6992 research outputs found
Sort by
Number sense development with didactic game for first graders
Get PDFThe number sense is a well-organized conceptualized frame of information about numbers and quantities. It enables us to understand numbers, quantities and relations among them as well as to solve mathematical problems that are impossible to solve by using traditional concepts. As it represents the basis for acquiring mathematical knowledge and skills, it may have a significant effect on a child's future. The number sense involves several components and most children find it easy to learn the basic principles. However; pupils with a general learning disability or specific learning difficulties need more time and support to gain basic mathematical skills, and have a far more difficult time understanding complex thinking procedures and following intricate concepts or more concepts simultaneously. The number sense develops most naturally in informal and unplanned learning. So, while the number sense is the basis for all future mathematical skills taught by teachers, the term is not featured anywhere in the kindergarten curriculum or the syllabus for mathematics. However, teachers can find many opportunities to include all the components of the number sense into learning. In this respect, educational games are essential, because by playing games, children or pupils get a chance to develop a solid basis for achieving mathematical fluency without fear of failure.
The main research problem, the purpose and the contribution of the emerging master's degree thesis is to be used as to create and test a linear game called ‘The mole’s number tunnel’, which was to be used as an educational tool for developing the number sense, suitable for Year 1 students. Two groups of Year 1 students, which included 20 girls and 25 boys, were involved in the study. Both groups were tested using the number sense assessment test (Jašarević, 2016). Three pupils in the test group had a significantly lower score on the pre-test, so they were observed more carefully. After the pre-test, one of the groups (the test group) participated in a five-week training programme of developing the number sense using ‘The mole’s number tunnel’ educational game. The game was used as a tool to develop the number sense of each participant.
Each group included pupils of different backgrounds and with different knowledge levels. The aim of the programme was to provide all students an opportunity to develop a good basis of mathematical thinking, and especially students who have difficulties with developing of the number sense, as this would help prevent them falling behind the group, especially in the beginning of their education. Immediately after the end of the five-week programme aimed at developing the number sense by using ‘The mole’s number tunnel’ game, the students from both groups, i. e. the test group and the control group, were re-tested and their results were compared to evaluate the training programme. We also looked for differences in the pre- and post-programme results in terms of gender. The results show that the educational game had a positive effect on the number sense of both boys and girls. he analysis of the results using different criteria has showed a positive impact of playing ‘The mole’s number tunnel’ educational game on the development of the number sense. With active participation in the game, Year 1 students progressed in all five areas of the number sense assessment test (Jašarević, 2016) as well as in their calculation strategies. The term ‘the number sense’ is defined in the theoretical part of the master’s degree thesis. All the components of the number sense are explained and similar terms are linked. A range of activities for enhancing the number sense in Year 1 were combined in ‘The mole's number tunnel’ educational game, which can be used as support and a source of ideas for special education teachers, primary school teachers, preschool teachers and other school and preschool teachers when planning mathematical lessons
Nutrition and physical activity behavior in 11-14-year-old school children in Serbia
Get PDFRegular physical activity and healthy diet have a significant positive impact on children’s
health. Lack of physical activity increases the risk of various diseases, while obesity has become an
alarming health problem worldwide. The aim of this study is to investigate the patterns of physical
activity and diet among 11–14-year-old school children in Serbia. The sample included 623 primary
school children, of whom 333 were boys (53.45%) and 290 were girls (46.55%). The children were
also divided according to their age/grade: fifth grade/11 years (24.40% (n = 152; M = 84, F = 68)),
sixth grade/12 years (25.68% (n = 160; M = 91, F = 69)), seventh grade/13 years (26.81% (n = 167;
M = 83, F = 84)) and eighth grade/14 years (23.11% (n = 144; M = 75, F = 69)). Children’s lifestyle
was assessed using two subscales of questionnaires based on the Health-Promoting Lifestyle Profile
model II. The Mann–Whitney U test showed no statistically significant difference between boys and
girls in the variables Nutrition (p = 0.81) and Physical Activity (p = 0.91). The Kruskal–Wallis test
was applied and showed no statistically significant differences between children of different ages,
regardless of gender, in the variable Nutrition (p = 0.63). However, differences were evident in the
variable Physical Activity (p < 0.001), with the highest mean scores recorded in 12- and 13-year-old
children and the lowest in 14-year-old children. Additionally, no statistically significant differences
were found among boys as a function of age in the variables Nutrition (p = 0.55) and Physical Activity
(p = 0.15), nor among girls in the variable Nutrition (p = 0.43), but in the variable Physical Activity
(p = 0.01). In general, it can be concluded that the older primary school children have relatively
satisfactory dietary and physical activity habits, but that these behaviors decrease with age, especially
the level of physical activity. There is a need for better and more effective education of children about
the benefits and importance of proper nutrition and regular physical activity
Usefulness of didactic tools used in outdoor art lessons in learning about the specifics of local cultural haritage
Get PDFImplementing outdoor learning content offers us unlimited opportunities to explore, it can be fun, healthy, inexpensive and in line with sustainable development. Given that today students spend a lot of time indoors, which applies to both school and home, it would be advisable to systematically introduce various forms of outdoor teaching into the curriculum. Educational excursions enable active outdoor learning, development of research and observation skills, development of sensitivity to the environment, solving art problems on the spot and raising awareness of the environment in which students live.
For the purpose of the master's thesis, we designed a worksheet Fairytale Kamnik, which helps students learn about the specifics of artistic concepts in the field of drawing, painting, architecture and cultural heritage and Fairytale Trail as a place of outdoor art activities. In the theoretical part of the master's thesis, we explored the usefulness of didactic aids in the form of worksheets in outdoor art lessons, and the advantages of teaching and learning art content outdoors, while learning about the specifics of local cultural heritage. The art-practical set presents and describes the process of making an author's didactic aid - worksheet Pravljični Kamnik, which we analyzed according to the basic starting points for determining the quality of picturebooks and according to the classifications of types of tasks in teaching materials. In doing so, we took into account the learning objectives from the curriculum for art lessons, for the first and second educational period of primary school in Slovenia. In the art didactic set, we applied the worksheet Pravljični Kamnik to an outdoor art lesson. The purpose of our research is to present the response of students to the outdoor art activity, which will be carried out in the form of an excursion and their response to the worksheet Fairytale Kamnik
Socio-pedagogical family support - between support and control
Get PDFThe masters thesis studies socio-pedagogical lifeworld-oriented family support, users and workers views on such treatment and the possibilities for its further developement in Slovenia. In the theoretical introduction the thesis analyzes the position of the family in today’s society,
the social construction of vulnerable families and their treatment, which for families represents both support and control. A comparison of dialogical and nondialogical ways of working with families is introduced and places social pedagogy in lifeworld-oriented work with families.
The purpose of the empirical research is to investigate what constitutes an effective form of
support for vulnerable families for users and professionals, what are the characteristics of existing good practices, what are the barriers and unaddressed needs, how they experience the roles of support and supervision of professionals and how different ways of representing
vulnerable families affect the manner of treatment. For this purpose, eight semi-structured interviews were conducted with six professionals and three users of programs that provide lifeworld-oriented support to vulnerable families. Data were analyzed using a qualitative content analysis method. The findings contribute to an insight into the needs of vulnerable families, which characteristics of support are effective and in which direction support for vulnerable families could still develop
Role of movement games in learning a foreign language in kindergarten
Get PDFThe thesis discusses children's learning of foreign languages in preschool education. The theoretical part describes the motivation of children, which is necessary for successful learning of a foreign language in kindergarten. It defines play, as a primary activity in the preschool period, as well as different types of games. I also provided a more detailed description of movement games because I used them for my research, where I taught 5 – 6 years old children English with the help of movement games. The thesis also discusses the method of the Total Physical Response.
In the empirical part of the thesis, I tested the role of movement games in relation to learning a foreign language in kindergarten. I performed the movement games in English in one of the Slovenian kindergartens for two weeks, three times a week. I chose 36 English words that children learned while performing movement games. Before the start, I checked their prior knowledge with the help of a checklist and flashcards, and afterward, I checked their progress, once at the end of the activity, and once two weeks after we finished with all activities.
After two weeks of performing movement games in English, I found out that throughout that period, children recognized an average of 14 new words and named around 8.7 new words. The two weeks of performing movement games were followed by a two-week break without performing movement games in English. In the meantime, I asked the preschool teachers to write down each time the children used English in their free play. The preschool teachers noticed that the children played in the ''English corner'' almost every day, named the pictures posted on the cupboard, used English in other activities, etc. Since the children also used English during the break, I repeated the vocabulary test. Compared to the last test, they recognized 1.1 new words and named 1.2 new words, which means that also during their free play they consolidated their knowledge of English. The children's progress in their knowledge of English vocabulary can be observed in both of the tests. To conclude everything, I conducted an individual interview with all the children and asked them which movement game they liked the most. Most of them could not decide on just one movement game and therefore said that they liked all of them equally. Among the children who chose their favourite movement game, the predominant answer was the game called "ANIMALS"
Growing up and cohabitation with siblings with autism spectrum disorder
Get PDFThis master’s thesis discusses how siblings experience growing up and cohabiting with children with autism spectrum disorder (ASD) and what kind of impact these experiences have had on their lives. The theoretical part of the thesis provides the definition of ASD, historical overview of research about autism, aetiology, terminology, prevalence of ASD and main characteristics of children with ASD. Furthermore, I describe peculiarities in everyday lives of families with special needs children, challenges of families living with a child with ASD and focus on effects of ASD on siblings, since their perspectives are often overlooked. I studied the effects of ASD on sibling relationships from early childhood into adulthood, the factors that had an effect on siblings while growing up and what types of research already exist on the matter. I wanted to research which types of help and support have been found effective for siblings of children with ASD.
The aim of the empirical part was to examine and present relevant themes emphasised by siblings of children with ASD. This study used the qualitative research approach. Interviews were conducted with seven siblings of children with ASD of different ages. The intention was to get information about how they experience their relationships with a brother or sister with ASD, what kind of roles they take on in their interpersonal relationships and in the family context and how growing up and cohabiting alongside ASD siblings affected them.
The aforementioned analysis found that family quality of life is affected by severity of ASD, comorbidity and family connectedness. The latter is dependent on successfulness of overcoming the challenges of ASD and parental stress. A connected and resilient family presents a protective factor and key social support for the siblings. The results show that siblings of children with ASD take on diverse and atypical roles and also indicate differences between genders. Sisters are more integrated into family life in comparison to brothers and therefore reported more perceived effects of ASD on family life, for instance additional care, advocacy, faster maturing and assumption of responsibility due to differential treatment and divided attention of the parents
Dealing with problem topics in preschool period: Babette Cole
Get PDFIn the pre-school period parents, teachers, and everyone around the child try to protect the child from problematic or taboo topics . however, we do not offer them the oppportunity to deal with them and discuss the topic.
The diploma thesis contains responses and views of preschool children aged five to six on problem topics. I presented to the children selected works by Babette Cole, who in a humorous, for some people grotesque way with her text and illustrations presents both problematic and non-problematic topics. In the group named Sovice , where I presented the picture books, the children did not know either the author or her works.
With a nalytical-descriptive method, I used already written literature to define the picture book and problem topics, presented the selected author Babette Cole and summarized the acquired literature. In the empirical part of the diploma, I got the data from interviewing children. I introduced the children three picture books through three activities and observed and interviewed them on an going bases.
After each activity, I wrote a self-reflection. Through children responses, I found that both the responses and aattitudes of children to problem topics are positive.
I believe and hope that teachers will also offer children texts with a problem theme in the pre-shool period, so that children can form their own opinion about them
Analysis of the teachers' questions in science and technology lessons in the fourth and fifth grades
Get PDFThis thesis is concerned with posing questions as common and important activity of teachers, by which knowledge and any potential of misunderstanding of the subject matter is checked. It strengthens the explanation of new subject matter, examines and encourages transfer of learning of already acquired knowledge to new subject matter during Science and Technology classes. The studies found that teachers pose several hundred questions every day, but the types of questions are primarily on the lower levels of Bloom’s taxonomy, while those on the higher levels are somewhat neglected. Since in Slovenia there hasn’t been any detailed studies concerning what questions teachers pose, what strategy they use and on what level they pose the most questions at Science and Technology classes in 4th and 5th grade of primary school, we have decided to make a further investigation into the said area and make an analysis of state.
In this thesis, we attempted to identify the predominant types of questions used by the 4th and 5th grade primary school teachers during Science and Technology classes, and classify them according to a revised Bloom’s taxonomy, using quantitative and qualitative research methodology and methodological triangulation. We specifically identified the frequency of usage for each level of questions and researched the teacher’s approaches to lesson planning – preparing the questions, their role and purpose, their attitude towards questioning, their awareness and their strategy for posing questions. We gathered the data by structured observation of 9 teachers, two classroom lessons for each, by analysing lesson plans, through a structured interview and through a survey.
The results of research showed that during Science and Technology classes 4th and 5th grade teachers mostly pose questions of lower taxonomy levels. Concerning the lesson planning to Science and Technology classes we have discovered that teachers do plan the questions in advance, however at a lower level. Teachers do not prepare questions in advance other than writing them down in the lesson plan, instead they usually think of them during lesson. Primary strategy of posing questions by the teachers is developed well enough, however we have found an inconsistency between the assessment of teachers and the actual situation in the classroom, viz. teachers asses that they mostly use questions of open type but the data gathered by observations show otherwise. Teachers usually pose questions to the whole class and rarely to individuals or smaller groups. Teachers agree that questions at Science and Technology classes play a different role than at the other subjects and think it possible to (further) acquire the strategy of posing questions
Exploring children's attitudes towards old people and ageing
Get PDFThe population of the elderly will widely increase in the coming decades, so establishing a positive attitude towards the elderly and ageing is of great importance for intergenerational understanding and quality of life in later years. The children attitude towards the elderly and ageing largely depends on what kind of attitude children develop in the early years of their lives.
In the empirical part, we investigated how certain factors affect a child's attitude towards the elderly and ageing. The sample included 451 children from all over Slovenia aged 9 to 13 years. We performed data analysis with the Orange tool. With the help of machine learning models, we determined which variables have the highest influence on the attitude towards the elderly and ageing.
In the research, we found that children's attitudes towards the elderly and ageing are on average positive, but they largely depend on how we ask questions, what is their attitude towards close older family members, how much active time they spend with them, what is their knowledge of ageing and many other factors.
The findings can help to develop strategies for better intergenerational integration and the reduction of negative age stereotypes. These have an impact directly on older individuals as well as indirectly on the attitude towards children own ageing and the quality of life in old age
Natural sciences, biology and chemistry classes for talented elementary school students
Get PDFTeachers more and more frequently encounter gifted students. Teaching these students requires a different work strategy from the teacher, which can represent challenges to them. Despite the developments in the field of science, the current research points to the issues of working with gifted students.
The primary focus of this MS thesis is the work of primary school natural science, biology, and chemistry teachers, more specifically, their work with gifted students. The empirical part of the study was conducted as a twofold study which included 97 primary school natural science, biology, and chemistry teachers from different Slovenian regions. In the first, qualitative part of the research process, we conducted 14 semi-structured interviews with teachers from our sample with the purpose of obtaining general information regarding the teachers’ work with gifted students. In the second, quantitative part, we acquired data based on the questionnaire, which dealt with methods used in inclusive teaching of gifted students, the possibilities teachers have to work with them, the presentation of teachers’ perspectives and opinions towards working with gifted students, and the professional development provided for that purpose. I conducted a descriptive statistical analysis.
The results of the empirical study showed that teachers have a positive attitude towards educating and working with gifted students. They support the implementation of enrichment programs and at the same time think that schools do not provide a sufficiently wide range of activities. Teachers follow school curriculums in biology, chemistry, and science, but lack methodological guidelines and recommendations for working with gifted students. Judging by the results, the use of learning resources and solving tasks at the highest level are the most frequently performed activities. Teachers also strive to direct gifted students to participate in competitions as well as attend additional classes and elective courses in the student’s field of interest.
Teachers’ biggest limitations to teaching are excessive school curriculums, deficiencies in the teaching of gifted students and lack of concrete guidelines for working with them, overcrowded classes, and high percentage identified gifted students.
With the research findings, I wanted to bring attention to the neglect of talent in the field of science and create more accurate picture of working with gifted, which can be a good starting point for developing exceptional learning potential of students and encourage professional development of teachers for better work with gifted students