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Role of concrete visual representations for understanding of the long division algorithm in public and Montessori primary schools
Get PDFConcrete visual representations are indispensable in mathematics lessons, as they help students to develop their numerical ideas and understanding of abstract mathematical concepts and procedures. Many experts agree on the importance of concrete visual representations in knowledge acquisition, but their opinions on their use are not unanimous. Most agree that concrete visual representations are necessary in the first three years of primary school, but few emphasize their use in the higher grades. The long division is one of the subjects taught in mathematics at grade level, which requires a high level of abstract thinking. The way this content is taught in a Montessori primary school is quite different from the way it is taught in a public primary school. The main difference is that in a Montessori environment, this content is dealt with in a very concrete way, with the handling of concrete materials, whereas in a public primary school, it is mostly dealt with on a symbolic level. In this master's thesis, we compared the understanding of the long division algorithm between students in the two schools, focusing on the impact of the use of concrete visual representations. We conducted a qualitative study in which we individually observed students in public and Montessori primary school while they were solving long division tasks. We subsequently analysed their products and observations on the use of concrete visual representations. Analysis of the results shows that Montessori primary school students use concrete materials more often and perform better on long division tasks than students in public primary school. In the sample, only students with learning difficulties used concrete visual representations. Gifted students did not use them, as they had probably already reached an abstract level of thinking. Students with learning difficulties in mathematics who used concrete visual representations in their calculations scored on average better than other students with learning difficulties who did not use representations, indicating the positive impact of representations for this group of students. An analysis of the errors that occurred during the problem-solving tasks showed that two types of errors that do not occur in the gifted group are prevalent in the case of students with learning difficulties, namely errors related to the recall of arithmetic facts and zero in the result. The results of the survey are intended to encourage teachers to use concrete representations more often when teaching procedurally demanding mathematical content, such as long division
Emotion regulation during learning
Get PDFThe main purpose of the master's thesis was to find out how students regulate their emotions during learning. We were interested to learn how capable the students are of regulating their emotions, which strategies they use to do so, how they learn emotion regulation, and how the emotion regulation influences their learning. In the theoretical part of the master's thesis, we defined emotions and their development, described the process and strategies of emotion regulation, and integrated all of this into the educational context. In the empirical part, we used a qualitative research paradigm on a sample of 112 students of the 4 th and 9th grade. We used a combined questionnaire to answer our research questions. The results obtained were analysed using quantitative statistics, while content analysis was used when analysing the answers to the open-ended questions. The results showed that students have a highly developed ability of regulating their emotions, which they self-evaluate similarly, with a somewhat better developed ability in 4th graders compared to 9th graders. The results also showed the predominate strategies the students use to regulate their own emotions during learning (mainly attention deployment and response regulation); the differences in the strategies used based on age; and the influence of the ability of emotion regulation on their learning – it had a positive influence while experiencing positive emotions (joy) and a negative one while experiencing negative emotions (sadness, anger). We believe the results of our research can contribute to raising awareness of the importance of integrating emotions into the learning process, and of systematic teaching and learning of the strategies of emotion regulation, with the purpose of influencing the learning processes, relationships, and other areas of students' lives
Anxiety and its risk factors in primary school children with learning deficits from the parents' perspective
Get PDFAnxiety manifests itself as a prolonged worry, the origin of which is difficult to identify. The condition is expressed in a combination of emotional, behavioural, physical, and cognitive symptoms. Anxiety disorders are marked by intense fear and anxiety that occur in many situations and persist even after the stressful event has ended, or by the feeling of distinct discomfort at the mere thought of a stimulus that is perceived as threatening. Anxiety disorders are among the most common mental disorders in children and adolescents. A combination of many internal and external risk factors contributes to their onset. Learning deficits (hereafter referred to as LD) represent severe specific learning disabilities that are intrinsic and are demonstrated by the discrepancy between a child’s general intellectual abilities and achievement in the areas of reading, writing, spelling, and/or arithmetic skills. Experts perceive learning deficits as risk factors for developing anxiety disorders, however there is no clear answer about the nature of the cause-and-effect relationships between them. The main aim of this master’s thesis was to examine anxiety and different types of anxiety disorders in children and adolescents with LD, who are enrolled in a primary school programme with adapted delivery and additional professional support. In the empirical part, we investigated, how factors such as gender, age, co-occurrence of illnesses, disorders, barriers or deficits, stressful events, family factors, academic achievement, social functioning, and school environment influence anxiety in primary school children with LD. We used descriptive and causal non-experimental research methods and a quantitative research approach. A questionnaire with included anxiety scale was completed by 109 parents of primary school children with LD. Research results have shown that according to parents' reports, 42,2 percent of the primary school children in the sample experience elevated levels of anxiety and that social phobia is the most prominent type of anxiety. In terms of gender and age, we confirmed statistically significant higher levels of anxiety and social phobia in girls and separation anxiety in primary school children in the age group up to 13 years. It was also found that higher levels of anxiety are present in those who have experienced more stressful events and that the frequency of experiencing anxiety symptoms before and during the coronavirus pandemic and while watching the war in Ukraine was significantly correlated. The results confirmed that primary school children with LD, who have fewer friends in class or are more often bullied, teased, or rejected, are at higher risk for anxiety. It was also found that primary school children with LD who have a low academic achievement or who experience a less supportive school environment, express significantly higher levels of some types of anxiety. Findings of the master’s thesis deepen the understanding of anxiety and its risk factors in the context of learning deficits and contribute to raising awareness of the interaction between cognitive-emotional processes and environmental influences
Parents' plurilingual and pluricultural competencies in the Slovenian educational space
Get PDFNowadays, speaking at least one foreign language is inevitable due to globalization and our current lifestyle. Understanding this, it is important that we develop not only communicative, but also plurilingual and pluricultural competencies. These competencies (including one’s communicative competence) aim at a holistic intertwining of different languages and an active understanding of other cultures. According to research into (foreign) language usage, early (foreign) language learning is very important. In addition, parents of young language learners should be aware of the level of their own plurilingual and pluricultural competencies. Also, they should be aware of the importance of developing their children’s plurilingualism and pluriculturalism and creating a stimulating learning environment. This is why we wanted to research the current state of parents’ plurilingual and pluricultural competencies in the Slovenian educational space and their ability to create a stimulating learning environment, thus contributing to new findings in the field of learning and teaching (foreign) languages. At the theoretical starting points, we first presented the main concepts, concerning learning and teaching (foreign) languages. Later, we focused on plurilingual and pluricultural competencies and also on a stimulating learning environment. We described the process of learning (foreign) languages in (early) childhood and presented the role of parents during this process. Our theoretical base was a document entitled Reference Framework for Pluralistic Approaches to Languages and Cultures. In the empirical part, we analysed the current situation, concerning plurilingual and pluricultural competencies of Slovenian parents. According to the collected data, we created a general profile of a Slovenian parent with the highest plurilingual and pluricultural competencies. With the latter (and with the help of the established theoretical literature) we formed general guidelines for creating a stimulating learning environment at home (i. e. outside school). The researchers from the project Languages Matter (JeŠT – Jeziki štejejo) collected the data with an online questionnaire, which contained a questionnaire and two Likert scales. Among others, the parents of school children in the Republic of Slovenia participated in this research. Our research, which was carried on later (for the purposes of analysing the current situation, concerning the plurilingual and pluricultural competencies of Slovenian parents) was based on empirical quantitative research with a descriptive research method
Eating and swallowing disorders and their consequences in preschool children
Get PDFFeeding is essential for sustaining life and ensuring healthy development and growth. In
addition, feeding is a social activity and provides pleasure, so problems in this area can have a
significant impact on quality of life. Feeding problems in childhood can also have an impact
on emotional and behavioral development, growth and weight gain as well as family dynamics.
In the chapter discussing theoretical background, we first describe the anatomical structures
involved in feeding and swallowing and the development of feeding, which is important for
understanding the origins of feeding difficulties. Next, we introduce feeding disorders. We
have focused mainly on behavioral feeding disorders, but have also described motor feeding
disorders. We described the difference between feeding disorders, picky eating and food
neophobia. We also presented how parents and their attitudes towards food influence their
child's feeding habits. Diagnosis of eating disorders is essential for quality treatment planning.
We have described anamnesis, assessment of feeding and oral structures and various imaging
examinations that contribute to a quality diagnosis. We have also outlined behavioral and oralmotor
interventions for feeding and swallowing disorders. In closing we describe some of the
possible consequences of feeding and swallowing disorders. We focused on family stress,
nutrient intake, weight gain, health consequences and behavioral, emotional and social
problems. We also presented research findings linking eating disorders to speech and language
disorders.
Our study aimed to obtain data on the prevalence of feeding and swallowing disorders in preschool
children. We were interested in the impact of feeding disorders on the child and whether
they can be linked to different risk factors, such as prematurity, problems during pregnancy
and the late introduction of different tastes or textures of food. The study also provides insight
into whether the potential consequences of feeding disorders are already visible in the preschool
period and whether a link can be found between feeding disorders and speech and
language disorders. A questionnaire was designed for this purpose, which was forwarded to
the parents of the children attending kindergarten with the help of kindergarten advisory
departments.
Feeding and swallowing problems were present in 36 percent of children, sensory food
sensitivities in 7 percent of children and selective eaters represented 48 percent of the sample.
We found a statistical association between prematurity and feeding and swallowing disorders.
A longer period of uncontrollable salivation leakage is also associated with feeding and
swallowing disorders. We did not find a statistical correlation with other risk factors and
consequences
Educator's experience with his educational work in correctional facility
Get PDFEducators in correctional facilities have an important role in educating children with emotional and behavioural problems and disorders and therefore, this thesis addresses their own experience of educational work. Education is a complex process often accompanied by educational frustration. Conceptually, the theoretical part of this thesis focuses on various explanations of the term education and the concept of authority; furthermore, the influence of societal changes on education in educational institutions is presented. This thesis also mentions the practices of Slovenian correctional facilities and the role of an educator in working with children and adolescents who suffer from emotional and behavioural problems and disorders.
The empirical part of this thesis is approached in a qualitative manner, using semi-structured interviews with Slovenian educators from five different correctional facilities. This part studies the educators’ perception of their own educational work, the dilemmas they confront, and how the two are affected by educational frustration. Research finds that the latter is strongly present in educational work in correctional facilities. This educational frustration is influenced by external factors, which consequently affects how educators perceive and value their work and relationships. Another important finding suggests that in establishing authority and achieving educational influence, proper regard between all parties in this process is pivotal.
This thesis shows how educators meet with and confront educational frustration in their work. Despite minor research sample, unsuitable for generalization, I believe the phenomenon investigated in the thesis is wide-spread and always present in society and education. Finally, the thesis brings forward the less-favourable aspects of educational work and opens them for discussion and further research
Effects of calcium cyanamide on earthworms
Get PDFGlobal food demand is increasing rapidly, which consequently leads to intensive soil treatment and the use of different pesticides and fertilizers to enrich the soil with nutrients that are needed by plants in order to grow. With intensive usage of soil in agriculture and horticulture, the use of calcium cyanamide as fertilizer is recommended, however, it shall be used with certain restrictions. Calcium cyanamide is a slow-release fertilizer made from natural compounds. The use of calcium cyanamide can have negative effects on some soil organisms such as for instance earthworms, which are considered one of the most important terrestrial organisms, as they represent a major share of organisms in the soil and are important decomposers. The effects on organisms are checked with standardized ecotoxicological tests, and in this master's thesis, these are the guidelines of the standardized tests OECD no. 222 and ISO 17512-1.
This master’s thesis compares the effects of commercial formulation of calcium cyanamide on earthworms Eisenia andrei. In determining its effects on the growth and mortality of earthworms, it was discovered that the commercial formulation of calcium cyanamide at higher concentration negatively affects the growth of earthworms and increases their mortality. Negative effects of commercial formulation of calcium cyanamide were also detected with regard to earthworm reproduction. The second part of master's thesis explores how earthworms avoid the commercial formulation of calcium cyanamide.
It has been established that low concentrations of commercial formulation of calcium cyanamide most probably create favourable pH for earthworms which therefore prefer to choose contaminated soil, while higher concentrations of commercial formulation of calcium cyanamide cause earthworms to avoid contaminated soil.
It can be concluded from the results that higher amounts of commercial formulation of calcium cyanamide are toxic for earthworms
Storytelling and performing drama activities with a humanoid robot as a form of arts therapies for older people
Get PDFIn the framework of the master's thesis, we investigated the response of senior citizens, residents of the Franc Salamon Trbovlje Retirement Home, to various speech and storytelling activities in the presence of a humanoid robot. The empirical study, which was carried out in collaboration with DDT Lab Trbovlje, took place in January and March 2022. The aim of the study was to stimulate participants' verbal expression and to find out how they react to the humanoid robot and whether people with dementia react the same or similarly to different storytelling activities when the robot is present in the workshops as people without dementia. In the theoretical part, we defined the link between the areas of robotics, storytelling, drama therapy and rehabilitation. We used qualitative, descriptive data analysis. We looked at the participants' well-being around the humanoid robot, their attitudes towards the technology, their social life and communication, and trust in the robot. The outcomes of the impact of the use of the humanoid robot on participants with dementia and those not diagnosed were monitored and evaluated based on the statements of a semi-structured observation protocol, a short semi-structured interview with the participants, the occupational therapist and the director. Participants in both groups responded to the robot with interest, recognising its presence as a positive contribution to their well-being, verbal expression, comprehension, memory and communication. We also found that people with dementia are more influenced, engaged and looking forward to the visit and the workshop with the humanoid robot than people without dementia. The interdisciplinary workshops designed for the purpose of the Master's thesis represent an important contribution to the Slovenian space, as it is the first to link these fields and thus, following the examples of research works from abroad, to connect humanoid robotics and storytelling
Visual and tactile paintings
Get PDFThe thesis titled »Visual and tactile paintings« is based on my exploration of
discovering a new perception of art, as well as the world.
In the theoretical part, I firstly tried to define the concept of abstract art, art informel,
reduction and minimalism as informel's contrary styles. I had to explain the concept of
matter and tactile painting for visually impared, so I could understand the process of
creating the paintings better. With being able to touch the paintings, I had to have more
insight into visual and nonvisual percetion, for which, most important was the touch.
With touch being the prime messenger, the texture also became the main element of
my art, so I stayed focused on tactile texture and how we percieve it. Lastly, I created
my paintings considering the chosen concept where I was disovering self expression
and style
Manca Semprimožnik: 4. letnik Likovna pedagogika
Get PDFSliki Mance Semprimožnik sta dovršeni v slikarski izvedbi in dosledno utelešata prej naštete pojme ter hkrati puščata dovolj prostora za individualni izraz. Njen slikarski talent se je tukaj odmaknil od realističnega upodabljanja v sfero čistega slikarstva, ki zasnovano idejo realizira na nov, svež način. Obenem je ohranjen tudi ekspresiven izraz, ki ga njeno slikanje premore, toda kaže se kot disciplinirano, tiho življenje oblik in barv