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Primary school teachers' opinions on gender differentiation in sport in the first and second triad of primary school
Get PDFFor the chosen subject in master's thesis, we presented the presence of gender stereotypes in sports, also we touched the biological differences between males and females and the status of women in different fields of sport. We described the influence of media and family on the position and status of women in sports and also presented the nowadays presence of women in the leading positions in sports. We analyzed the resolutions and documents, which stand up for better position of women in the field of sports. Further, we made a comparison between the past and present sports in schools and described the features of learning differentiation. We also described the gender differentiation in the sports subject and analyzed the presence of gender differentiation in the curriculum for the sports subject. In empirical part we investigated the class teachers’ opinions on gender differentiation at the sports subject and to what extent they are implementing the gender differentiation at sports subject or dividing the students according to gender respectively. We were interested into reasons the class teachers are stating for introduction of gender differentiation into sports subject and to what extent the students are offered a choice of content in sports in regard of their gender. In master’s thesis we used quantitative research, namely we researched with the use of survey questionnaire. Survey sample size consisted of 131 class teachers of both genders, which are teaching on Slovenian primary schools. In survey we found out that class teachers at class level mostly don't divide by gender at the sports subject and also, they express, that gender differentiation at class level (grades 1 to 5) is not yet necessary. On the other hand, the majority of teachers agree into introduction of gender differentiation at subject level (from 6th grade on). Biological differences between genders, (especially at the subject level) are the most frequent reason for dividing the students (different body characteristics ...). Based on obtained results, we also found out that class teachers at sports subject notice different interests in sports content based on gender, therefore boys show more interest in »masculine« sports, while girls more into »feminine«. Some teachers do give their students a gender-based choice of different content at sports subject. Results, obtained with the survey, will help with greater awareness of class teachers for execution of and influence on gender differentiation or separation of students based on gender at sports subject respectively, while encouraging further research in the field of gender differentiation and dividing students based on gender at sports subject in primary school
Geometric problem-solving strategies on sequences and generalizations in primary school students in grade 5
Get PDFThe theoretical part of the master's thesis, titled Geometric Problem-Solving Strategies on
Sequences and Generalizations in Primary School Students in Grade 5, treats what a
mathematical problem is, how mathematical problems are classified (Fobisher and Mialaret)
and divided (Cotič). We describe where mathematical problems are located in the curriculum
of mathematics and what problem-based learning is compared to traditional learning. Problem
solving strategies and procedures are presented (Polya’s problem solving technique and
Žakelj’s 6 phases of problem solving) with the definition of generalization and its different
sorts. In addition, a description of growing patterns is offered, how important teacher’s role is
in problem solving and leading to some researches similar to ours and their conclusions.
The empirical part presents the analysis of problem solving strategies on growing patterns. We
interviewed random grade 5 students with different average grades in Mathematics and used
qualitative research approach and descriptive and casual non-experimental method of
pedagogical research. Students were solving 3 mathematical problems based on growing
patterns by our lead. Meanwhile, we recorded their performance, speed, level of assistance and
the type of strategy they used in solving given problems. The data were than categorized and
processed using the IBM SPSS Statistic 22 program. We noticed that grade five students use
different problem solving strategies and some of them are even capable of choosing the most
effective way, which will lead them to the solution the fastest. The results have shown there is
a positive correlation between the learning achievement in mathematics and accomplishment
in solving the given mathematical problems for our group of 25 students. Research also shows
that students with lower learning capabilities need more time and teacher’s assistance to solve
a problem. Even though almost everyone formed a rule of at least one growing pattern, only a
few are skilled enough to generalize and form a rule independently
Balancing work and family life for pre-school teachers
Get PDFBalancing professional and family lives has recently been discussed in detail. Professional life brings a lot of benefits and assurance, while, at the same time, it can exact a heavy toll, both mentally and physically. Once we start a family, our pace of life changes. Our everyday is divided into two important spheres: work and family. In order to fulfil our professional tasks effectively and, at the same time, take care of our family and household, it is important to balance these two spheres. This, however, is far from simple.
This paper focuses on preschool teachers. Preschool teachers fulfil extremely dynamic, active and responsible tasks. When they enter their family environment after work, they still have a lot of chores and responsibilities to carry out as mothers and partners. Altogether, this can exact a very heavy toll on them, both mentally and physically, which is why professional and family lives need to be balanced carefully. Using the qualitative data collection method, I selected six preschool teachers who are also mothers to preschool- or school-age children. The selected preschool teachers were interviewed, and their data and responses were processed afterwards. According to the results, preschool teachers regularly feel mentally and physically overwhelmed at work. They also experience stress and feel exhausted. They find balancing their professional and family lives extremely challenging. They are most frequently too tired after a stressful workday to pay enough quality attention to their children. They also feel pressured and guilty, because they want to be good enough in both spheres. They often feel under pressure due to afternoon work obligations, as this means that they spend less time with their children and family. They mainly see a solution to quality professional and family life balance in mutual help at home and in the workplace. In the family environment, partner or father of their children plays a significant role, as he carries out chores and participates in the upbringing of and care for their children equally. In the workplace, on the other hand, colleagues are those who offer support and assistance. Moreover, a key element is also preschool management, who ensure that their employees feel heard, that they are granted sick leave and that they can be excused from afternoon meetings due to family obligations. At the same time, preschool teachers can be offered the possibility of a part-time work schedule, which has a positive effect on their family lives
Preschool teachers' opinions, attitudes and beliefs about technical education
Get PDFNowadays it is hard to imagine life without technical and technological knowledge. Knowledge of all machines and devices has become not only an important part of our lives, but a key factor of modern society.
The purpose of this thesis was to investigate the opinions, attitudes, and beliefs of educators and educational assistants regarding technology and technical education. Through this work, we aimed to familiarize all educators and their assistants with the importance of incorporating technology and technical education into their daily lives.
In the theoretical part we addressed the position of technology and technical education in kindergarten. We mentioned the connection of technology with the kindergarten curriculum and pointed out some examples of activities connected with other areas (movement, language, art, society, nature, mathematics). We described the importance of integrating technology and technical education into the educational process itself and formulated specific guiding and global goals. We have also addressed the conceptual dimension of technology in the preschool period and have emphasized the importance of the presence of the educator or an adult in the implementation of technology and technical education.
We have also analyzed four foreign studies that give us a good insight into the situation of technology in the world.
In the empirical part, we analyzed the data collected with a questionnaire. In the survey, we analyzed the responses of 135 educators and educational assistants. We asked them about their opinions, attitudes, and beliefs about technology and technical education.
We have found that some educators are comfortable planning and implementing technology activities, getting ideas from journals and encyclopaedias, and believe that it is important to connect fields with technology. However, there are also a few who are afraid of children's possible questions that they cannot answer, who do not feel comfortable doing so, and who are afraid of handling tools and equipment.
We have noticed that in the field of technology and technical education, as well as the possible opinions and attitudes of educators and teachers, especially on Slovenian soil, there has not been enough research
The importance of physical activity in the development of balance of preschool children
Get PDFThe diploma thesis aimed to discover whether a systematically designed physical exercise programme, which contains exercises for developing balance, affects the development of this motor skill. We wanted to determine whether differences in progress would emerge between the experimental and the control group based on their test results. The research involved 26 children, aged 3-4. They were divided into two groups. Half of them, i.e., 13 children, made up the experimental group, while the other half represented the control group. Data were obtained by testing both groups with the same tests for determining their level of balance. We conducted both tests (at the beginning and end) with the control group; with the experimental group we carried out a systematically designed physical exercise programme between the initial and final test. The programme was repeated 15 times. The obtained results were statistically processed using SPSS software. We subtracted the results of the first test from the results of the second test, thus getting a new variable. We called it “progress in balance skills”. The independent samples t-test was used to compare the two groups. The statistical significance level was set at 5%. The obtained results show that there are statistically significant differences in progress in all three tests. The experimental group achieved greater progress in all the tests
Filon iz Bizanca: študijsko gradivo: zgodovina matematike
Get PDFV pričujočem gradivu
bomo spoznali Filona iz Bizanca, ki je bil za današnje pojme vojaški inženir, lahko pa rečemo, da je bil tudi fizik in pisatelj. Pri svojem delu je
naletel na nekatere matematične probleme in jih dokaj uspešno rešil. Po
njem se v matematiki imenuje Filonova premica, ki jo bomo obravnavali v
gradivu. Filonova premica je v zvezi s starodavnim problemom podvojitve
kocke, pa tudi z nekaterimi ekstremalnimi problemi
Lebdenje v vodi : uporaba modela 5R
Get PDFS predlagano učno enoto o lebdenju rib v vodi, ki
temelji na učenju z raziskovanjem, se osredotočamo na
zmotno prepričanje, da so za plovnost rib odgovorne le
njihove parne in neparne plavuti
Setting up a private music kindergarten with the Reggio Emilia concept elements
Get PDFIn the preschool period, children develop their psychomotor, affective, social and cognitive areas. In addition to primary socialization, the educational institution, i.e., kindergarten, is also important for developing these areas. Numerous studies have corroborated the fact that music has a beneficial impact on a person's development; it is therefore very important that kindergartens carry out quality musical activities. The Reggio Emilia pedagogical concept ranks art at the very top, because children express themselves through it and achieve social status. By establishing a private kindergarten focusing on music, we could bring Malaguzzi's idea a step closer to realization and guide preschool children to school through the art of music.
The theoretical section of the master's thesis focuses on the general definition of preschool education in Slovenia, and continues with a review of the basic regulations regarding the establishment and operation of a private kindergarten. Afterwards, it gives a detailed presentation of children's musical development in the preschool period, and of the Reggio Emilia pedagogical concept with an emphasis on art.
The concluding section of the master's thesis presents a programme for a private kindergarten containing elements of the Reggio Emilia pedagogical concept with an emphasis on music, which can serve as a foundation for the actual establishment of a private musical kindergarten
Awareness and attitudes of professional women towards pregnancy despite the prediction of developmental abnormalities and possible resultant intellectual disability
Get PDFFor parents, living with a child with developmental abnormalities presents a challenge, which is not present in the case of neurotypical development. The modern health care system offers several prenatal diagnostic methods for detecting abnormalities in fetal development and for the prognosis of the severity of the difficulties. These diagnostic methods can make it easier or even harder for parents to make further decisions. Attitudes play a major role in this, influencing mental processes and behavior. The aim of the master's thesis was to investigate the level of knowledge of prenatal, perinatal, and postnatal risk factors among female professionals, which can lead to developmental abnormalities or result in an intellectual disability (hereafter MDR), and to explore their attitudes towards pregnancy despite adverse prognosis. In the theoretical part, we further defined MDR with the help of technical literature. Moreover, we focused on the etiology of MDR and the etiology of other developmental disabilities. We also described the importance of a healthy lifestyle for an optimal pregnancy and looked at the most common maternal risk behaviors that can lead to the abnormal development of a child. Furthermore, we presented the timing and content of prenatal checkups and listed the most common prenatal diagnostic methods. Parenting a child with special needs was pointed out as the main topic. In connection with it, we described two possible scenarios when faced with the unpleasant news – accepting the child or terminating the pregnancy early. Lastly, we presented the role of attitudes. The empirical part was based on a causal non-experimental method of pedagogical research and a quantitative research approach. The survey was carried out on a sample of female special and rehabilitation pedagogues (hereafter SRP), class teachers, specialist teachers and other female professionals (N=87). The latter were included later in the process and are not a part of the research questions. We prepared a questionnaire in physical form, which was distributed to four educational institutions from the Obalno-kraška statistical region and the Primorsko-notranjska statistical region. We looked at possible differences in knowledge of risk factors and attitudes according to the length of service, professional profile and motherhood. The results show very good knowledge of all three categories of risk factors from all participants. We discovered a statistically significant correlation between professional profile and knowledge of prenatal risk factors. SRPs are the most familiar with prenatal risk factors, while specialist teachers are the least familiar with them. Furthermore, when checking the attitudes, we observed that female professionals, on average, find the thought of having a child with disabilities scary, but that they would be willing to keep the baby regardless of the diagnosis. On average, they are in favor of prenatal testing. Statistically significant differences in attitudes were found in correlation with professional profile and length of service. Class teachers are the most likely to agree that children with developmental abnormalities will suffer in life, while SRPs are the least likely to agree with it. Class teachers are the most likely to agree with prenatal diagnostic tests regardless of the level of risk to the fetus, while SRPs are the least likely to agree with it. Similarly, female professionals with higher years of service are the most likely to agree with the latter statement, while those with lower years of service are the least likely to agree with it. No statistically significant differences were found at the level of maternity experience
Formative assistance of 5th grade students in slovene lessons in primary school with lower educational standard
Get PDFFormative monitoring enables for pupils to co-create learning process, be active, simultaneously evaluate their work and to be a part of quality feedback from both, the teacher and their classmates. That way, pupils are in the center of learning process, taking the responsibility for their work. This form of teaching and learning focuses on every individual’s process, who actively gets to know techniques and ways to get to the planned goal. Teachers main task is to support and guide pupils in their learning process with quality feedback that includes guidance and advising. We have systematically initiated and monitored all these features. We have included 10 students from 5th grade of adjusted educational program with lower educational standard into our research. We were figuring out if initiating elements of formative monitoring and assessment into Slovene class aids in the improvement of communicative abilities of pupils. We were also interested in pupil’s attitude to the Slovene class before and after initiating formative monitoring into the learning process. Based off of our observations we were trying to figure out if learning in the form of formative monitoring and evaluating is appropriate for 5th graders in adjusted educational program with lower educational standards. We concluded that this form of teaching and learning is very difficult for pupils, as it demands to constantly be active and focused. At the same time, it gives them motivation, as they like to monitor their own progress and the progress of their classmates. Improvement has been seen in all communicational activities. By comparing our evaluation of the achievement of the measurement elements, we have shown the difference between the initial and final level of communicational activities. Pupils have self-assessed their own motivation at the beginning and the end and this also improved. We have compared our own evaluations with pupil’s evaluations and they did not always match. Pupils were less critical about their own work, which is to be expected. We noticed that it is easier for pupils to assess someone else’s work more realistically, than their own. Besides educational improvement in listening, reading, speaking and writing, the results also show an improvement in relations to communicational activities at all students. We can conclude that 5th graders proved to be mature enough to take part in classes with elements of formative monitoring and assessment