6992 research outputs found
Sort by
Education in Dobrepolje between the two wars
Get PDFIn the master's thesis we discussed the education in Dobrepolje in the Interwar Period (1918 – 1941). In the theoretical part we reviewed the literature and described the general historical events in Slovenia and Dobrepolje in the Interwar period. We described the history of education in Slovenia in the Interwar period and the beginning of schooling in Dobrepolje. We described the evolution of the school from one grade school to school with six grades and important events that had an influence on it. At the end of the theoretical part, we included the chapter about everyday life of children (in Dobrepolje) in the Interwar period, because it played an important role in their school attendance.
The information in the empirical part was obtained from different documents. The analysis of the school certificate and old notebooks are supported with photos. The photos are also included in all parts of the thesis. We compared the sociological content from the current curriculum of the school subject “družba” and the content from the curriculum from 1937. With the help of the School Cornicle from the Slovenian school museum we described interesting events that happened in Dobrepolje primary school in the Interwar period. We interviewed two old ladies that were students in school in Dobrepolje during the Interwar period. Together with written memories of another student, who also attended school during the Interwar period, we found out, what attitude the children had towards the education in the Interwar period and how life related to it looked like
Learning about the changing properties of matter in science and technology textbooks in grade 4 of primary school
Get PDFThe teacher plays the key role in imparting knowledge in the school environment. However, he/she is not the only source of knowledge. Textbooks and workbooks are also important sources, as the compulsory learning content can be found there. Science and technology subject is based on observation, prediction, and analysis. Students are expected to work individually. This gives them the opportunity to acquire new knowledge while learning new skills and strategies. Since lack of time is often the reason for not learning in nature, even though subject Science and technology can be taught and learned in this way, this fact is even more important. Experimentation is often seen as a means of acquiring all the skills of individual work and is the basis of many scientific discoveries. The acquisition of knowledge based on the individual work of students often depends on learning materials, which must be of high quality and suitable for work at school as well as at home. The textbook is one of these materials. This master thesis presents Science and technology textbooks and workbooks used in the fourth grade of primary schools in Slovenia. The textbooks are expected to anticipate and plan the individual work of the students through which they acquire the knowledge. The research includes four textbooks, workbooks and textbook sets approved by the relevant professional council. The analysis of the research sample focuses on the theme of changing material properties. The topic defines properties such as hardness, strength, density, plasticity, flexibility, and the separation and mixing of substances. Due to the strongly experimental nature of the content, we decided to use it for research. The research is based on identification of differences in the selected learning materials in terms of the overall structure of the learning content, the structure of the text, the linguistic expression, the writing style, the visuals and the graphic representations. The obtained data are analysed descriptively based on the adopted indicators of the learning materials. Analysing the results, we found that there are differences in the treatment of the learning content in the materials. These were most evident in the amount and clarity of content, in the introduction of introductions and summaries of content, in the planning of experimental tasks, and in the relevance and quantity of visual material. The results will help teachers critically evaluate textbook sets before using them in the classroom and help future textbook authors design them appropriately
Fine arts therapy as support after oncological treatment
Get PDFThe number of women undergoing cancer treatment, especially for breast cancer, is increasing every year, leaving a heavy toll on them. In this research, we answered questions about how helping with fine arts can help a person's psychological support in recovery.
The basis for this research work was a series of experiential art workshops according to a proven structured program, which was adapted for individual work and expanded and upgraded. Themes were aimed at encouraging thinking about oneself, expressing emotions and well-being, as well as creativity and communication with the aim of accelerating the process of personal growth and self-actualization. The answers to the research questions are presented on the basis of a qualitative analysis of the interviews with the participant, self-reflection of works of art, experience and well-being, and structured observation in workshops.
The process of strengthening one's own strengths enabled the participant to make significant changes in the quality of life. The results of this research confirmed the approach as an example of good practice, and the findings could be a challenge for experts in conducting further large-scale and in-depth research
Mathematical modelling of honey bee colonies
Get PDFIn the past decade we have been facing an enormous decline in a honey bee population all over the world. In case this trend continues, it would cause an ecological catastrophe, moreover, the economy and agronomy crisis would occur. Mathematical modelling can significantly help us discover, which factors contribute the most to honey bee colony loss. In this masters thesis we will represent some of the most important mathematical models that help us discover mentioned factors. The first few chapters will be dedicated to mathematical basics such as the systems of differential equations of first order and the systems of linear differential equations with constant coefficients. Next chapters will talk about some biological features of honey bee as a species, following with explaining the honey bee irreplaceable role in pollination and consequently food production. Last chapters will be an overview of all the mathematical models. Besides that, we will make comparisons between some of the models. The main purpose of this masters thesis will be to represent applicability of mathematics on the area of biology and environmental protection
Thematic learning pathway "Polhov doživljajski park" for second graders
Get PDFAlong with proposals for content and locations for science days, the document of the Slovenian Ministry of Education, Science and Sport on school activity days also mentions educational trails, which are not mandatory for schools, but are proposed as a possible enrichment of either regular classes or activity days. They allow achieving a large part of curricular objectives as part of so-called outdoor education, and not just traditional teaching in the classroom. Moreover, the use of educational trails enriches the educational process of primary schools. The theoretical part of this master’s thesis defines outdoor education, which is based on the philosophy of experiential learning, as well as the impact of nature on holistic development of the child and educational trails as a method of experiential learning and outdoor teaching. The empirical part presents the (fairytale/adventure) educational trail Dormouse Adventure Park (Polhov doživljajski park) in Polhov Gradec and the accompanying lesson plan that was used for a visit to the educational trail with a group of second grade students. As part of our empirical research, we wanted to establish whether the educational trail Dormouse Adventure Park is focused on acquiring new knowledge, movement in the outdoors, or simply enjoying and experiencing nature. To this end, we examined the educational trail, compiled a questionnaire and a pre- and post-test for 31 second-grade students. Checklists and heart rate monitors were used to analyze which parts of the trail stimulate students’ motor activity the most. The data from the research show that the educational trail incorporates cognitive, social, emotional and motor objectives, successfully addressing the objectives set in the education plan for the first three years of primary school. As was expected, the trail is focused on acquiring new knowledge, on movement, as well as enjoying and experiencing nature. Our results show that the educational trail deepens and expands students’ knowledge, has a positive effect on their social and emotional area (participation, wellbeing) and opinion on the educational trail, and promotes students’ physical activity.
The research was aimed at encouraging educators to consider incorporating visits to educational trails in their regular classes in primary schools more often, linking such trails more with schools, as outdoor education promotes integrated learning, which is learning for life.The research was aimed at encouraging educators to consider incorporating visits to educational trails in their regular classes in primary schools more often, linking such trails more with schools, as outdoor education promotes integrated learning, which is learning for life
Ali so klopi grožnja razvoju vzgoje in izobraževanja na prostem v vrtcih?
Get PDFIzkušnje v naravi iz zgodnjega otroštva so ključnega pomena za življenje otrok. Vendar ima
pristop igre in učenja v naravi nekatere omejitve, med drugim tudi bolezni, ki jih prenašajo
klopi. Slovenija je žal med državami, kjer je pogostost klopov in pojavnost po boleznih, ki
jih prenašajo, med najvišjimi v Evropi. Rezultati predstavljene raziskave razkrivajo stališča in
izkušnje slovenskih vzgojiteljev o ustvarjanju varnejšega okolja za nadaljnji razvoj vzgoje in
izobraževanja v naravi
Cooperation of preschool teachers and first-grade teachers with parents during distance education period
Get PDFIn the theoretical part of the paper, we will present how cooperation with parents is defined in legislation and describe the aim of cooperating with parents. We will detail cooperation with parents in preschool and at school, describing different forms of cooperation. We will also present the role of teachers in cooperation with parents. In the second part, we will address the COVID-19 epidemic and waves of closing down educational institutions as well as briefly define ICT (information and communication technology), which is essential for distance education. The main characteristics of the transition into distance education will also be portrayed. In the empirical part of the paper, we interviewed five preschool teachers and five first-grade teachers. The questions we posed related to establishing contact with families during the COVID-19 epidemic. We wanted to determine how they established contact with families, what materials they provided the parents with, what challenges they faced, how the parents reacted and what, in their opinion, were the advantages of cooperating with parents remotely. The findings of this research offer interesting materials, which first-grade teachers and preschool teachers offered to families. Despite the epidemic and distance education, preschool teachers and first-grade teachers find cooperation with parents important. This form of cooperation was even necessary for first-grade teachers to follow the school curriculum, while preschool teachers offered to cooperate with parents as a form of unnecessary support, which parent mostly made use of. We may therefore conclude that, from parents’ perspective, the contact with teachers during the epidemic was also important
Comparison of human and animal figure representation in the preschool years
Get PDFChildren's drawings in the preschool period are of inestimable value, because the child expresses himself through drawing and shows in a very simple way what he does not yet know or cannot say. In the theoretical part of this dissertation titled Comparison of the depiction of human and animal figures in the preschool period, I introduced the artistic expression of children as one of the most common, natural and direct ways of communicating with the environment, through which an adult can gain a good insight into the child's personality characteristics, motor skills, perception, thinking and emotional experience of the child. I have described the four stages of development of a child's drawing, what is the role of an adult in this, and what things need to be paid attention to when analyzing children's art products. I presented children's drawing from a psychological point of view and some of the most used art psychological tests.
In the empirical work, I researched how the development of drawing human and animal figures takes place in children between 3 and 6 years of age. I investigated at what age children portray a recognizable human and recognizable animal figure, which differs more intensively from the human figure. I paid attention to which and how many components, typical of human and animal figures, the children add to their drawing. The research showed that already at the age of three they draw a recognizable human figure. They mainly draw cephalopods, but some also draw figures with heads, torsos, arms and legs. Drawing the figure of a dog presents a slightly greater challenge to children, and their drawings showed that at the age of four, the animal figure begins to differ more intensively from the human figure and contains components characteristic of a dog, e.g. tail, ears or snout
Strengthening emotional and social skills in art lessons for students with intellectual disabilities
Get PDFThe process of acquiring and effectively applying knowledge, attitudes and skills through social and emotional learning is important in recognizing and managing emotions. In the Master’s thesis, we were interested in how directed art activities help strengthen social and emotional skills, while acquiring the learning goals of the current curriculum for art education in a group of students with intellectual disabilities. Over a period of three months, five male students, aged 14 to 21, attending the 4th and 5th level of special education program and their art teacher were included in the research. Using the method of semi-structured interviews and meeting diaries, we monitored the activities and development of the social and emotional skills of the students in art education classes, as well as the teacher’s reflection and observation of feelings, desires and the strengthening of emotional and social skills within the working (pedagogical) and personal environment. The visual diary was intended for the reflection and self-reflection of the teacher and the evaluation of the process of strengthening social and emotional skills.
The research showed that when students are guided through the activities and asked additional questions, they mostly recognize the fundamental characteristics regarding the activities within the content of strengthening emotional and social skills, to which they respond meaningfully with the help of an adult. The activities hold a potential for strengthening social and emotional skills, however, we cannot claim that the students have internalized them.
Through the creative process and guiding the activities, the art teacher gained skills that benefit her in better understanding herself and others. Furthermore, the activities offered her an insight into implementing certain contents into the art education classes that support students’ social and emotional development. The research confirmed the significance of teacher refreshing their previously acquired knowledge and skills, along with professional development, supervision and taking care of their psychophysical activity, for example in the form of sports activities
Outdoor Slovenian language teaching in the 1st educational period
Get PDFOutdoor education is becoming recognized as an important and necessary way of educating in a contemporary learning context. Many experts highlight the importance of including movement and being in the fresh air during the learning process, as research shows that today's students spend a lot of time indoors, and the lifestyle has become sedentary. All of this affects the general loss of students' physical capacity, health, and last but not least, poorer academic performance.
It has been proven that outdoor lessons have many positive effects on the educational process and the psychophysical development of students. It introduces experimental and integrated learning, problem-based learning, and learning through research into the learning process. Despite the many positive effects that this type of teaching has on students, outdoor teachers most often teach the subject of environmental education (spoznavanje okolja...tle nisem zihr) and less often Slovenian lessons. The Slovenian syllabus does not specifically define outdoor lessons but emphasises cross-curricular integration and knowledge acquisition through active forms of learning, i.e. collaborative learning, problem-based learning, and discovery learning. Experts recommend didactic play and various forms of cooperative learning (syllabus Slovenian, 2018), especially in the 1st educational period, which can also be implemented by outdoor lessons. The fact that teachers rarely teach Slovene outdoors is proven by various pieces of research conducted in the field of teaching Slovene outdoors, compared to other subjects. While reviewing the professional literature and research, I did not find any that were done in the field of Slovenian and outdoor learning. This realisation prompted me to research language teaching in non-standard classrooms, i.e. outdoor classrooms.
In my master's thesis, I used quantitative and qualitative research to find out how it is possible to teach the Slovenian language outdoors, outside of the classroom, and to what extent this method of teaching is widespread among primary school teachers in Slovenia. I compiled an online survey for teachers who teach in the 1st educational period, and an interview for a teacher from the Samorog National learning centre (hereinafter referred to as the forest school). Then, I conducted six lessons in the Slovenian language outdoors and conducted one hour of these lessons in the classroom to compare the quality of the implementation of writing activities in the classroom and outdoors.
The results of the research showed that Slovenian teachers are in favour of the concept of forest pedagogy and outdoor teaching, as evidenced by the high proportion of teachers who conduct language lessons outdoors. Students also showed interest in learning outdoors. The research also showed which advantages and challenges the teaching of Slovene outdoors are recognised by teachers who teach in the 1st educational period. I find that most of the language goals from the syllabus and language activities can be achieved outdoors with certain adjustments. The activity of writing outdoors, however, was found to be more difficult to implement in the research.
With the research, I want to emphasise that outdoor language lessons are an effective modern approach to teaching that can complement traditional classroom lessons. Although with such an approach, teachers cannot carry out writing activities in a high-quality way, the number of Slovene lessons allows them to adapt part of the lessons and carry them outdoors. One option for quality outdoor writing activities is to transform part of the school playground into an outdoor classroom that contains chairs and tables. With my master's thesis, I want to encourage RP teachers who teach in the first educational period to learn about the advantages and possibilities of teaching the Slovenian language outdoors, to get additional training on this method of teaching, and implement it more often