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Podporne mreže mladih v psihosocialnih stiskah: zaključno poročilo ciljnega raziskovalnega projekta
Get PDFPreliminarna študija je nastajala v času povečane javne in medijske pozornosti pojavu duševnih
stisk mladih, predvsem v dveh smereh. Prva je obsegala opozarjanje na dolge čakalne roke in
težko dostopnost pomoči za mlade (kar se je nanašalo predvsem na pedopsihiatrične obravnave
in v manjši meri na dostopnost svetovalnih/psihoterapevtskih obravnav). Druga smer je
poudarjala problem mladih s pridruženim za okolico motečim, tudi nasilnim vedenjem. Mediji
so opozarjali na pomanjkanje primernih strokovnih obravnav za take mlade. Omenjali so, da je
na voljo nedopustno premalo celostne in medresorsko povezane strokovne pomoči, da se nanjo
predolgo čaka, da v nekaterih regijah sploh ni dostopa do nje in da je pogosto izvajana na
neustrezen način. Vseeno pa je v medijskem diskurzu, ki je sicer po našem mnenju upravičeno
opozarjal na manko dostopnosti pomoči oz. sistemske ureditve, bilo po našem mnenju zaznati
nevarne tendence individualiziranja odgovornosti, slikanja mladostnic_kov v stiskah kot
potencialno nevarnih ter hlastanju za hitrimi, instantnimi rešitvami
Covert discrimination in preschool education
Get PDFThe curriculum for kindergartens dictates (Ministry of Education 1999) that professionals are obliged to respect the principle of equal opportunities, respect for diversity and the principle of multiculturalism. This can only be achieved through the full inclusion of everyone, with educators playing a key role. In the pre-school period, pedagogical workers are obliged to enable every child to live and develop in kindergarten as optimally as possible, which excludes all types of discrimination. In practice, unfortunately, this is not the case. I noticed that covert discrimination occurs almost every day in my own practical work in kindergarten, and on this basis I conducted further research on the phenomenon.
In preschool, children build notions about themselves and others, so it is important to be aware that our own views influence children and the formation of their perceptions. In the empirical part, I also check what learning goals, according to Bloom's taxonomy, are used in all three pedagogical faculties in Slovenia in dealing with discrimination, and what progress in this field is advised by experts. The aim of the master's thesis is to investigate the extent to which educators recognize hidden discrimination in their work process and whether they also react to it. Further, we investigated what hinders educators from taking action when they perceive covert discrimination, whether perceptions and actions are influenced by the level of education, and whether the length of working in kindergarten has any influence. We detected a high tolerance for covert discrimination and apathy in pre-school education. The research also showed that both higher education and years of employment in kindergarten did not significantly affect greater recognition of covert discrimination
Harmonic numbers
Get PDFThe master’s thesis discusses harmonic numbers These prove to be very useful in the field of number theory, analysis and probability theory, but they are also found in the analysis of computer algorithms and in various mathematical puzzles.
Before discussing harmonic numbers, we present a complete selection of basic theorems and definitions of sequences, and series that will help us understand the core of the master’s thesis. In this part, we define a harmonic type and prove its divergence. In the following, we focus on harmonic numbers and present some of their properties. In this set, we prove Bertrand’s postulate and use it to show that no harmonic number Hn, n ≥ 2 is an integer. We also show that all harmonic numbers except H1, H2 in H6, have an infinite period. Harmonic numbers are then connected to the natural logarithm. Thereby, we introduce the Euler-Mascheroni constant γ and show two principles by which Euler calculated its decimal approximations. In the following, we define three different representations of har-monic numbers, namely integral representation, representation with binomial symbols, and combinatorial interpretation. We also derive the generic function of harmonic numbers and introduce zeta function and generalized harmonic numbers. We prove that zeta function converges for m > 1 and that ζ(2) = π2.
In the fourth chapter of the thesis, by using combinatorial proofs, we prove the combinatorial interpretation of harmonic numbers and a rounded selection of combinatorial identities containing harmonic numbers. Combinatorial identities are proved mainly by the double counting method.
In the last chapter, we present further examples of the use of harmonic numbers, e. g., the problem of a picture collector, the jeep problem, the problem of hundred prisoners, and the block-stacking problem. We also simulate the given problems by using Python programming language
Reuse of citrus peel at chemistry lessons in secondary school
Get PDFEach human act reflects on environment and therefore has an impact on it. Human race has been striving ever since for continuous development, which led to prosperity of our lives. On the contrary, our economic growth has taken its toll on the environment. Consequently, a balance between environmental care and economic growth is needed. Green chemistry represents a chemistry concept, which promotes progress and improvement of processes and products in direction of sustainable development. Educating students about this kind of experiments inspire and encourage conscious usage of materials, recognition of hazardous features and suitable eradication of waste products. Last but not least, proper education leads to awareness about sustainable development, which impacts wellbeing not only of nowadays’ society, but also of future generations.
Main purpose of this master thesis is to study whether a series of experiments with aspects of green chemistry is suitable for implementation in middle school chemistry class. The study aimed to provide the following: if and how interest, chemistry grades, gender and prior knowledge influence knowledge achievements. For the purpose of this study, series of specially designed and optimized experiments had been designed. Series of experiments consist of three parts: demonstration of pectin extraction from citrus peel, extraction of essential oils from citrus peel by means of distillation and lastly, microencapsulation of extracted essential oil in pectin microspheres. Meanwhile, students are acknowledged with main concepts of green chemistry.
In this mixed methods research, 70 third grade upper secondary students from secondary school in Ljubljana had been participating in the quantitative part of the research and from the mentioned ones, 5 students were chosen for the qualitative part of the research. Students solved the preliminary test and fulfilled an individual interest questionnaire, before conducting series of experiments. Having finished series of experiments, students filled knowledge test and situational interest questionnaire. In a period of three months, students filled knowledge post-test in electronic form and lastly, a month after that, interviews with five students were taken. All the collected data were analyzed with SPSS program.
Results are showing, that students successfully passed preliminary test, where they achieved more than 50 % of all points on average, but their achievements on post-test were poor, where most of them did not score more than 50 %. A correlation between students’ higher situational interest and higher test scores is statistically significant. Additionally, 70 students’ most common misconceptions about selected topic and in-depth study of five students’ conceptions and misconceptions about microencapsulation and extraction of pectin and essential oils from citrus peels are presented
Printmaking practices in the expanded field
Get PDFThe focus of master thesis is on printmaking practices in the expanded field. Traditional printmaking is briefly presented in the beginning, which is then followed by theory of the research theme. Characteristics of the printmaking in the expanded field, changes in understanding of the printmaking, new mediums, the role of curator and my art project in the expanded field of printmaking are presented. Lesson plans, which represent models or possible approaches for introduction of new printmaking paradigm into art lessons, are included in the conclusion of theoretical part. One of the lesson plans was carried out as art workshop.
In the empirical part we carried out interviews which gave us insight into expanded printmaking field from perspectives of different professions – artist, high school teacher, artist/professor at the Academy of Fine Arts and Design in Ljubljana and the Faculty of Education – Art Pedagogy and expert associate at International Center of Graphic Arts in Ljubljana. Condition and experiences with printmaking in the expanded field in the educational institutions and art field in general (events, projects, exhibitions, and artist point of view) is presented trough analysis of interviews
Comparison of the mathematics achievements of students with specific learning disabilities in mathematics in the national knowledge assessment in the sixth and ninth grade
Get PDFFor growing children, mathematics plays an important educational role - mathematical achievements at school affect educational achievement, employment opportunities, economic stability, adapted behaviour, as well as the quality of life and mental health of an individual. Pupils with specific learning disabilities in mathematics (MLD) fall within a risk group of pupils who score poorly in national examination compared to their peers without MLD. There is a lack of literature on the research on pupils with MLD; therefore, a detailed analysis of mathematical knowledge of pupils with MLD is required in order to better understand their special educational needs and to create appropriate teaching and treatment methods. The authors emphasize the importance of research over different time periods, as this enables to present in more detail the development of mathematical knowledge of pupils with MLD. Various studies show that within the group of pupils with MLD, pupils with comorbidity in mathematics are even more exposed to lower mathematical achievements and learning difficulties. The analysis of the results achieved at the national examination in mathematics with regard to pupils with specific learning disabilities in individual areas of learning in 2015 shows that pupils who only have MLD do not achieve better result than pupils with the comorbidity in mathematics. Based on descriptive and causal non-experimental method of pedagogical research and qualitative and quantitative research approach, we have analyzed and compared the demonstrated mathematical knowledge of pupils without MLD, pupils with isolated MLD and pupils with the comorbidity in mathematics at national examination in mathematics when they were in 6th grade in 2014 and then in 9th grade in 2017. All pupils included in the research achieved statistically significantly higher results at the national examination in mathematics in 6th grade in 2014 compared to the national examination in mathematics in 9th grade in 2017. From 6th to 9th grade, the gap in achievements between pupils with MLD (including those with comorbidity) and pupils without MLD increased by 10.16%, namely at national examination in mathematics in 6th grade pupils with MLD achieved on average 76.26% points of pupils without MLD, and 66.10% in 9th grade. Differences in the average of the entire national examination in both 6th and 9th grade turned out to be statistically significant between the group of pupils without MLD and two defined groups with MLD i.e. isolated MLD and comorbidity in mathematics, however, no statistically significant differences between the group of pupils with isolated MLD and the group of pupils with comorbidity in mathematics. We have come to similar conclusions as in the analysis of national examination in mathematics in 2015, notwithstanding that such a result is not in line with other specialised literature in this area and indicates the need for further research in this respect. At national examination in mathematics in 6th grade 2014, pupils with MLD and pupils with the comorbidity in mathematics achieved a lower average of points than their peers in all exercises, regardless of mathematical content area, taxonomic level, subject matter class and level of difficulty. The higher the pupil's final grade in mathematics in 9th grade in 2017, the higher the average of the points achieved by the same pupils at the national examination in mathematics in all three defined groups. We established that pupils with MLD did not achieve higher average of points than the average achieved at national examination by pupils with comorbidity in mathematics, however, they achieved on average slightly higher final grades in mathematics in 9th grade compared to pupils with comorbidity in mathematics. The analysis of the types of mistakes at the national examination in mathematics in 9th grade showed no significant differences between the group of pupils with isolated MLD and the group of pupils with comorbidity in mathematics
Primary teachers’ attitudes and fears about inclusion of children with special needs into primary school related to professional development stages
Get PDFA decade ago, most children with special needs (Slovenian: OPP) attended special schools, but today OPP are mostly attending regular primary schools. This way of schooling is demanding for teachers, as teaching needs to be adapted to all the specifics of children.
The purpose of the master's thesis was to examine the attitudes of primary school teachers towards the inclusion of OPP in regular primary schools, and the fears that teachers face in this inclusion. We wanted to study in more detail whether teachers' views on the inclusion of OPP in regular primary schools and the fears associated with this inclusion differ according to the stages of teachers’ professional development. The study included 126 primary school teachers who taught in the first and second educational period in various primary schools in Slovenia. Data was collected via a questionnaire which was adapted from the already developed questionnaire for determining the attitudes and fears of teachers in the field of inclusion of OPP groups in primary schools (Kokić, 2018). We also conducted semi-structured interviews with five primary school teachers at different stages of professional development, in which we asked them about their knowledge of OPP groups and ways of working with OPP, about the factors that hinder the integration of OPP into regular primary school, and the teachers’ experiences and fears in working with the OPP.
The analysis of the results of the questionnaires and interviews showed that teachers agree the least with the inclusion of children with intellectual disabilities in regular primary schools, and agree most with the inclusion of children with a cronic illness in regular primary schools. Teachers feel the least professionally qualified to work with children with intellectual disabilities, and the most professionally qualified to work with children with disabilities in individual areas of learning. Teachers stated that they adapt individual ways of teaching OPP relatively often, e.g., giving children extended time for school tasks. Two thirds of teachers stated that they face various difficulties in integrating OPP into the class, such as lack of sufficient support, poor knowledge of the characteristics of individual OPP groups and ways of working with them, and non-participation of parents in working with OPP. The results showed that teachers are quite afraid of working with OPP, and among all OPP groups, they are most afraid of working with children with intellectual disabilities, and the least afraid of working with children with disabilities in individual areas of learning. The attitudes towards the inclusion of OPP in regular primary schools, as well as the fears the teachers experience when working with OPP, differ slightly for teachers who are at different stages of professional development. For example, compared to teachers in other stages of professional development, the teachers who were in the second phase of professional development had the most positive attitude towards the inclusion of children with intellectual disabilities in regular primary schools. Some differences between teachers in different stages of professional development were also visible in the self-assessment of professional competence to work with children with speech and language disorders, in two ways of adapting work with OPP (extended time for school tasks and use of alternative teaching methods), in experiencing fear in working with children with autistic disorders and in the event that the teacher's work with the OPP would be more closely monitored by the principal. The research found that the attitudes and fears of primary school teachers towards the inclusion of OPP in regular primary schools are related to an individual group of OPP. Their attitudes and fears towards individual groups of OPP depend mainly on the personal characteristics of teachers, their experience and professional competence to work with OPP. That is why it is important for teachers to have properly formed attitudes towards the OPP, as well as enough knowledge and skills to be able to do quality work with them
Implementation of the mandatory and optional physical education curriculum during the Covid-19 epidemic
Get PDFIn the master's thesis, we wanted to discover the difference between the performance of compulsory and additional content of physical education during remote schooling and lessons in school. We wanted to obtain data on the planning and implementation of these during the COVID-19 epidemic by primary teachers and those engaged in sports interest activities.
In the theoretical part, there is a short introduction at the beginning with a presentation of the problem of why it is important to dedicate our free time to sports activities and how important exercise is for a child, especially during the lockdown of the country. Outdoor school, its development in Slovenia, its principles, its general educational goals, starting points for its organization, didactic recommendations for outdoor school, the scope offered by the Center for School and Outdoor Education programs, and financing are presented in continuation. Afterward, a sports day is presented and some possible derivations of sports days with various contents, sports activities of interest and their purpose and goal, principles of activities of interest, and sports programs Zlati sonček and Krpan.
271 teachers participated in the empirical part. We were interested in whether and in what way the teachers implemented compulsory and additional content of physical education during the COVID-19 epidemic. Data were collected using an online survey questionnaire. With it, we obtained data on the contents of physical education which are connected with the planning and implementation of the latter.
The results showed that their implementation was curtailed. The teachers carried out those contents that they thought were more important for the students at that moment and, given the epidemiological situation, could be carried out. Therefore, most schools in nature did not carry them out. In sports activities of interest Zlati sonček and Krpan, there was a decline in their implementation concerning the percentage of implementation in the 1st and the 2nd wave of the epidemic. Most sports days were held at a distance despite the situation
Use of stop-motion animation to address LGBTIAQ+ issues
Get PDFIn my master thesis I explored stop-motion animation as a tool for addressing LGBTIAQ+ topics. I linked the technique to youth work and non-formal learning and presented stop-motion animation as a new method to address marginalised topics. I was questioning how stop-motion animation can be used to present these kinds of topics that can empower members of marginalised groups on the one hand, and serve as an educational tool for the general public on the other. I started from different theoretical backgrounds that are relevant for my work and that helped me to carry out my empirical work. In the theoretical part I presented the theory of hegemonic discourse, stigma, queer theories, transfeminism, youth work and non-formal learning, and art theory in relation to stop-motion animation. In the empirical part, I divided my practical work into four parts: presentation of the planning and running of the stop-motion animation workshop, group interview with the participants of the workshop, presentation of the training workshop for the youth workers, analysis of the questionnaire for the youth workers, and ongoing self-reflection of myself as a researcher
Development of fine motor skills with wooden craft activities in preschool age
Get PDFThe kindergarten curriculum, which is the basis for planning activities in kindergarten, contains five areas. The area of movement is presented first, as it is the child’s primary need. The development of movement opens up new possibilities for him to get to know the world around him. However, we do not only associate movement with large movements, such as walking, but also the use of fine motor skills. Kindergarten professionals also play an important role in the development of these skills associated with children, and we can encourage this by preparing various activities. Another primary need of a child is the need to play, which is important to consider when planning any activity in kindergarten.
Just like with motion, the child also learns about various technical objects, procedures and materials on a daily basis. Nonetheless, because technical education is not an independent area in the curriculum for kindergartens, but only connects with others, educators often forget to plan directed technical education activities.
Because of that we focused on the material wood, as we want to encourage educators to reach for the materials that nature offers us. With the planned activities we want to encourage them to introduce the often forgotten techniques and give some interesting ideas for novice crafting with wood.
Thesis consists of theoretical and empirical work. In the theoretical part, we will present the importance of motion, play and technical education in the development of children, as well as key information about wood, which is good to know when using this material.
The empirical part includes the analysis of the survey questionnaire, with which we wanted to get to know the views of kindergarten teachers on the importance of developing fine motor skills, technical education and to check the frequency of working with wood. The second part presents the representation and implementation of activities
for preschool children in connection with wood, which we also critically evaluated based on the results of observations.
We found that educators in kindergarten know the importance of developing fine motor skills in early childhood and often carry out activities for this purpose. Rarely, however, do they associate this with technical education, which offers many opportunities for research, both in the context of directed activities as well as free play. With the activities of thesis, we offered children completely new experiences and introduced them to some highlights of technical education through play. The planned activities offer a lot of expansion and adaptation and can also be a starting point for educators to carry out technical education activities