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Physics teaching in Croatian elementary and high schools during the Covid-19 pandemic
Get PDFIn spring 2020, 916 elementary schools and 443 high schools were closed
in Croatia due to the Covid-19 pandemic and remote teaching was introduced.
This had an impact on physics teaching as an experimental
subject. In addition to positive aspects concealed in new experiences
and work perspectives, the sudden transition from conventional faceto-
face teaching to a remote format had an undeniable negative impact
on physics teaching in elementary and high schools. In order to mitigate
the effects and provide a detailed insight into the problems that arose
during this transition, we conducted a quantitative study among teachers
of physics in elementary and high schools in Croatia, with the aim of
identifying logistical and technical problems and challenges in physics
teaching during the Covid-19 pandemic. An online questionnaire with
five parts (general data, teaching physics during the Covid-19 pandemic,
experiments, sociological component, exchange of experience) was
completed by 178 Croatian teachers. The results irrefutably point to the
flexibility and responsiveness of physics teachers, an increase in the
teachers’ workload, a lack of the experimental work that forms an essential
part of the subject of physics, and a lack of teacher knowledge (in
ICT), skills and equipment for conducting distance teaching. However,
it also emerged that online teaching, if carefully designed and individualised,
can stimulate additional commitment and interest in the subject
among students. The paper presents the research findings in detail, with
the aim of helping physics teachers to plan further teaching more effectively
as and if the pandemic progresses
Experiencing and expressing fear and sadness in students in the first and second learning triads of elementary school
Get PDFPupils at school experience and express both pleasant and unpleasant emotions on a daily basis, and the latter also include fear and sadness, which we studied in more detail in the master's thesis. In the empirical part of the master's thesis, we focused on research on the experience and expression of fear and sadness in students from 1st to 5th grade of primary school. It included 114 students from more than 70 different Slovenian primary schools. Based on the observation scheme (Smrtnik Vitulić and Prosen, 2016), we observed the selected student throughout the school day. In doing so, we recorded their emotions and the situations in which they experienced and expressed emotions, ways of verbally responding to emotions, and the responses of teachers and classmates to a student’s emotions. In order to deepen our research, we also conducted an interview with twelve 4th and 5th grade students about experiencing and expressing fear and sadness at school. In the interview, students were asked about the situations in which they experienced fear or sadness at school, about their experience and opinion about fear or sadness, the intensity of experiencing fear or sadness and the reactions of teachers and classmates to their fear and their sadness. The results of the observation and interview showed that fear and sadness were triggered in the students by different situations. The most common reason for experiencing and expressing fear in students was assessment, and the most common reason for experiencing and expressing sadness in students was when they were scolded by the teacher (but only when observing emotions). Based on the results of the observation and interview, we found out that teachers and classmates responded differently to the fear or sadness of students both verbally and non-verbally; however, when we used the observation method, we observed even more diverse responses from teachers and classmates. The results of the interview showed that most of the students clearly described the experience of fear, and most of them did not know how to articulate the experience of sadness. According to the results of the interview, when experiencing and expressing fear or sadness, the students thought differently and experienced it differently: fear moderately intense, and sadness intensely. The results of the observation showed that students experienced and expressed sadness twice as often as fear. The results provide a better understanding of the experience and expression of unpleasant feelings of fear and sadness in students in grades from 1st to 5th grade of primary school and help teachers and other primary school professionals address these emotions in children
The sustainability of pre-service teachers’ consumer behaviour for the december holidays
Get PDFThe consumer behaviour of Slovenian pre-service teachers for the December
holidays and their personal views about sustainable consumption
were studied. A total of 130 students of the University of Ljubljana’s Faculty
of Education took part in the study. The sample consisted of 11 male
and 116 female students, while 3 students did not report their gender. The
survey was conducted in January 2020. The results show that 95.4% of
the respondents received gifts during their childhood on Saint Nicholas
Day, 60.0% at Christmas and 23.1% when celebrating the New Year. Almost
13% of the respondents received gifts three times in December during
their childhood. In December 2019, 54.6% of them gave gifts for Saint
Nicholas Day, 65.2% at Christmas and 10.8% for the New Year. Christmas
has therefore become the most common gift-giving time in December.
Students most often give their loved ones sweets, clothes and shoes, and
cosmetics. The majority of the respondents spend less than 50% of their
monthly income on gifts for the December holidays. In terms of sustainability,
the respondents described their consumer behaviour as follows: (1)
giving or receiving things they really need, (2) giving or receiving gifts and
wrappings made of recyclable material, (3) giving or receiving nonmaterial
gifts, (4) reducing the number of gifts, (5) giving for charity, or (6) not
giving gifts at all
Importance of relaxation activities in kindergarten
Get PDFIn kindergarten, we see kids who are restless, irritable and tense everyday. Today's fast pace of life does not allow children the rest and relaxation that they so desperately need for their own development. In my diploma thesis, I wanted to explore how we can provide children in kindergarten with relaxation in a pleasant way. In the theoretical part, with the help of professional literature, I first wrote about sleep and rest as defined in the Curriculum. Subsequently, I described the following relaxation techniques: yoga, autogenic training, meditation, massage, and breathing exercises. After describing the relaxation techniques, I also discussed the proven effects of these techniques and their use in the preschool period. In the empirical part, I presented an example of a study of a neohumanist international kindergarten in Denmark – Sunrise International Preschool. I presented two semi-structured interviews I conducted with two educators from this kindergarten about the preparation and implementation of relaxation activities in the mentioned kindergarten. Additionally, I presented the course of weekly activities in the kindergarten and described in more detail the implementation of relaxation activities. By means of interviews and observation, I wanted to find out how to prepare a room for a relaxation activity, how to carry out activities with the youngest, and which differences occur during the activities according to the children's gender and age. I have found that a room with dimmed lighting, fresh air and a soft surface is the most suitable for performing relaxation activities. Relaxation activities can be performed with the youngest children, but with minor adjustments. My observations in kindergarten, show that the implementation and efficiency of the activities do not differ according to the sex of the child, but they do differ according to the age of the child
Daily routine in the Kindergarten of Kolezija
Get PDFThe diploma thesis is composed of the theoretical and empirical part. In the theoretical part I firstly present some of the proffesional foundation and literature preschool establishment and education is obligated to consider and follow in its daily performance. Furthermore I describe the Convention on the rights of the child, the Declaration of the rights of the child and the Kindergarten Curriculum. I present and describe a habitual daily routine as an important part of childs development and life in kindergarten, I then describe its each element thoroughly. Lastly I present a new daily routine, which includes different and changed elements of the routine, I describe them and explain the meaning.
The empirical part consists of two parts. The first one is an observational part in which I present the data from observating childrens behaviour during the new daily routine and their success in automating it on everyday basis. The data is analysed with the help of an observation scale. The second part consists of interviews with children about their opinions and viewpoints on the previous and the new daily routine. Their answers are quoted and analysed
Comprehensive support to the child with challenging behaviour in elementary school
Get PDFThis master thesis examines the case study of a child support intervention in a primary school. The child at the center of this case study was indentified by his teachers, parents, school workers and other students, as a child with a particularly challenging behaviour. The aformentioned subjects identified the child's behaviour as distracting and irritating in the school and home environment, and confirmed that his behaviour affects their relationship with the child. As the author of this paper, a social pedagogic worker, I participated in this study as part of the counselling service team. Throughout the study I was able to provide the extra professional support, individual learning assistance, I have worked together with the child's class teacher, in and outside the class, and collaborated with the child's mother. During this whole process I tried to involve the child, the class teacher, mother, and other professionals in the school in the case study as much as I could.
The child support programme is based on the knowledge that the child's behaviour is strongly influenced by the context of his daily interactions. I identified these contextual characteristics and situations by conducting interviews with people involved in the process, by observing the everyday interactions, and by reading papers and documentation about this matter. This helped me identify the environmental factors, the child's needs, and the risks and protective factors in his environment. The whole study was based on the collaborative relations that occured during the process of support, that child was actively included.
To conduct this research I used a qualitative research method – case study. The aim of this research was to identify and confirm the importance of interaction and collaboration between the people involved in the process, inside and outside the school environment.
The results show that all the subjects involved in the study identify the child's ekternalizated behaviour as challenging and distracting. The subjects react to this behaviour by using a different form of support and intervention. However, most of these interventions are focused on education. The results showcased the importance of an extended continuum of assistance and the importance of team-work in the execution and evaluation of the individualized education programme. Furthermore, the study also confirms the importance of the professional reflection which can contribute to a better understanding of the integrated approach. Unfortunately this tends to be overlooked due to the systemically less team-oriented school politics
Adaptations around hiking trips for physically challenged primary school students
Get PDFMovement is one of the basic human needs. It significantly affects the child's overall development, as it strengthens both the physical and mental health of the individual. Due to the rich mountain world, hiking is one of the most widespread physical activities in Slovenia. Thus, hiking is also a part of the compulsory curriculum for primary school. The program with adapted implementation and additional professional assistance enables the inclusion of physically challenged students in regular primary schools. To be successful in this, a number of adjustments are required, depending on the degree and type of disability. In particular, their disability is reflected in the subject of sport, as movement deficits are their primary problem. In school, hiking is realized through sports days, which are mandatory for all students. It can be fun and relaxing for everyone, as long as we know how to adapt it properly and motivate students for it.
With the master's thesis, we wanted to get an insight into how different teachers at selected primary schools in Slovenia adapt sports hiking days, when there is a physically challenged student in the group. We conducted interviews with four teachers, within which we explored the process of planning and conducting sports hiking days, together with the problems and the challenges teachers are faced with when doing so. We also conducted an interview with two physically challenged students to gain insight into their experience and their desires on the hike.
We found out that in all four schools, teachers include a physically challenged student in a sports hiking day. Everyone takes a companion for the student on the hike and adjusts the time of the hike, taking into account that a physically challenged student will spend more time on the route. In some places, the adjustment is that a physically challenged student was met at the top of the road by a car that provided her with transport back to school. The main difference in planning a hike, when a student with a disability is involved, is that they plan more time for a particular route and provide a person to accompany the disabled student on the hike. The fears and challenges of teachers in involving a physically challenged student in a hike are different: the choice of a suitable route, as it consequently affects how a physically challenged student will follow the group, the safety of students and the timeliness of the route based on students’ abilities, pleasure and desires. We also found out that physically challenged students’ experiences of hiking are different. Neither of them is overjoyed by the hike. For a student who walks independently, the hike seems very strenuous, so he suggests an easier, more gently sloping path, while for a student who uses a wheelchair, the hike does not present physical effort, that’s why she wants to be included. When they go on a hike, they are looking forward to hanging out with their friends the most
Opinions of preschool teachers on illustrations in Slovenian picture books
Get PDFAn illustrator's narration through pictures has a significant impact on the perception of a picture book as a whole. Illustrations are closely connected with text, which is why they are extremely important. Both components affect the overall aspect of a picture book (Haramija, Batič, 2013). In the theoretical part of this paper, titled Views of Kindergarten Teachers on Illustrations in Slovene Picture Books, I presented characteristics of (quality Slovene) picture books and their structure. I summarized findings of different authors in this field and diverse perspectives that form a quality picture book and illustration. In more detail, I focused on illustration; since illustrations are an integral part of a picture book and are connected with its text and other components, picture books were also addressed. Illustrations (and picture books) are important in the kindergarten. I presented their effect on children, what messages they convey, how children react to them, what they notice on them, etc. In this process, kindergarten teachers assume a very important role, which is why I also presented the role of a kindergarten teacher as an intermediary between a child and a picture book.
In the theoretical part, I carried out a survey to examine how kindergarten teachers from Slovene kindergartens perceive quality picture books (awarded with the Golden Pear award) and how they use them in their work.
I determined that kindergarten teachers are mostly inclined to use Slovene picture books and that they often use them in their work (in different ways and during different parts of a daily routine in the kindergarten)
Literacy in the first triad of public primary school in Slovenia
Get PDFFor Slovenian pupils, entering a public primary school also begins the process of systematic literacy learning, i.e., learning to read and write, and developing skills and abilities that reflect a person’s functional literacy. Taking into account the curriculum for Slovenian language, teachers in the first triennium prepare tasks for pupils to develop preliteracy skills (visual and auditory discrimination, auditory analysis, graphomotor skills and orientation) and communication skills, i.e., listening, speaking, reading and writing.
The curriculum for Slovenian language enables teachers to have autonomy in planning lessons, which allows them to design the contents and activities of lessons in their own way, especially in terms of time. For the purpose of this final paper, a questionnaire was prepared. The answers of first triennium teachers provided an insight into the practice of literacy learning in Slovenian public schools.
The results showed that in the first grade they learn only uppercase block letters, while in the second grade they learn lowercase block letters, and uppercase and lowercase cursive letters. Teachers more often discussed the letters in sequence; however, they discuss uppercase and lowercase cursive letters in parallel more often than block letters. Analytical-synthetic methods of literacy learning and monographic procedure are used in the learning of letters. In the first triennium, reading is usually drilled 1 to 3 times a week. Teachers generally like autonomy in planning literacy learning and plan the lessons as they see fit. They make use of the selected workbook and textbook; however, the choice of workbooks, textbooks, handbooks, online lesson plans, the wishes of colleagues, etc., does not affect the choice of the literacy learning process. When conducting the research in the 2019/20 school year, most of the teachers claimed that they would be able to cover everything planned in their language classes regardless of distance education. At the beginning of the school year, first-grade teachers checked the development of the pupils' preliteracy skills and mostly also adapted their lessons to the pupils over the year. According to the teachers, pupils have a well-developed visual perception when entering the first grade. They write their names successfully, despite the fact that they still have trouble holding the pen, writing meaningful sentences, and reading shorter texts
Uvodnik
Get PDFTrenutno obdobje kaže na pomembnost naravoslovnega
znanja in raziskovanja. Prenekateri znanstveniki
so raziskovanju posvetili svoje življenje. Znanost se
razvija in nam pomaga razumeti, kaj in zakaj se je kaj
zgodilo, kako deluje. Znanstvenike k raziskovanju
vodi radovednost. Znanstvenik vlaga trud v odkrivanje
novega in poglabljanje znanja kot tudi usvajanje in
preizkušanje novih spretnosti. Radovednost lahko izhaja
iz posameznika, lahko pa jo vzbudijo zunanji dražljaji.
Tako je pomembno, da že vzgojitelji in učitelji
načrtujejo dejavnosti z različnih vidikov, ki bi vodile k
radovednosti