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Health-related behavioural styles of female secondary school students with physical disabilities
Full text linkBehavioural style represents the behaviour of an individual that enables the maintenance and enhancement of health. The most important factors that shape it are a healthy diet, regular physical activity, proper mental health, adequate quantity of sleep and a proper living environment. It is important that the individual avoids risk factors such as smoking, excessive alcohol consumption and excessive sitting.
In the introduction to the master's thesis, concepts related to special needs are presented. We defined mobility impairment and cerebral palsy as four of the five girls interviewed have it. The following are some characteristics of adolescence, and then we defined a healthy behavioural style, its protective factors, and risk factors.
In the empirical part, we answered the research questions asked and presented the results of five in-depth interviews with female secondary school students studying in one of the specialized institutions where the Adapted Vocational Secondary Education (VSE) and Vocational-Technical Secondary Education Programme (VTSE) for the Physically Disabled is implemented. The interview was designed using the CINDI questionnaire (Health-related Behavioural Style 2020). Using the technique of predominantly qualitative analysis, we analysed and described the behavioural styles of female secondary school students on the basis of in-depth answers. We found that female secondary school students mostly have developed habits that adequately affect their health. By identifying which are the risk factors that stand out the most with these girls, we were able to make certain recommendations on how to improve their behavioural styles
Inovativno učenje in poučevanje za kakovostne kariere diplomantov in odlično visoko šolstvo. Različnost v visokošolskem prostoru
Full text linkV okviru projekta, sofinanciranega s strani Republike Slovenije in Evropske
unije iz Evropskega socialnega sklada Inovativno učenje in poučevanje v visokem šolstvu (INOVUP), smo članice in člani ter sodelavke in sodelavci Oddelka za socialno pedagogiko na Pedagoški fakulteti Univerze v Ljubljani izvedli
izobraževanja z naslovom Različnost v visokošolskem prostoru. V študijskih
letih 2018/19 in 2019/20 smo izvedli predavanja in delavnice, na katerih smo
obravnavali različne teme, ki so bile povezane s temeljnimi vprašanji: »Kako
razumeti in odgovarjati na mnogotere razlike med študentkami in študenti?
Kako se odzvati na različne psihosocialne stiske, s katerimi se študentke
in študenti pogosto srečujejo med študijem? Kako z njimi komunicirati? In
nenazadnje, kako razvijati nove inovativne pristope, ki bi pri študentkah in
študentih vzbudile kreativnost, refleksivnost in kritičen odnos do obravnavanih vsebin? Izobraževanja so bila zelo obiskana in skupaj z udeleženkami
in udeleženci smo ugotovili, da je visokošolski prostor pomemben vzgojnoizobraževalni prostor, ki bi moral tem vprašanjem posvečati več pozornosti
Learning about nutrition in home economics classes with the help of H5P created interactives
Full text linkContemporary teaching approaches today also include modern Information and Communication Technology (ICT) in all subjects. The Home Economics classes can also be made more interesting by integrating various ICT activities, as well as the developing digital literacy can be linked to food literacy education. With this postgraduate paper we wanted to obtain the opinion of students and teachers about learning and teaching Home Economics by means of modern ICT. 106 students and 27 Home Economics teachers participated in the research. The students learned about the food pyramid by means of interactive materials, which we prepared in a web classroom by means of the H5P Plugin. We tested their knowledge about the food pyramid both before and after viewing the interactive materials in the form of a quiz, interactive video, time band, and a practice exercise. The role of the teacher was to help and guide the students when solving the H5P interactive content. At the end of the lesson, both the students and the teachers answered a survey questionnaire that indicated their opinion on this type of learning or teaching.The results showed progress in students' knowledge. This helped us establish that cross-curricular integration of Home Economics and Computer Science or integration of ICT into Home Economics classes influences their learning success in a positive way. Such integration especially increases the student motivation to actively participate in class and to practice regularly. The results of the research showed that integration of ICT into Home Economics classes is more important to students rather than to teachers, however, both students and teachers like such learning, as long as it is not used too often. Home Economics is actually a subject in which the practical part of teaching is predominant and therefore can be enlivened by using ICT in the theoretical part
Measurement Characteristics of the Slovenian Translation of the Frenchay Aphasia Screening Test
Full text linkAphasia is a neurological disorder that affects an individual’s ability to communicate. It often occurs after a stroke as a consequence of a damage to the speech-language areas in the brain. We observe problems in the areas of expression, comprehension, reading and writing in a person with aphasia. Screening tests have been developed for the purpose of faster identification of this type of disorder. By using them, it is easier to determine the need for further speech-language testing. Enderby et al. (1986) designed the Frenchay Aphasia Screening Test (FAST) to aid in the early detection of aphasia. As there is no standardised screening test for aphasia in the Slovenian cultural and linguistic space, the University Rehabilitation Institute in Ljubljana decided to translate and adapt the FAST test. The test is designed to assess four main aspects of language that are often impaired in people with aphasia: speaking, speaking comprehension, reading and writing.
The aim of the thesis was to check the measurement characteristics of the Slovenian translation of the FAST screening test. We wanted to verify the thresholds for determining the presence of aphasia in the Slovenian population and to assess whether the reliability and validity of the test are sufficient for the use of FAST in the Slovenian language area. Additionally, we wanted to know whether gender and age are associated with the test scores. The study included 60 people from the general population, 35 people with chronic aphasia to assess inter-observer reliability, and 50 hospitalised people after stroke to assess concurrent validity. The results showed that within the general population, older participants scored less points on average. One-way analysis of variance confirmed that the average score statistically significantly decreased between age groups (p < 0.001), and gender was not statistically significantly associated with FAST scores (p = 0.320). The lowest test score in those under the age of 60 was 28 points, and among the elderly it was 25 points. We also checked the adequacy of the norms of the original study by Enderby et al. (1986), which proved to be appropriate. Agreement between assessors was estimated using intra-class correlation coefficient (ICC), and it proved to be almost perfect (ICC = 0.998; p < 0.001). The average scores of the assessors were between 18.7 and 18.8 points for the overall FAST score. Content validity was confirmed by three experts. Their ratings showed that the speech and reading sets are flawless in this regard, and the other two sets are close to that. To assess concurrent validity, FAST scores were compared to the external evaluation by a speech therapist, the location of the brain injury and the physician's referral of the patient to a speech therapy examination. The results were evaluated using Cohen κ coefficient. FAST was shown to achieve perfect sensitivity (100%) and a high degree of agreement with the external assessment of a speech therapist (κ = 0.65; p ≤ 0.001), followed by referral to speech therapy as the external criterion (κ = 0.55; p ≤ 0.001); using the site of brain injury as the criterion, concurrent validity was the lowest (κ = 0.43; p ≤ 0.001). The specificity of the test was the highest in the referral of a person to speech therapy (82%). Based on these results, we can conclude that FAST is valid and reliable for use in Slovenia
Speech and language activities in kindergarten during the covid-19 pandemic
Full text linkThe diploma thesis entitled “Speech and Language Activities in Kindergarten during the Covid-19 Pandemic” consists of a theoretical and an empirical work.
In the theoretical part, I defined the notion of speech and language. I focused on the speech-language development of the preschool child and recorded the key milestones in the speech development of the preschool child. In addition to speech development, I was interested in the promotion of the child's speech-language area, how the language area is defined in the national document Curriculum for Kindergartens - how the language area is structured, what the tasks of the educator are, language activities, etc. I also wrote down the role of the kindergarten and the role of the adult in the development of the child's speech. I touched on the SARS-CoV-2 coronavirus, where I wrote down some basic information. I was also interested in how kindergartens functioned during the Covid-19 pandemic and how educators and parents promoted speech and language activities during the pandemic in Slovenia and in other countries. Finally, I presented recommendations on speech and language activities in kindergartens during the covid-19 pandemic.
The purpose of the thesis was to find out how educators developed the speech-language development of preschool children during the epidemic of Covid-19 and whether parents prepared a variety of activities or developed the child's speech area during the epidemic. To carry out the empirical work, I designed two questionnaires. The first one was addressed to preschool teachers and the second one to parents of preschool children. The survey was administered to 100 preschool teachers and 100 parents of preschool children. The survey was carried out over a period of 2 months.
The results of the survey showed that the epidemic did not contribute to the development of the preschool child's speech development and that the quality of development was impaired. Although most of the respondents had organized various activities for the children to develop their speech, it all depended on various factors. Most of the parents and educators interviewed used different ways of cooperation during the epidemic, which did not depend on the age of the child, the parents, the educators, and the seniority of the educators. Most of the respondents were aware of the importance of developing speech during the epidemic, as they prepared
different speech and language activities such as reading books, picture books, singing songs, etc
Parents and teachers learning about and coping with the diagnosis of Pallister Killian syndrome emagistrsko delo
Full text linkPallister Killian syndrome is a rare genetic disorder. Little research has been conducted on this disorder, that is why only about 500 people in the world are diagnosed with Pallister-Killian syndrome, one of them in Slovenia. People with Pallister Killian syndrome have problems in all areas of functioning, overlapping with many other associated diseases. One of them is the intellectual function deficit that varies from mild to severe intellectual disabilities. The association of Pallister-Killian syndrome with autistic disorder is also common, which further hinders the already poorly developed speech. Due to distinct deficits in several areas, people with Pallister Killian syndrome attend programs in special education schools.
Although Pallister Killian syndrome can be diagnosed before birth, it is very rare. Parents and children mostly wait a long time for a diagnosis. They need to visit various specialists because of other associated deficits. All this is stressful for the family, it affects its dynamics, the well-being of the family members and the frequent distress of parents. Once the specialists determine the child's diagnosis, it is important that it is conveyed to the parents in an appropriate, empathetic way, as the world changes for the parents when their child is diagnosed.
The aim of the master thesis was to determine how teachers and parents first became acquainted with the diagnosis of the Pallister Killian syndrome and which are the key factors that affect the understanding it and coping with it. We wanted to disclose the forms of help that were offered to parents and teachers in the process of getting to know and dealing with the above-mentioned diagnosis. Teachers who teach children diagnosed with Pallister-Killian syndrome are usually special needs and rehabilitation teachers. They encounter children with this diagnosis at all stages of education; during early treatment and primary education as well as during all other phases of treatment which the children require. A high level of expertise in the characteristics of Pallister Killian syndrome, especially knowing the health specifics, and observing the child's performance can improve the quality of work with the children and their parents. A survey was conducted with the participants of the research with the aim of obtaining answers. These were later expanded with the help of an interview.
A descriptive and a causal-non-experimental method of pedagogical research were used. A qualitative case study with a non-randomized sample was implemented. The survey showed that the diagnosis was communicated to the parents over the phone as well as in person later. This was performed when the girl was three years and a few months old. The two teachers were informed of the diagnosis when the girl was enrolled in a special education program. Neither parents nor teachers were offered systematic ways of help during the time familiarizing and dealing with the diagnosis, for example teacher education. The parents sought help in each other. The teachers received some answers to their questions from the girl's parents
Understanding and Attitudes of Primary School Students towards Engineering and Technology
Full text linkTechnology as a scientific representation and exploration of all machines, devices,
processes, infrastructure ..., which are a part of the transformation of the natural world
into the world of human desires and needs, is becoming not only important, but a key
factor in modern society.
The challenges of today, such as globalisation, demographic change, food policy, the
environment, natural and human resources, require a higher level of usage, treatment,
understanding, and evaluation of technology from every citizen. Each individual
encounters the challenges of technological literacy education already in kindergarten and
continues throughout primary and secondary education by profiling technological ability
in his studies and later in his professional career.
In this master's thesis the focus was on primary technical education (TE) in those grades
where the subject of engineering and technology (EaT) is independent and thus provides
key knowledge, abilities, skills, and a developing relationship for technological literacy
education. TiT is a compulsory subject that accompanies students from 6th to 8th grade
of primary school (PS). There are 4 areas in the curriculum (C); technical means,
technology, work organisation, and economy. All the areas and contents that students
learn in their elective subjects, which are related to technology, are described.
Teaching contemporary topics is important for a quality education, as the nature of TE
has changed greatly. Above all, it is important that technological literacy (TL) in the
classroom is developed, which is what is needed for living in the technological world.
Researchers find that the perception of technology’s nature is often ingrained and changes
do not happen easily, so content that could be a part of modern TE is researched and the
nature of technology examined. When it comes to technology, studies often show that students are naive and have a lack
of understanding. Their perception focuses only on advanced objects they use on a daily
basis, especially in terms of information and communications technology (ICT).
Furthermore, according to previous research, students' opinions about education and
career choices in the technical field are quite poor. However, understanding technology
as well as students' attitudes towards EaT is part of TL, which represents the goal of TE.
An empirical research is conducted, in which students from 6th, 7th, 8th, and 9th grades
of arbitrarily selected Slovenian primary schools are included. In this research the
understanding of technology in 8 categories and the attitude of students towards EaT in 6
categories is examined. A comparison between the understanding of technology and the
attitude of students towards EaT is made. The results show an above-average
understanding of all categories of technology's nature. The statistical test between the
sexes does not show statistically significant differences in the understanding of
technology (p > 0.05), however, differences in almost all categories occur among students
of different grades (the effect is moderate in all; 0.04 ≤ r < 0.16). The largest statistically
significant differences (p < 0.05) arise between 6th and 9th grade – ninth-graders
understand technology better than sixth-graders. The exact opposite is when looking at
the attitudes towards EaT. There are no statistically significant differences between
different grades (p > 0.05), but there are differences between the sexes. It is not surprising
that in some categories we find great dissimilarities (the effect between the sexes is r =
0.53 in the opinion that engineering is more suitable for boys), as previous research also
provides results, which show that boys have a better attitude towards EaT.
The analysis of the connection between the understanding of technology's nature and the
attitude towards EaT reveals various strong connections, especially in the category of
awareness of EaT (CTiT)'s consequences. It is presumed that a better understanding of
technology statistically and significantly (p < 0.05) contributes to the awareness and
knowledge of EaT’s consequences. The research revealed and confirmed the influence of
the wider environment on the development of students' attitudes towards EaT, especially
the desire for a professional career in the technical and engineering field is related to the
interest in EaT’s content, including developing awareness and knowledge of EaT’s
consequences. The resulting master's thesis is a good starting point for both curriculum developers and
EaT teachers to incorporate contemporary content related to current EaT concepts and
contexts. Future research could include a comparison of several concepts of
understanding technology as well as a link to the main achievement of EaT-TL
Integration of English language into the lessons of environmental studies with elements of convergent pedagogy
Full text linkLanguage is central to functioning in today's world. People are in daily contact with other cultures and languages. To communicate successfully in today's society, we need to develop a variety of different language skills because we need to use language in different situations. Learning is not possible if there is a lack of language skills, because language is a content of everything we learn. The belief that learning a foreign language when young has many benefits is widespread. However, the way children learn a language is very different from the way adults learn a language. Therefore, learning English in school requires adapted approaches in order to achieve the set goals and make learning efficient.
The theoretical part of the master thesis describes how early foreign language learning works and presents different psychological views on language learning. It also describes the cornerstones of convergent pedagogy applied at the school where our research was conducted.
The master's thesis explores the ways in which English is learned through its integration into the environmental science classroom. We wanted to find out how students meet the learning objectives in science and at what level their English proficiency is compared to students who do not participate in an additional integrated lesson in the weekly curriculum. We also wanted to find out if students were meeting the objectives in science and to what degree. In addition, we examined how students were interested in science, their everyday exposure to English, and their overall well-being when exposed to English, science, and integrated lessons
Technical practicum products and teacher assessment literacy
Full text linkThe set of technical practicum in the context of science and technology contents is based on practical training of pupils / students / students important both for the work of a technical teacher and in general for highly educated technical staff. Students get acquainted with the most important technological procedures of material processing, the ultimate goal of which is the production of concrete objects and models of devices in school workshops or. specially adapted parts of the space. The learner is enabled to plan and determine the suitability and suitability of selected materials and technological procedures in the manufacture of the product. He gets acquainted with and works with measuring tools, hand tools, various machines and devices that he will use in his work. Acquire the appropriate work habits, experience and skills needed for independent work. At the same time, he develops his creativity and independence in individual and group work. How to evaluate the products created in the technical practicum of primary school science and technology is a complex area and requires multi-layered treatment. In the resulting work, we focused only on the developmental characteristics of the product, created in the process of designing supported by knowledge of teacher assessment literacy.
In theory, we considered the conceptual dimension of assessment literacy as a key competence of a teacher and what is the inventory of their assessment literacy. Empirical research was conducted to self-evaluate teachers' general assessment competence, to prepare for assessment, how teachers give feedback, their priorities in the field of professional learning and how The set of technical practicum in the context of technical and technological contents is based on practical training of pupils / students / students important both for the work of a technical teacher and in general for highly educated technical staff. Students get acquainted with the most important technological procedures of material processing, the ultimate goal of which is the production of concrete objects and models of devices in school workshops or. specially adapted parts of the space. The learner is enabled to plan and determine the suitability and suitability of selected materials and technological procedures in the manufacture of the product. He gets acquainted with and works with measuring tools, hand tools, various machines and devices that he will use in his work. Acquire the appropriate work habits, experience and skills needed for independent work. At the same time, he develops his creativity and independence in individual and group work. How to evaluate the products created in the technical practicum of primary school science and technology) is a complex area and requires multi-layered treatment. In the resulting work, we focused only on the developmental characteristics of the product, created in the process of designing supported by knowledge of teacher assessment literacy.
In theory, we considered the conceptual dimension of assessment literacy as a key competence of a teacher and what is the inventory of their assessment literacy. Empirical research was conducted to self-evaluate teachers' general assessment competence, to prepare for assessment, how teachers give feedback, their priorities in the field of professional learning and how they monitor assessment principles.The results of the survey were also confirmed through a case study, where we evaluated the criteria physical products of a technical practicum targeted at 6th, 7th and 8th grade students. In the practical part we will show how high quality and reliable this criterion is in practice. Namely, we tested the criterion on 9 different products. They monitor assessment principles.
The results of the survey were also confirmed through a case study, where we evaluated the criteria physical products of a technical practicum targeted at 6th, 7th and 8th grade students. In the practical part we will show how high quality and reliable this criterion is in practice. Namely, we tested the criterion on 9 different products.
The literacy results were very positive overall. Teachers pay a lot of attention to creating fair conditions for assessment for all students and to making sure that all students in the classroom have the same learning opportunities. Teachers strive to provide students with timely and useful feedback and information to improve their learning. When planning assessment, teachers try to get support from students when they have difficulties in making their practical products. As far as assessment is concerned, teachers carry out assessment within a reasonable time, mainly in such a way that students understand the results of assessment and that they have the opportunity to express their opinion during assessment. We see the shortcomings of Slovenian science and technology teachers in terms of assessment literacy in working with parents and commenting on grades with other teachers.
They were very positive in evaluating the products of the technical practicum according to their own criteria. No major deviations were detected, except on two items (strength and accuracy). However, if we compare the criterion with, say, the DAP tool, we see that we have some shortcomings. Nowhere did we take into account progress and our own reflection, as is the case with the mentioned in criterion. The results of the work will be useful for all future science and technology teachers, for teachers who want to be educated and improved, and also for all professionals who want to work on teacher education
Testing and assessing listening comprehension in Slovenian lessons in grades 1 to 5 of primary school
Full text linkListening is one of the four communication activities that comprise an individual's ability to communicate. They serve as the foundation for communicating, forming, and maintaining relationships, so their development has a significant impact on an individual's life. All of these activities are given attention in primary school and are gradually and systematically developed on the basis of the Learning Plan (Primary School Program, 2018). Pupils are exposed to various types of listening in all subjects, and we have concentrated on developing listening skills in Slovenian language classes. After accepting various spoken monolingual and bilingual texts, the listener's comprehension, experience, and critical evaluation are evaluated. In the master's thesis, we investigated the field of evaluation and assessment of listening with comprehension in Slovene at the class level.
In the theoretical section, we defined listening, presented different types of listening, and then focused on the factors of listening in school as well as the goals and standards of teaching Slovenian related to this communication activity. In the final section, we defined knowledge evaluation and assessment, their types, and the characteristics and forms of tasks that are most commonly included in knowledge tests.
In the empirical section, we used a combination of quantitative and qualitative research methods. With an online survey of 60 classroom teachers, we wanted to know if teachers evaluate and assess listening with comprehension, as well as how frequently and in what ways they do so. In the second section of the research, we collected 10 examples of knowledge tests that assess listening with comprehension for class-level pupils and analysed them in terms of content and form.
According to the survey results, most teachers at the class level evaluate or assess listening with comprehension in Slovenian language classes. Most teachers conduct evaluations several times a year and assessments once a year. There are no statistical differences in the frequency of evaluating and assessing listening with comprehension between teachers based on the class in which they teach and the teaching period. The majority of the evaluation or assessment is done orally, but if the evaluation is conducted in writing, the entire knowledge test is designed for listening with comprehension. The majority of teachers prepare the assignments themselves or together with their active colleagues, while others look for them in other materials. Most teachers did not evaluate or assess pupils' listening comprehension during distance learning.
The results of the knowledge test analysis revealed that, to a greater extent, teachers use non-fiction texts that are aligned with the Slovene curriculum to evaluate or assess listening comprehension. The majority of tasks are of the short-answer and multiple-choice variety, and they are used primarily to assess pupils' basic level of knowledge