ICT more and had fewer problems than those with more professional experience. The creative ICT use of music
teachers in primary schools today has a significant impact on the quality of learning objectives, motivation and
efficiency
The identification of quality factors in teaching physical education
Get PDFPhysical education (PE) plays an important role as children grow up because it enables them to obtain sports experience and develop all their motor skills, without which they cannot develop fully. Well-developed motor skills have a significant impact on the positive development of the motor skills aspect of pupils and their intellectual and socio-emotional aspects, which is why the planning and implementation of the PE subject in schools must be ensured at a high level of quality.
The presented doctoral dissertation’s main purpose was to determine which factors of a teaching process can lead to the higher quality and more effective implementation of PE lessons, and then, based on these findings, create a model of high-quality teaching for this subject.
In the theoretical part of the doctoral dissertation, we first defined certain terms, namely ‘movement’, ‘exercise’, and ‘sport’, and explained the differences between them. We described how important movement is for children, its effect on the development of intellectual and socio-emotional aspects, as well as on a healthy lifestyle. We explained the role of the PE subject and how its planning and implementation take place. We also defined the quality indicators of PE lessons, as well as listed and described certain aspects of teaching that may affect the greater effectiveness of lessons.
In the empirical part of the dissertation, we first presented the procedure and results of the pilot study, with which we verified the measuring instruments and calculated their measuring characteristics. In continuation, we presented the main study, which was carried out similarly to the pilot study, only on a larger sample and using a more perfected measurement procedure. In the main study, 108 PE lessons at primary school grade level were observed and measured, of which the first 58 were taught by pupils, and the next 50 were taught by teachers. There were 648 pupils in total (324 girls and 324 boys), who wore acceleration measuring devices during the lessons, and we measured the effective time of learner engagement for 432 pupils (216 girls and 216 boys). Furthermore, 108 questionnaires on the self-evaluation of teaching were completed, and 324 questionnaires on the evaluation of teaching. The questionnaire on how they felt during the PE lesson was completed by 324 pupils. In this study, we used a quantitative research approach and a causal non-experimental method.
Data on the quality of lessons were first reviewed using basic statistics, and then using a hi-square test to check whether statistically significant differences in effective lessons management appeared between students and teachers. In order to determine any statistically significant differences between the two groups in terms of achieving medium- and high-level intensity of student engagement and well-being during sports lessons, we conducted a t-test for independent samples. In doing so, we first determined the homogeneity of variances at the univariate level using Levene’s homogeneity test. To determine statistically significant differences in teacher self-evaluation between teachers and students, we used the nonparametric Mann-Whitney test, and between self-evaluations and evaluations, the nonparametric Wilcoxon Signed-Rank test. Both tests were selected based on the normality of the distribution of variables, which we verified using the Kolmogorov-Smirnov and Shapiro-Wilk tests. Using the same tests, we first checked the normality of the distribution of variables in identifying teaching quality factors; then we used the Mann-Whitney test within each dimension to identify statistically significant differences in the frequency of each factor in the effective and ineffective lessons. To determine any connection between various learning contents and the quality of lessons, we first conducted Levene's test to check the homogeneity of variances. For the first dimension on the interestingness of class lessons, the result of Levene's test was statistically significant, so we proceeded using the Tamhane post hoc test. However, for the second dimension on the well-being of students during lessons, the result of Levene's test was not statistically significant, so we proceeded using ANOVA and Tukey's post hoc test. According to the obtained results on the well-being of students in individual learning contents, we also checked the connection between various learning contents having an effective time and level of intensity of students' activities during lessons. For the effective times, Levene’s test was statistically significant, so we proceeded using the Tamhane post hoc test for calculations. However, at the activity intensity level, Levene’s test was not statistically significant, so we proceeded using the ANOVA and Tukey's post hoc test.
The results showed that the general level of quality and the effectiveness of PE lessons at grade level was assessed on the basis of the set quality indicators (amount of the pupils' effective time of learner engagement, amount of the pupils' time spent performing medium and high-intensity activities, and how the pupils felt during these lessons) was exceptionally low and that there were no statistically significant differences between pupils and teachers that taught the lessons.
Concerning the self-evaluation of the quality of their own teaching and their lessons, the teachers with many years of experience evaluated themselves more highly than the pupils did, while both the pupils and the teachers evaluated their work better than the three external evaluators (observers) did.
The teaching factors that turned out to be the most important in the achievement of higher levels of PE lesson effectiveness were ensuring differentiation and individualisation in the performance of elements by the pupils, the teachers’ position near the pupils while teaching in the sports hall, the continuous provision of new recommendations and advice to the pupils (in addition to the already provided instructions), teaching with enthusiasm, respecting the views of pupils and showing empathy to them, carefully listening to the pupils’ questions and answers, calling pupils by their names, providing positive feedback when correcting their performance and using different forms of within-class grouping in one lesson.
The results also showed no statistically significant differences between the students and teachers regarding how frequently they used the various teaching factors, whereas the teaching content did affect the quality and effectiveness of the lessons. The most effective lessons, based on all three quality indicators, were athletics-based lessons.
In the conclusion, we presented a model of high-quality teaching of PE lessons, which was created based on the obtained results and represents our contribution to PE didactics and the science of teaching. The model includes those factors of teaching PE lessons that indicated statistically significant differences given their frequency of use in the effective and ineffective lessons. It shows us which teaching factors could be used to achieve greater effectiveness in PE lessons considering the set criteria of high levels of activity and the well-being of the pupils
Introduction of hydrosphere environmental problems using advanced learning approaches in primary school chemistry lessons
Get PDFMankind has added a new circular flow to the natural circulation of water on our planet – the removal of clean water and the return of polluted water. A change in an individual's behavior in everyday life is achieved by developing natural-sciences and environmental literacy in primary school already. Mostly, the general objectives of the subject of chemistry strive to develop critical thinking on the identification of environmental hazards and to search for sustainable solutions for their reduction. Using modern learning approaches, the teacher can create a learning situation that will stimulate students' interest in learning environmental content and the development of a positive attitude towards natural sciences, the environment, and its values.
The purpose of the research was to optimize and conduct an online course with examples of integrating hydrosphere environmental problems in chemistry lessons while taking into account the learning objectives of the chemistry curriculum in primary school and to evaluate the effectiveness of integrating these contents by comparing differences in student achievements before and after the online course. It was also determined whether there are differences in students' learning achievements before and after the online course concerning gender, identification of gifted students, attending an optional chemistry subject, average final grades in the subject of chemistry, level of individual and situational interest, level of motivation and learning competencies, and the level of behavioral characteristics of gifted students in the field of chemistry.
The research was based on the descriptive and causal non-experimental method of empirical pedagogical research. The quantitative research approach was used in the research. The study included 145 ninth-grade students from seven primary schools in the Osrednjeslovenska and Jugovzhodna regions. The research was divided into three phases. The first phase was conducted before visiting the online course. Students solved a preliminary test, a questionnaire on the reasons for learning chemistry (VRUK), a questionnaire of individual interest, and an evaluation scale on the behavioral characteristics of gifted students. In the second phase, the students actively participated in the online course. Immediately after the end of the participation, they solved an achievement post-test and a questionnaire of situational interest. Two weeks later, the third phase was conducted in which the students solved a delayed achievement test. The collected data was quantitatively processed with the SPSS program.
The results show a lack of students’ knowledge about hydrosphere environmental problems before the online course because only 42,1% of students achieved more than half of all possible points in the preliminary test. Students' learning achievements improved after the online course because 61,5% of students achieved more than half of all possible points in the post-test. Students' learning achievements do not differ on the post- and delayed achievement tests. Three misconceptions about hydrosphere environmental problems were identified in the preliminary test and one misconception in the post- and delayed achievement tests. It was ascertained that students with a higher level of individual and situational interest achieved a better learning outcome on all tests. In addition, students who were identified as gifted attended at least one optional chemistry subject and had a high average final grade in chemistry. They scored better on tests and achieved a higher level of individual and situational interest. It was ascertained that among students with different levels of autonomous and controlled motivation, amotivation, learning competencies, and behavioral characteristics of gifted students in chemistry, differences in learning outcomes on tests and the level of both interests emerge. There were no differences in achievement and level of interest between male and female students
Teacher's metaphorical conceptions of teaching students with specific learning difficulties and some neuromyths
Get PDFTeacher's metaphorical conceptions of teaching students with specific learning difficulties and some neuromyths
Optimal development of each pupil is a basic principle of inclusion in Slovenian (European) school area. Pupils with learning difficulties also have the right to develop optimally. By applying the concept of work ''Learning problems/difficulties in the Elementary school – Učne težave v osnovni šoli'', adopted in 2007, pupils with learning difficulties are given a legal basis that ensures them inclusive school environment. Although the legal basis is appropriate there are still too big gaps between the law and practice, with even greater ga 9*8/ps between schools. Supportive inclusive school environment schould comply with the adopted documents, which Slovenia had also signed, it schould not depend mostly on the school leaders. In our survey we are interested in what teachers consider to be their own role in teaching pupils with learning difficulties, by using the metaphors technique. Teachers' personal beliefs about competences for teaching pupils with learning difficulties are identified through metaphorical analysis. Survey approach is a combination of quantitative and qualitative research. The pilot survey was carried out among 113 teachers in Slovenian Elementary schools. The first part covers the general demographic questionnaire. In the second part we are interested in teachers' perception of their own roles in teaching pupils with learning disabilities, using a written metaphor. Metaphors enable an insight into perceptions that can not be obtained with concrete questions. Data on metaphors are processed by a thematic analysis. The thirdpart comprises a structural questionnaire with claims about the brain, as neuromyths, important for the field of education. Neuromyths, connected to brain function, are taken from the questionnaire on neuroscience literacy, translated and adapted by Simona Tancig, from authors Herculano-Houzel, Howard-Jones and Dekker with colleagues. The research findings can be situated in the international area in this field. The findings can also be used in practice, in opening debates about teachers' roles in teaching pupils with learning difficulties and in analysing all the factors hindering or fostering to meet their role
Kakovost učbenikov v Sloveniji: izzivi in priložnosti
Get PDFZnanstveno monografijo z naslovom Kakovost učbenikov v Sloveniji: izzivi in priložnosti sta uredila dr. Gregor Torkar in dr. Gašper Cankar. Monografija je rezultat projekta Za kakovost slovenskih učbenikov (KaUč), ki se je med letoma 2017 in 2022 izvajal v okviru operacije »Razvoj in udejanjanje inovativnih učnih okolij in prožnih oblik učenja za dvig splošnih kompetenc«. Naložbo sta sofinancirali Republika Slovenija in Evropska unija iz Evropskega socialnega sklada. Osrednji cilj projekta je bil razvoj kazalnikov kakovosti učbenikov za praktično uporabnost v procesu potrjevanja in evalvacije. Z namenom zagotavljanja boljše kakovosti učbenikov in drugih učnih gradiv je v okviru omenjenega projekta nastala znanstvena monografija, ki prinaša izsledke raziskav projekta in dovolj pester izbor vsebin, da bodo nagovorile raznolike bralce, ki jih zanimajo področje vzgoje in izobraževanja in učbeniki. Monografija prinaša 15 znanstvenih prispevkov, ki so razdeljeni na dva vsebinska dela: splošni del in specialno-didaktični del. Prvi, splošni del monografije prinaša sedem prispevkov, ki ponujajo splošnejše vpoglede v problematiko kakovosti učbenikov. Prispevki so plod študij, nastalih v okviru projekta. Drugi, specialno-didaktični del monografije prinaša prispevke, ki podajajo specifična specialno-didaktična priporočila za posamezne šolske predmete oziroma področja. V krog povabljenih avtorjev smo vključili zelo heterogeno skupino visokošolskih didaktikov, ki predstavljajo svoje poglede na obravnavano problematiko. Prejeli smo osem prispevkov, ki obravnavajo tuji jezik (angleščino), gospodinjstvo, geografijo, likovno umetnost, računalništvo, matematiko, kemijo in učenje z raziskovanjem v naravoslovju. Z monografijo smo želeli dodati pomemben kamenček v mozaik gradnje kakovosti učbenikov in drugih učnih gradiv v Sloveniji. Čas bo pokazal, kako uspešni smo bili
Irena Lesar and Mojca Peček (Eds.), Immigrants in Slovenia through the research prism of students of the Faculty of Education (in Slovene: Priseljenci v Sloveniji skozi raziskovalno prizmo študentov Pedagoške fakultete ), University in Ljubljana, Faculty of Education, 2021, 276 pp.: ISBN 978-961-253-276-5
Get PDFThe book is fresh and innovative in its format (a set of articles based on
the final works on a common topic) and seems entirely appropriate for an insti-
tution such as the Faculty of Education of the University of Ljubljana, so we can
hope that more will follow that example.
It also provides recognition and further encouragement to students
whose work is published in this selection.
It can also serve as a valuable resource for future students who are about
to search for relevant research topics, as the chapters can demonstrate to them
a whole range of approaches to a particular topic, bring a degree of interdisci-
plinarity and present new findings, didactic and other approaches for working
with migrant pupils, and also opens up a reflection on gaps in the research of
topics, which still need to be addressed