6992 research outputs found
Sort by
Preizkus bralnega razumevanja za učence 5. in 8. razreda
No full textV priročniku je predstavljen preizkus bralnega razumevanja za učence 5. in 8. razreda osnovne šole, ki je nastal v okviru projekta Bralna pismenost in razvoj slovenščine – OBJEM (Ozaveščanje, Branje, Jezik, Evalvacije, Modeli). Poleg preizkusa bralnega razumevanja so v priročniku še navodila za izvedbo preizkusa, rešitve in nasveti, kako pomagati učencem, ki pri posameznih testih celotnega preizkusa dosežejo manjše število točk. Preizkus bralnega razumevanja sestoji iz štirih testov, tj. test hitrega branja (5. in 8. razred), test besedišča (5. in 8. razred), test skladenjske zmožnosti (5. in 8. razred), test bralnega razumevanja (5. in 8. razred). Preizkus bralnega razumevanja je namenjen preverjanju učenčeve zmožnosti branja s poudarkom na bralni učinkovitosti; preverjanju učenčeve poimenovalne zmožnosti; preverjanju učenčeve skladenjske zmožnosti in preverjanju učenčeve zmožnosti branja z razumevanjem. Dosežki pri preizkusu oz. pri posameznem testu omogočajo vpogled v posameznikovo zmožnost bralnega razumevanja in so koristen podatek za načrtovanje individualnega napredka. V I. delu priročnika so opisani vsi štirje testi preizkusa bralnega razumevanja in pri vsakem so navedeni nasveti, kako lahko učitelj ali strokovni delavec pomaga učencu pri izboljševanju njegove zmožnosti branja in bralnega razumevanja. V II. delu priročnika pa so natančna navodila za izvedbo testiranja ter testi za učence 5. in 8. razreda in rešitve. Preizkus bralnega razumevanja je zaupne narave in potrebno je skrbno ravnanje s testnim gradivom, zato je ta priročnik v celoti šifriran z geslom in ni prosto dostopen. Preizkus v celoti in njegovi posamezni testi se lahko uporabljajo izključno za namen testiranja in se ne smejo uporabljati pri poučevanju, za vajo ali za preverjanje in ocenjevanje znanja ipd., prav tako dosežki učencev na testiranju ne smejo kakor koli vplivati na oceno pri katerem koli učnem predmetu
Child's understanding of the concepts "live" and "not live" in various preschool environments
Get PDFPreschool children get to know the world around them in different learning environments. In my master's thesis, I focused on children's understanding of the living and the non-living in different learning environments of preschool. There are large individual differences in children's understanding of these concepts, which are related to development of thinking and stimuli in the environment. A child's conception of the living gradually includes the child's knowledge that it is not necessary for all living things to move and have consciousness (plants), and that every living being comes from something, feeds, breathes, develops, reproduces and eventually dies. My starting point was Piaget's theory and recent research and critique of that theory. In the theoretical part, I also presented and analyzed the field of nature in the Slovenian Curriculum for Preschools (1999), forest pedagogy, and forest preschools and eco-preschools.
I researched how children's understanding conception of living and non-living concepts are influenced by the different learning environments of the preschool (if they have or not have a special program for learning about nature). I was also interested in whether the results matched with Piaget's theory and whether the different environments influenced the child's understanding of the concepts of animate and inanimate. With the help of my mentor and commentor, I have designed an instrument for the empirical research, that had 18 photographs showing animals, toys, living and non-living plants, and characters from cartoons and commercials … children aged 4-5 years from different preschool, namely, from the preschool with an additional forest program, from the eco preschool, and from the preschool, which does not carry out additional activities in the area. I conducted an individual structured interview with each child included in the simple. The child had to answer whether the thing in the photo was alive and why they thought so. I analyzed and interpreted the data qualitatively and quantitatively. With the comparisons between preschool or different learning environments we concluded that there is no difference between them, so that special emphasis on learning about nature does not affect the child's understanding of concepts of living or non-living. The children showed the best understanding of live animals and worst in characters from commercials and animated films
Mathematics picture book on the number zero as a didactic tool in grade 1 of primary school
Get PDFAs one of the most important subjects, mathematics has a fundamental role in the development of key competencies that a student needs to develop a holistic personality. It is not just about mastering routine procedures, but also about the ability to solve problems, finding appropriate strategies, developing creativity, etc. (Žakelj et al., 2011). The child acquires the first experience with mathematics as early as the pre-school period (Kurikulum za vrtce, 1999); even more systematically, competencies begin to develop in the 1st grade of primary school, where lessons should be based on students' concrete experience and knowledge. Teachers can improve the students’ motivation and understanding by means of real examples, concrete illustrations, and various didactic aids (Žakelj et al., 2011). In the last two decades, picture books have become increasingly popular as a good didactic tool to enhance the students’ understanding of mathematical concepts (Hong, 1996; Haury, 2001; National Council of Teachers of Mathematics [NCTM], 2000).
In our master's thesis, we write about a mathematical picture book, entitled ‘70 češenj,’ which was written as part of a project at the Faculty of Education, University of Ljubljana, but has not yet been tested in practice. We are interested in whether the mathematical picture book achieves its practical goals.
The theoretical part consists of five chapters. In the first part, we present the teaching of the subject of mathematics and are focused mainly on the presentation of didactic aids. In the second part, we offer a presentation picture books in general, while in the third part, we aim our focus more specifically on the mathematical picture books. We describe their characteristics and define their usefulness in teaching. We have combined and summarized the main findings of various research studies in the field of the use of mathematical picture books for the purpose of learning mathematics. In the fourth part, we present a mathematical picture book, entitled ‘70 češenj,’ which is used in the empirical part and is the central subject of this paper. We describe the manner in which it was created, including both its content and the theoretical background. In the last part, we present the concept of the number zero, which is the theme of the mathematical picture book. We explain the history of its development, the way students understand the number zero, and list their misconceptions. We have summarized some of the findings of the most prominent research studies in this field.
In the empirical part we investigate how the mathematical picture book ‘70 češenj’ as a didactic tool helps to understand the concept of the number zero in first graders, how they respond to mathematics lessons using the picture book, and how the picture book is received by the teachers of the first three years. We use a quantitative and qualitative research approach.
Research results show that using the mathematical picture book ‘70 cherries’ improves the student's understanding of various aspects of the number zero. Students feel comfortable during lessons when mathematical picture book is included and do not have the feeling of learning (merely) mathematics, but other subjects also. Students likewise recognize its educational aspect. Our research also finds that teachers in the first three years recognize the mathematical picture book ‘70 češenj’ as a useful didactic tool in teaching mathematics and other subjects. They recognize the motivational and educational function of this didactic tool, and difficulties have been shown in recognizing the educational function. Teachers attach great importance to it, but there are also errors in understanding the mathematical content among them.
Our research is important for rendering more recognizable of what is a relatively new but very useful didactic tool in Slovenia. It is expected to influence the use of mathematical picture books as a didactic tool in mathematics lessons. We believe that it would be necessary to acquaint both classroom teachers and students of this field with mathematical picture books and offer them guidelines for their use
Collaborating with parents during the covid-19 pandemic
Get PDFAt the beginning of 2020, the COVID-19 epidemic broke out in Slovenia. At the same time, the pandemic has been declared worldwide. Due to the infectious coronavirus disease, schools were closed in spring 2020 and autumn 2020, and distance learning took place. This affected the organisation, planning and implementation of educational work since it was moved to the home, largely in front of computer screens. An important factor for the child’s development - meeting with peers - was dropped due to the necessary restriction of contacts. Both teachers as well as students and parents had to adjust their work. Communication became different as it was important to limit personal contact as much as possible. The topic of cooperation between teachers and parents has become quite relevant, as parents often took on the role of the teacher: they had to motivate the child to work, guide them, help them and, last but not least, explain the material. This went to show the importance of teachers’ cooperation with parents. The mutual cooperation of parents and teachers is important, as they both represent an important factor in the development of the child in general and their development in the educational process. The school and the home environment should cooperate with each other by connecting, complementing each other and communicating appropriately. Teachers meet with parents almost daily during their work, and the need for cooperation increased during the COVID-19 pandemic due to distance learning and limited social contact. In the theoretical part, we analyse the legal and relational aspect of cooperation with parents in the time marked by Sars-Cov-2l; and in the empirical part, with the help of quantitative research, we analyse and compare cooperation with parents among teachers in one urban and one rural school, their problems and potential benefits of distance cooperation
Challenges for female teachers in distance education
Get PDFDuring the time of remote schooling, teachers were facing many challenges in their professional as well as personal lives. The pandemic abruptly invaded virtually every aspect of our lives. Teaching practices were being shifted, school life moved onto our computer screens, revealing digital competence of students, their parents and the pedagogical community. In their personal lives, teachers encountered the challenges of running their households and maintaining the roles of mothers, partners, etc., because rather than working in the morning and looking after their homes in the afternoon, they were switching between at least two roles throughout the day (and sometimes into the night). Besides the pedagogical issues I am discussing, the biggest personal challenge for the teachers was taking care of the home and the family while also running the classroom. I think the problem is relevant, as it was rarely discussed and often overlooked in the myriad of other issues the teaching profession was facing. In my qualitative study, I researched the above-mentioned issues as well as the digital competence of teachers and their coping with the sudden prevalence of the ICT – what kind of support they received from the various agents in the field of education (school leaders, co-workers, Ministry of Education, Science and Sport, National Education Institute, faculties of education), what changes, in their opinion, came with the shifts in teaching practices and how they handled balancing their work and home life
Teaching self-advocacy skills to children with learning difficulties as part of the summer camp
Get PDFThe types of special educational needs have a significant impact on the success of pupils with learning difficulties, and also on their successful inclusion in the social environment. In order to be successful and to cope with different problems, it is important that pupils with learning difficulties know their learning needs and are able to solve problems in (learning) situations in a flexible way. Promoting self-advocacy is one possible way to enhance the learning performance of pupils with learning difficulties in order to improve the pupil's effectiveness in achieving learning goals, personal goals, and self-regulation, as well as to influence transition outcomes and independence. As part of the research, we have designed a programme to promote the areas that are important to the development of self-advocacy in light of the research findings and guidelines on the impact of similar programmes. These are knowledge of self, knowledge of sources of help and attitudes toward one's learning outcomes, communication skills and attitudes toward others, and self-advocacy in the environment. We focused on identifying the effectiveness and important aspects of integrating activities to promote these areas of self-advocacy.
We implemented our programme in a five-day summer camp for youth that included students with and without learning difficulties. Our sample consisted of four students with learning difficulties aged 11 to 12. Through a multiple case study, we evaluated the programme in terms of the students, their abilities, and the group leaders or teachers. We wanted to evaluate the effectiveness and find out essential aspects of the design of a programme to support self-advocacy in students with learning difficulties in a summer camp. We included a questionnaire, observations, and teachers' daily records that we designed or adapted for this study. We chose a qualitative approach combined with quantitative values to present the results. Results showed differences in students' responses regarding knowledge about themselves and knowledge about rights. They also showed some differences in performing communication skills after the programme. We also emphasised the role-playing and small group design approach as important approaches in designing such a programme. The results showed fewer differences in leadership skills. Therefore, the programme we developed can also serve as an example or case study for designing such a programme
Teaching of design and techonology in the COVID-19 era
Get PDFDistance teaching is a special form of teaching in which the pupil and the teacher are spatially separated, and communication between them is carried out using a variety of information and communication technologies (ICT). Students and teachers must be well prepared for this form of teaching. In the master's thesis, we presented the course and teaching of design and technology during covid-19 or in emergency situations. We have made an overview of already existing research and also carried out our own. design and technology is a compulsory school subject that is included as an independent subject in 6th, 7th and 8th grade. It is fundamentally different from other subjects, as it involves a lot of practical work in which students produce a variety of products with the help of machines, tools and accessories. Each grade is based on a different material; in the 6th grade, students learn about paper and wood, in the 7th artificial substance and in the 8th metal. In addition to all of the above, they also encounter electricity, gears and motors.In the theoretical part, we first presented the course of regular work, teaching, grading, verification and content of the subject of design and technology. After that, we presented teaching in emergency situations in Slovenia and also in foreign countries. In doing so, we have concentrated on neighbouring and larger countries. Differences and similarities between teaching in regular situations and teaching in non-regular situations are also reported. In the empirical part, we investigated how the teaching, grading and verification of learning material in the design and technology class in the conditions of covid-19 took place. A quantitative study using the causal non-experimental method was conducted. The mode of sampling was purpose-made, as primary school teachers of techniques and technologies for the 6th, 7th and 8th grade who taught or are currently teaching remotely were essential; the sample consisted of 121 teachers. The questionnaire we used was designed by us. The analysis of the results identified the following important findings: a) the most common method for presenting various topics in design and technology is the demonstration method (samples, procedures, processes, videos); b) the most common use of ICT covered Moodle and Zoom; c) teachers spent a lot of time preparing for classes, they perceived a medium difficulty of use and all perceived motivation in students; č) they most frequently evaluated physical product in the grading; d) the credibility of the grading shows the perception in the oral assessment of knowledge, while other methods were assessed below the mean value; e) the most frequently used method of grading in means and methods of grading was through photography; f) for the grading, the descriptive criterion was used; g) teachers most often verbally encouraged pupils to work remotely; h) teachers most cooperated with teachers of technology and technology through Zoom/Teams/Webex, and the main subject of the exchange was experience and examples of good practice; i) the best acquired competence of pupils in distance education is the use of ICT according to the assessment of teachers; j) teachers most focus on understanding the taxonomic goals of distance education; k) poorly responsive pupils are motivated by conducting an interview with them; l) the amount of work for distance learning is the biggest in preparation, and in all cases it is above average; m) the difficulty of teaching by grade does not differ significantly. Based on the findings of the research, we have also provided a number of guidelines for effective teaching of the contents of the design and technology (D&T), targeted use of ICT, product evaluation, encouraging pupils and the participation of teachers of this subject. The research also provides a deeper insight into the nature of D&T as well as into the development and optimization of the effectiveness of didactics technique for more dynamic teaching, better teaching of learning material, more structured, objective and valid assessment of knowledge and for more successful and better cooperation of teachers.Future research may aim at a more targeted study of the individual age composition of pupils, especially from a socio-economic point of view
Egon Schiele
Get PDFExpressionism is a term, applied to modern art of German-speaking countries at the beginning of the 20th century. The term expressionist can also be used as a characteristic description for many works of art, including the works of the Viennese painter Egon Schiele, which is the main subject of my diploma studies and analysis. Despite the fact that his works of art were extremely advanced and controversial at the time, he left great achievements in modern art. His work was influenced by many different factors, such as the development of psychology, the First World War, connections with other artists and events in his private life. His oeuvre consists of self-portraits, portraits, nudes and landscapes. Schiele left a great influence on art and beacuse of that, his influence is also visible in my works and in my own artistic development.
The first part of the thesis is theoretical and intended for analysis and research. The second part of the diploma thesis is practical and contains research through creating works of art based on previously researched theory
Role of dynamic didactic activities in the development of number representations in grades 2 and 3 of primary school
Get PDFDidactic tools enable concretization of abstract subject matters. That is the reason why they are an indispensable companion of classroom teachers in the first years of primary school. In math they enable the comprehension of abstract concepts.
The thesis deals with content-related didactic tools. Their role in math, the review of different terms, the classification and the key factors of selection for a teaching lesson are featured. Some theories and researches which advocate the use of didactic tools in teaching are listed, such as Piaget’s theory of cognitive development, the importance of experiential learning, Hejney’s theory of teaching math, Dienes and Golding’s principles, etc. The thesis illustrates some didactic tools recommended to develop the comprehension of number representations in the second and third grade of primary school. They are listed and published in the catalogue of the National Educational Institute of the Republic of Slovenia and a term typical didactic tools has been applied for them. Furthermore, dynamic versions of these same didactic tools made of reused and technical materials are presented and illustrated with pictures. In the thesis the term dynamic didactic tools refers to these. The main difference between the two groups of didactic tools is the level of concreteness.
The empirical part of the thesis shows the findings of a research based on a sample of 128 pupils. The purpose of the study was to compare the understanding of number representations in second and third graders as regards the use of either typical or dynamic didactic tools. In addition to this, the thesis aims at determining potential differences in the level of students’ motivation for the use of each type of didactic tool. The control groups consisted of students working with typical didactic tools, whereas the experimental groups were offered dynamic ones.
The results showed that the second and third graders who worked with dynamic didactic tools in the period of three weeks showed a better understanding of number representations and a higher level of motivation as opposed to their control group peers. Key findings of the role of dynamic didactic tools in the empirical part of the thesis provide an important indication for classroom teachers, namely to integrate didactic tools which are as concrete as possible in their teaching
Gaussove pripombe k Vegovim tablicam : študijsko gradivo : zgodovina matematike
Get PDFZagoričan Jurij Vega (1754–1802) je leta 1794 objavil svoje monumentalno
delo z naslovom Popolna zakladnica logaritmov. Nastajalo je med boji evropskih koalicijskih sil s Francozi na Nemškem, izšlo pa je v Leipzigu. Glavnina tega Vegovega velikega logaritmovnika so tabele desetiških logaritmov,
izračunanih na deset decimalnih mest. Spremno besedilo je natiskano v latinščini, ki se je v Vegovem času uporabljala v evropski znanosti, vzporedno
pa tudi v nemščini. Delo so uporabniki v glavnem sprejeli z navdušenjem in
pohvalami. Skoraj 60 let po izidu Vegove Popolne zakladnice logaritmov pa
je Gauß napisal precej ostro kritiko tega dela, in sicer v zvezi z napakami.
Gaußova kritika je srž tega gradiva