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Cooperation of social pedagogues providers of additional professional assistance and parents in primary school
Get PDFThis MA thesis researches the cooperation of social pedagogues providers of additional professional assistance with the parents of children who have emotional and behavioural problems according to an official decision of placement of children with special needs. The basis was the assumption that school is a space where students also develop their emotional and social skills to a great extent, but a child’s first socialisation process and upbringing takes place inside their family. The important thing is that, when it comes to supporting the child, the school system as well as the family system are coordinated in terms of goals they pursue and that they work together. The partnership that is established in the cooperation between school pedagogical staff and parents is defined as the most appropriate model of cooperation. Children who are identified as children with emotional and behavioural problems by the Commission of placement of children with special needs, get additional professional assistance of social pedagogues in regular primary schools. Social pedagogy is oriented towards a systematic understanding of emotional and behavioural problems and strives for a holistic treatment in the living environment of the individual. That is why the main challenge of giving assistance is cooperation of several participants. The results of qualitative research have shown that, when it comes to relations with parents, social pedagogues providers of additional professional assistance give the greatest importance to a personal approach and a manner of communication that is adjusted for each individual parent. During the process of cooperation with the parents they take care of maintaining mutual support and trust. A vital basis for a successful cooperation are the competency of the provider of additional professional assistance, a supportive work environment, and the willingness of parents to cooperate. The main obstacles the participants mentioned are an impersonal approach of the schools, noncompliance of the parents, and personal restrictions in terms of a lack of skills and competence. In order to overcome these obstacles, they try to influence their work environment, gain new knowledge and competence, so that they can make a better start of a relationship with parents
Oral assessment in Slovene at the primary school level
Get PDFAssessment is an inevitable part of teaching in every subject and is one of the most demanding and responsible parts of the educational process. In the master's thesis, we investigated and evaluated oral assessment in Slovene at the primary school level. One of the fundamental goals of Slovene is to develop the student's ability to communicate in the Slovenian (literary) language, which is why oral assessment is an important part of Slovenian lessons. Teachers should be professionally qualified for quality and valid assessment of knowledge in several different ways. We focused in more detail on oral knowledge assessment, because the recommendations are often directed at other forms of assessment, especially standardized tests.
In the master's thesis, we wanted to find out what and how teachers evaluate orally Slovene at the primary school level. We were interested in whether this assessment is of good quality and whether the teachers adhere to the laws, guidelines and recommendations for assessment. We used a quantitative research approach. Using a questionnaire for teachers and a questionnaire for 4th and 5th grade students, we obtained data that we interpreted using descriptive statistics and answered 18 research questions.
Through the research, we found that the majority of teachers adhere to certain guidelines, recommendations and principles of assessment and articles of the Rules on Examination and Assessment in Primary Schools. Teachers also include certain elements of educational testing and evaluation
Primary teachers' attitudes towards the five-stage assistance model and its practical application
Get PDFIn Slovenia, teachers providing help to students with learning difficulties rely on a five-stage assistance model, which is adapted to Slovenian school practice and current material and professional resources. This model was developed on the basis of a three-stage world-dominant model of assistance, the so-called Response-to-Intervention model (RTI). The Slovenian model consists of five stages. In the first three stages, the primary school teacher plays a particularly important role. Therefore, primary school teachers are faced with the great challenge of how to adapt their teaching to students with learning difficulties. To this end, teachers in the first stage of the model use strategies of good teaching practice, which also require them to know the basic principles of helping students with learning difficulties. In some cases, strategies of good teaching practice alone are not enough, so it is important to work with other professionals in or out of school in the later stages of this model. Even though the five-stage model is legally binding, in practice there are many problems regarding its adherence and application.
The main aim of this thesis was to explore primary school teachers' attitudes towards the five-stage assistance model, how well teachers know the model and how they apply it in practice. We examined the differences between teachers' attitudes, taking into account their age and number of years of professional experience. We also examined the differences in the level of knowledge about the model and how the model is used in practice depending on their age and years of service. Based on the literature studied and the research questions posed, a 12-question survey was used for this study. This study included 228 primary school teachers from different primary schools in Slovenia who taught in one of the first five grades of a nine-year primary school in the school year 2019/2020.
The results presented in the empirical part show that primary school teachers have a positive attitude towards the five-stage assistance model, while emphasizing the importance of cooperation with other professionals and parents of students with learning difficulties. There is no difference in the attitudes of primary school teachers according to their age and years of service, which means that both younger and older teachers who participated in the survey have equally positive attitudes towards the implementation of the model. Problems perceived by teachers when it comes to implementing the five-stage model of assistance in practice are inadequate professional competences of school professionals and poor collaboration between teachers and other staff, between teachers and school management, and between teachers and external professional institutions. Primary school teachers believe that they did not acquire enough knowledge to implement the model during their studies and that they still do not receive enough in-service training to increase their knowledge. Teachers' inadequate professional competencies were also evident in the results of the study, as many teachers incorrectly answered the questions we used to test knowledge about the model, and errors were also made in describing the actions teachers would take at each stage of the model. Teachers are aware of their lack of professional skills to implement the model and would like to see this change in the future
Importance of revision and the role of didactic games in the student's development of automaticity at the multiplication table
Get PDFMathematics is one of the basic subjects taught in all grades of primary school. Pupils learn about numbers, various facts, procedures and arithmetic calculations at the very beginning of education. One of the most important arithmetic contents that pupils learn in the third grade is the multiplication table.
In this master's thesis, we will delve into the knowledge of the multiplication table of third and fourth-graders. We will be looking at the extent to which pupils master the multiplication table and whether they automate it. In the theoretical part, we will present the importance of repetition for the preservation of acquired skills and knowledge. We will delve into the knowledge of the multiplication table and its automation. We will present a few methods that can help with multiplication. Since automation of the multiplication table requires a lot of repetition, we will present some methods which can help to consolidate the knowledge of the multiplication table. One of the learning methods which helps in the consolidation of various learning contents, including the multiplication table, is the didactic game, which will be presented in more detail.
In the empirical part of the master's thesis, we will explore the knowledge of the multiplication table in different time periods. We will also be looking at how regular consolidation with various tasks and educational games can help with the automation of the multiplication table. The pupils are introduced to the multiplication table in the third grade and according to the objectives in the curriculum, are required to adopt it to the point of automation. We will check to what extent the pupils actually adopt the multiplication table at the end of the third grade. We will then look at how good their knowledge of the multiplication table is at the beginning of the fourth grade, after a planned two-month break from consolidation (holiday time). We will also prepare the material and didactic games for the pupils, which will be used for the consolidation of their knowledge of the multiplication table, and then take a look at the extent of their progression or whether they reached the point of automation
Fourth graders' spatial perceptions using a school surroundings map
Get PDFThe aim of the following master`s thesis was to introduce orientation in space and orienteering for the teachers of the first cycle of the elementary school, and to help in expanding pupils` multidimensional literacy and to contribute to their more integrated development.
In the theoretical part we presented the key findings about the orientation in space and mental spatial perception. In the empirical part we researched the extent of competence the fourth graders have in mental spatial perception when solving orienteering tasks in a familiar environment with help of an orienteering map. Pupils’ abilities were measured by assessing nine exercises pupils had to solve: (1) recognizing photographed objects and general reading of the map (using a legend); (2) using marks for the cardinal sky direction on the map; (3) using the graphic scale on the map; (4) determining a certain ground type/terrain; (5) forming the appropriate mental picture of sky directions of the photographs of the same object; (6) recognizing objects photographed from the marked position; (7) exact observation of different positions according to the object; (8) determining the photographer`s standpoint and the direction he was facing; (9) transferring the data from the map to the ortophotography. We were also interested in the strategies pupils chose to use to solve the exercises and how certain they were in the correctness of their answers. 46 pupils from two different fourth-grade classes of an elementary school in the Gorenjska region participated in this survey that was carried out in May 2021. It was carried out virtually, on the computer.
The results showed that one third of fourth graders have a developed mental spatial perception when they use an orienteering map of familiar school surroundings, and by using the map they know how to mentally orientate themselves to such an extent that they solved the tasks correctly. For two thirds of fourth graders from our sample we conclude that their mental spatial perception is still being developed
The knowledge of 4th grade students about Movement of the Earth in classroom learning and distance learning
Get PDFIn 2020, the world was struck by the contagious Covid-19 disease. Due to the poor epidemiologic situation and the declaration of a pandemic, one of the main consequences was the closure of schools. Students and teachers were forced to leave their classroom and school desks, and start distance learning. The course of work had to be adjusted in a very short period of time, and new ways had to be found to continue the educational process uninterruptedly. The closure of schools greatly increased inequality of access to education in Slovenia and elsewhere in the world, and reduced equity, as school closures had the greatest impact on the most vulnerable students from families with lower socio-economic status. Distance learning, thus, required a great deal of flexibility, patience, and ingenuity on the part of students, teachers, and parents. At the same time, people were facing a great challenge as they were torn between two options. On the one hand, there were those who wanted children to return to school as soon as possible, and on the other hand were those who, at least for a few months, were comfortable with this way of education.
As the issue has been quite topical for the last two years, the aim of this Master’s thesis is to find out how distance learning and face-to-face teaching affect students’ knowledge of the Earth’s Movement learning content. The purpose of this research is also to determine whether the knowledge of students with specific characteristics differs depending on the way the lessons are delivered.
The research was conducted at the beginning of the 2021/2022 school year, in Year 4 of primary school with 45 pupils from two classes. In one class, the teaching took place in a traditional face-to-face way, whereas in the other class the learning process was adapted as if it were done in distance learning. The memorisation of the learning content and the assimilated knowledge were checked by knowledge tests, which were carried out before the first lesson (prior knowledge), after each lesson and a fortnight after the last lesson.
The research has shown that reading skills have a significant impact on results in knowledge tests. The findings show that face-to-face learning contributes to better achievements in a knowledge test for students with special educational needs, and that better prior knowledge is not a condition for better assimilated knowledge in a test after a finished discussion. Other results of the study have shown that the way of teaching did not significantly affect the students’ achievements in the knowledge tests that were conducted
Teaching reading and writing according to the Maria Montessori method
Get PDFThe diploma thesis entitled Teaching reading and writing according to the method of Maria Montessori is divided into theoretical and empirical part. In the theoretical part, I presented Maria Montessori, her work, the sensitive periods of the child, the environment and space, the materials used in Montessori kindergartens to prepare for reading and writing, and the role of the educator in this.
In the empirical part of the dissertation, I surveyed the parents of a child attending Montessori kindergarten, as I am interested in how well they know Montessori pedagogy and the materials that prepare a child to read and write, and how much time they devote to reading and writing at home. Information is obtained using descriptive methods and using quantitative research methods.
The questionnaire involved 54 parents whose children attend Montessori kindergarten, age group 3 to 6 years. The results show that 29,6% of the surveyed parents do not know the preparatory exercises that prepare the child for reading and writing, 42,6% of them answered that they do not know the Montessori materials that prepare the child for reading and writing, and the same number answered that they do not use at home any elements of Montessori pedagogy designed to prepare them for reading and writing. Among parents who do not know Montessori materials that prepare children for reading and writing, 42,6% answered that their child does not read and 14,8% that their child does not write. Through a survey, I found that there are parents who know Montessori pedagogy very well and those who don’t know it at all. According to the answers of the respondents, I would say that children whose parents do not know Montessori materials for preparation for reading and writing and do not use them at home, start reading and writing a little later, as many as 48 respondents or 88,9%, what purpose do montessori attribute to the materials that prepare the child for reading and writing, answered that because of the mentioned materials the child starts reading and writing earlier than he would otherwise. Only 11,1% or 6 of them answered that the materials do not affect the fact that the child starts reading and writing earlier
English vocabulary development of first graders
Get PDFOur master's thesis discusses the teaching of English as a foreign language to young learners, precisely to first grade students of Slovenian nine-year elementary school. The characteristics of foreign language learning in very young learners are presented, with an emphasis on vocabulary development. As (very) young learners learn a foreign
language very similarly to learning their mother tongue, it is reasonable to enable them to acquire (i.e. subconsciously learn) the language by preparing an appropriate learning environment. The teacher has to choose appropriate teaching approaches as well as appropriate classroom activities, keeping in mind the level of the learners' development. The emphasis in teaching very young learners is on listening
comprehension and oral production, which are developed through age-appropriate activities, such as fairy tales, songs, chants and different language games, which
encourage learners to participate actively in class. Teachers should plan a lot of physical activities to include in the lessons as well, since the need for movement is
very high in young learners. The empirical part presents a qualitative research with which we investigated how
English vocabulary is being developed in 1st grade of Slovenian elementary schools. In a semi-structured interview, 16 teachers who teach English in 1st grade in different parts of Slovenia were asked pre-prepared questions. We were interested in the methods and forms of teaching teachers use in developing vocabulary, in the ways
they present and develop vocabulary, and in didactic materials they use for that purpose. We also wanted to find out how important they find vocabulary consolidation,
in what way they consolidate it with young learners and how they assess their vocabulary knowledge. We found out that the teachers participating in our research, teach English to young learners in different ways, but all of them take into acount the principles of teaching a foreign language to young learners recomended by experts and presented in the theoretical background of this master's thesis. All learners of the participating teachers get quality and age-appropriate foreign language teaching which will have a positive impact on their future attitude to learning foreign languages. In addition, examples of activities that are appropriate and effective for vocabulary development in 1st graders according to participating teachers are presented
Topics on teaching genetics in American biology teacher journal from 2010 to 2020
Get PDFGenetics is not only a school topic in biology, but it is also becoming increasingly important in everyday life. Genetics provides answers to many everyday questions, such as: "Why is a friend better at basketball?". It is therefore essential that students understand the basic knowledge of genetics, for which we, as biology teachers, are largely responsible. Students need to be taught the knowledge of genetics in an interesting and clear way because they can benefit from it in life. At the same time, traditional teaching, where the aim is to memorize large amounts of data, could be replaced by attractive teaching methods. Thus, shifting the emphasis to the integration of information and student activity. In addition, biological research is advancing very fast, resulting in teachers often lacking the necessary didactic knowledge to design appropriate and instructive activities for teaching genetics.
Therefore, in this master's thesis with qualitative research, we analysed and defined proposals for activities in genetics, which were published in the journal The American Biology Teacher from 2010 to 2020. A basic form was filled out for each article. The form included the year of publishing, authors, home country of authors, number of pages, number of cited sources, type of article, level of education, the structure of the article, brief description, and whether feasibility is possible in Slovenia.
We found that the theoretical foundations are very intertwined with the topics in the analysed articles. The misconceptions mentioned in the theoretical foundations are also presented in the articles. In addition to presenting misconceptions, articles often describe activities that prevent misconceptions or reshape misconceptions. Many activities have been given in the articles to strengthen students’ understanding of genetics. A lot of research was also presented, which supported the theory with a large majority.
By analysing the articles, we want to show a set of activities that are useful for interesting teaching of genetics at different levels of education. In addition to making activities more interesting, it also reduces misunderstandings of genetics.
With this master's thesis, we want to encourage biology teachers to carry out educational and interesting activities that would reduce the generally poor understanding of genetics in classrooms. We dare to say that with mentioned activities genetics will be much more understanding for the students
Importance of direct experience with forest organisms in early childhood science education
Get PDFFor preschool children, the natural environment is a diverse place that offers numerous opportunities to explore science. Children’s positive experiences in the natural environment form the basis for effective environmental education. This doctoral dissertation empirically examines the influences of direct and symbolic experiences with forest organisms on early science education. The aim was to find out what science knowledge, skills, and attitudes about forest plants and animals children acquire through activities with direct experiences in nature, and then to evaluate whether this is more efficient than activities where all this was acquired with symbolic experiences about nature. The study included four- and five-year-old preschool children (n = 129) and their teachers (n = 6). To this end, five activities were designed allowing children to explore forest organisms in the forest (direct experiences) and five activities that used videos, books, magazines, and jigsaw puzzles to present forest organisms in the playroom (symbolic experience). Data were collected through semi-structured interviews. The results showed that both educational programs carried out with experiment groups N (nature) and P (playroom) allowed preschool children to develop science observation skills. Direct outdoor experiences proved more effective than symbolic experiences of nature acquired in the playroom. However, with the right teaching approach, symbolic experiences can also contribute to developing science observation skills. It is vital to offer as many active learning opportunities as possible to preschool children because it is only through them that they can fulfill their desire to explore and experience their surroundings. It turned out that even short (one-week) activity programs can significantly influence science observation skills and knowledge. The study shows that direct outdoor experiences can be complemented with quality symbolic experiences, such as documentaries, books, magazines, educational games, and so on. It would make sense for further research to explore the influences of educational activities that combine direct and symbolic experiences of nature. In addition, more attention should be dedicated to the importance of direct outdoor experience that children obtain in their family environment and informal education programs. The doctoral dissertation contributes to a better understanding of the importance of direct and symbolic experiences for preschool science education, and it develops and evaluates science activities that will help improve the quality of preschool science teaching