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Influence of the teacher's interpretative reading on the reading motivation of 1st, 3rd, and 5th grade elementary school students
Get PDFThe interpretation of a literary text is a key method in teaching literature. It is comprised of multiple phases, one of which is the teacher’s interpretative reading aloud in class. This is a complex speech act, during which the teacher’s own interpretation of the text encourages the students to interpret and communicate with the text themselves. In this case, the teacher takes on the role of a reading model, motivating the students to read literature. This can only be achieved by the teacher’s high-quality speaking skill, which cannot be a result of improvisation but rather of a meticulous, knowledge-based pre-class preparation. Thus, it is of crucial importance that the teachers acquire sufficient knowledge and receive enough training on how to deliver a high-quality interpretative reading in class. The theoretical part of this master’s thesis defines the act of reading, reading motivation, modern class planning, the interpretation of a literary text, and interpretative reading. The empirical part explores what effects the teacher’s interpretative reading has on the students’ reading motivation. To measure this, online questionnaires were distributed to first, second and fifth-grade students and their teachers. The main focus was on the importance of interpretative reading in class as well as its frequency and quality. The study was quantitative. The sample used was non-probable and purposive. It included 113 students and 118 teachers on the primary education level, namely grades 1, 3 and 5 of the Slovene education system, enrolled in class in the 2020/21 school year. The respondents study or work at various Slovene primary schools. The results show that teachers use interpretative reading as a means of motivating their students. However, they also exhibited a lack of knowledge on interpretative reading aloud in class and on how to prepare for it. The findings of this master’s thesis help raise awareness on the status of interpretative reading in class as a teaching method. They will thus aid teachers and other educational workers, as well as increase the frequency and the quality of interpretive reading in class and improve the students’ reading motivation
Drawing, painting and graphic activities in kindergarten with the participation of various visual artists
Get PDF“Experience in the field of the arts is due to the integrity of experiencing and creating an important factor of a balanced child development and mental health.” (Bahovec, 1999, p. 38) The purpose and goal of art activities at the preschool level is never an art product in and of itself; more important is the creative process, which has an impact on the child development and at the same time depends on that development. A drawing, painting, sculpture or graphic can be the result of art activities (Vrlič, 2008), but not necessarily. Cognitive processes, which are part of thinking and are created via visual thinking, develop when children actively participate in visual and art activities (Marjanovič Umek et al, 2001), with “the role of artistic expression in the enablement of the development of a creative personality” also playing an important part. (Podobnik, Bračun Sova, 2010, p. 258) Since the mid-1990s, when Carlina Rinaldi published a chapter on the pedagogy of listening, the dialogical nature of the educational paradigm of the Reggio Emilia approach has been additionally refined. (Kroflič, 2011) Listening demands from adults that we give children an opportunity to express themselves and to really listen to them, that we treat them as competent beings and respect their subjectivity. At the same time, the so-called relational pedagogy enables the articulation of their own ideas about reality around them and of their thoughts, the sharing of ideas with their peers and the creation of common knowledge that broadens their mind, their willingness for group participation and the fulfillment of their social needs; listening namely satisfies the need for communication with others, without which children would find themselves in a state of lack of ontological security. (ibid)
“Very young children and children with special needs may have problems with verbal articulation of their view, but they can be encouraged to do that through art.” (Rutar, 2013, p.77) “We can only talk about the participation of children when they know what and why they are involved in, when they can influence the course of events, follow events and receive feedback on their influence on these events.” (ibid, p. 96) Space and time are defined components that are essential for expression. A space where children create is determined either by the organization of preschool education (for example a playroom) or by a preschool teacher assistant that prepares materials for group activities (for example the surface that children use for creating, a particular format). Children can only in rare cases choose or decide on which medium and which tools they want to use, and in what way. My experience in working with different formal educational institutions (primary schools, kindergartens) and informal institutions (Slovenian Association of Friends of Youth, Red Cross summer camps), active in the field of upbringing and education, shows that in guided as well as in unguided art activities, the choice of format is rarely left to children.
This is the reason why the greatest attention in the thesis is paid to this subject. The focus is on the importance of and different types of formats, on how frequently a certain format is chosen and used, on the influence a certain format has on a particular art activity, and on the format layout. Motor skills of young preschool children themselves usually dictate (at least occasional) use of big drawing formats. (Tomšič Čerkez and Podobnik, 2015) In the same book, both authors also mention the importance of choosing big formats, which enable an opportunity for movement games and art experimentation.
The empirical part of the thesis focuses on the importance of art formats and the cooperation with three Slovene visual artists, each of whom understands and uses the basic surface for creating in a different way. The empirical part of the thesis describes and analyses a cooperation with three visual artists – Danilo Jereb, Staš Kleindienst and Nande Rupnik – who were directly involved in the practical part of the thesis by being present in the kindergarten and working with a group of children between 3 and 4 years of age. Modern trends in pedagogical practices are in favor of art activities; they enable children a more direct contact with the visual arts (and art in general) in artistically-authentic environments (galleries, museums) and in the company of artists from different fields (Podobnik and Bračun Sova, 2010). Findings of a research into some elements of art and teaching praxis in Slovene kindergartens, which was conducted under the first assembly of the first Professional training of preschool teacher assistants for the implementation of elements of special pedagogical principles of the Reggio Emilia concept in preschool education 2008–2013, showed that not many Slovene preschool teachers make use of the above-mentioned art practices. (Podobnik and Bračun Sova, 2010). Just the opposite – more than three out of four (80.7 %) perform art activities together with a visiting associate, for example a visual artist, rarely or very rarely. This piece of data encouraged me to organize art activities with local visual artists, preschool teachers and children. In Reggio Emilia kindergartens, this role is played by an atelierista, i.e. a regularly employed member of staff and an indispensable part of the professional team. Atelieristas are not necessarily visual artists by profession; they can also be musicians, dancers, photographers etc. Atelieristas should have different expressive skills, a subtle feeling for children’s (artistic) language and the knowledge of how to elicit a creative (artistic) response from children. (Podobnik and Bračun Sova, 2010) Because the Slovene system does not have such professional staff members, I made the decision to cooperate with three visual artists from the environment where I conducted the research. The influence of the cooperation with visual artists was analyzed with the help of instruments (observation sheet). As art content differed greatly from artist to artist, I made analysis separately, based on children’s artistic results. Observation sheets enabled the collection of data on specific work of a particular visual artist with children and a comparison of what they had in common, how they differed, and how their way of creating and working with children affected children’s responses and creative process
Advancing a culture of quality in initial teacher education in Kosovo in the context of European initiatives
Get PDFKosovo’s overall political intentions in joining the European family drove the country to reform teacher education according to European benchmarks and reference points. Special attention was dedicated to improving quality in initial teacher education. However, initial teacher education “universification” occurred only in 2002, and institutions are still at a relatively early stage in their development in providing quality teacher education, as centres for high-quality scholarship, and promoting excellence. This dissertation’s main purpose is to examine how quality initial teacher education is manifested in Kosovo in the context of European initiatives for improving quality in initial teacher education. The study uses a qualitative research paradigm to investigate various facets and tensions that characterise teacher educators, management staff, and student-teachers’ understandings, conceptualisations, perceptions, cultures and assumptions, their knowledge base, values, and attitudes, experiences, and actions regarding quality initial teacher education and improvement process. The study combined various instruments and data sources to conduct the study, including, analysis of programme documents (n = 6), interviews with management staff (n = 6, 15 interviews), and teacher educators (n = 15, 28 interviews), and open questionnaire and group interviews with student-teachers (n = 303), over three phases. The study included two public initial teacher education institutions in Kosovo, including Big urban – Capital and Small urban. From the comprehensive theoretical framework, we developed an analytical framework considering the three main dimensions relevant for examining the manifestation of quality initial teacher education at the institutional policy and practice dimension (organisational culture, management practices, institutional policy for quality assurance, cooperation with schools, etc.); the teacher educator practice dimension (classroom practice, roles of teacher educators, disciplinary cultures, etc.); and the programmes design and delivery dimension (development of student-teacher skills, knowledge, and values, transversal and research skills, programme content, learning outcomes and their assessment, etc.). The findings demonstrate that Kosovo has undergone continuous education reform through European-led initiatives in efforts to improve quality in initial teacher education. Unavoidably, local stakeholder contradictions and one-sided efforts in translating and implementing European initiatives for improving quality in teacher education have led to problems; Kosovo’s initial teacher education remains isolated as a national/contextual concern. Our study shows tensions and contradictions in how quality initial teacher education is manifested under European initiatives. At the institutional policy and practice dimension, we found tensions and contradictions between (i) external and internal quality assurance policy and practice, (ii) European, national and institutional quality teacher education policies, (iii) the Bologna-inspired and institutional structures, and (iv) classic administration culture and new management culture. At the teacher educator practice dimension, we found tensions and contradictions between (i) Pedagogy and Subject discipline, (ii) teacher educator classroom approaches, strategies, and methodologies, (iii) Subject and Subject Didactics teacher educator practice and teacher educator professional development prospects, and (iv) functional and other roles of teacher educators. At the programme design and delivery dimension, the following tensions and contradictions were identified between (i) compartmentalisation of knowledge, skills and values development in programmes, (ii) surface convergence (surface Europeanisation) and programme implementation, and (iii) fragmented and integrated programming. We show that several contextual variables influence such tensions and contradictions, following (1) the changing role of initial teacher education, (2) missing organisational culture, (3) teacher educator tacit knowledge, (4) prospective teachers’ narrow goals and values, and (5) lack of reform ownership and donor dependency. In order to better understand, tackle, and scaffold stakeholder tensions and contradictions, we recommend that initial teacher education context needs to be reconceptualised and treated as a broader/extended and context-free ecosystem. We introduce shared education context taciticity as a novice notion to theorise an extended context of initial teacher education that can recognise all possible tensions and contradictions of stakeholder perceptions regarding quality initial teacher education for developing collective tacit knowledge towards a culture of quality in initial teacher education
First-year pre-service primary school teachers’ conceptual structure of ecosystem ecology concepts
Get PDFScience education research has been increasingly concerned with students’ and teachers’ conceptions of
central scientific concepts over the past decades. However, science teaching today should not only convey
knowledge but also values and science practices in order to empower students to become responsible
citizens in a world that is facing ecological as well as social problems. Thus, a profound understanding of
ecology and systems thinking skills are seen as paramount. This paper explores first-year pre-service primary
school teachers’ conceptual understanding of ecology through the use of a word association test. Students
were given four stimulus words and asked to provide five response words to each stimulus. Furthermore,
they were asked to formulate a sentence related to biology, using each stimulus word. Response words were
categorised and the frequency of the words was calculated. The findings show very limited understanding
of the ecological concepts and their interrelatedness. Furthermore, the students showed numerous
misconceptions regarding energy flow and food chain relationships. Thus our findings support other
authors’ propositions that students often struggle with understanding ecology concepts. The findings further
imply that the instruction students receive at school is not successful in replacing existing misconceptions
with accurate science concepts
Adaptations to the teaching of equations for primary students with dyscalculia
Get PDFMathematics is one of the basic subjects in primary school, but unfortunately also a subject that students often have problems with. Problems can be mild, moderate or severe. Some students only have difficulties acquiring certain mathematical skills, while others struggle with this problem their entire lives. Most often, students have difficulties mastering abstract concepts, so they have a lot of trouble with algebra. In the master's thesis, we discuss in more detail the characteristics and needs of students with dyscalculia, which is classified as severe specific learning difficulty. Dyscalculia is a lifelong problem that experts estimate affects about 5 % of the general population. This means that in a class of 25 students, there is on average at least one student with dyscalculia. Because teachers are the ones who spend a lot of time with their students, it is often they who recognize the student's problems. In order to help teachers identify students with dyscalculia, the master's thesis explores the characteristics by which these students are identified, possible adaptations of the learning environment and different ways of teaching that can facilitate learning mathematics for students suffering from dyscalculia. We focused on teaching linear equations, which is one of the most difficult areas of mathematics for primary students with dyscalculia, as these students have problems mainly with the acquisition of conceptual and procedural knowledge. With the help of an online questionnaire, which we provided to mathematics teachers, we also obtained information on how they adapt lessons for students with dyscalculia and how they teach equations. Based on the read literature and the results of the questionnaire, we created a manual for mathematics teachers in primary schools. It contains collected information on ways and adaptations of the teaching process for students with dyscalculia and tips and materials for teaching linear equations. The handbook was sent to a sample group of teachers for evaluation and to gather suggestions for possible improvements to the materials, which we then implemented
Impact of practical classes on students' knowledge of and attitudes towards molds
Get PDFIn this thesis we wanted to find out how practical work affect the change in knowledge and attitudes towards molds in Seventh Grade students of Primary School. We have carried out a quantitative research in which we have used a cause/effect experimental method of work. We designed a questionnaire with a examination. With this questionnaire we have checked the knowledge and attitudes of the students towards molds. Students completed the survey questionnaire twice. First before the start of the experimental work and after the experimental work (practical work). With our research, we found that there are no statistically significant differences in knowledge between students before class and after class, and there are no differences according to the teaching method. Pupils who have learned through traditional lessons showed no changes in knowledge compared to pupils who have learned through practical work. The research also showed no differences in knowledge according to gender, girls and boys have comparable knowledge about molds. Statistically significant differences emerged regarding the interest (attitudes) of boys and girls in different teaching methods. The boys with whom we conducted practical classes show a greater interest in molds than girls. Boys are more interested in how molds grows, they would like to study molds in nature and they are also interested in what would grow on bread enclosed in a jar
Therapeutic story and the selected elements of arts therapy with stuttering children, and their attitudes towards their speech
Get PDFStuttering is a complex speech and language disorder. Individuals who stutter individuals face not only deviant acoustic behaviors and their accompanying physical and behavioral expressions, but also emotional, communicative, and social distress fueled by their pronounced negative attitude toward their speech and consequently toward themselves as communicators. Early addressing of negative or unconstructive beliefs, emotions, and behaviors in connection with one's speech thus represents an important part of a multidimensional approach in stuttering therapy. Recently, around the world, many therapeutic approaches have been established in this field and they include elements of creative media or art therapy, including drama therapy and therapeutic story(telling).
In this master's thesis, I explored the use and impact of art therapy in therapy, aimed at encouraging the formation of a positive attitude towards one's speech of children who stutter, and the influence those approaches have on the quality of children’s communication attitude. I examined the possibilities of integrating various elements of art therapy (with the method of therapeutic story and the use of various creative media in stuttering therapy prevailing) – especially in that part of therapy that addresses individual beliefs and feelings about themselves as a failed communicator or an incompetent, unwanted participant in social communication situations. Based on theoretical findings, research and examples of good practice, I designed a creative art therapeutic program (abbreviated CAT program) for children who stutter and attend the 3rd and 4th grades of primary school. It was conducted in the form of workshops that promote individual's communicative self-confidence, positive self-image and allow recognizing, exploring, and changing attitude towards one’s speech in a creative and fun way.
The influence of the use of the therapeutic story and selected elements of art therapy in therapy aimed at improving the attitude towards one's speech in stuttering children was analyzed through participants' self-evaluations, self-reflection of the implemented program, and triangulation of opinions, which summarizes the final observations regarding the communication attitude of the participants, their parents, another professional from the field of special education Nina Milavec (external observer), and my observations. To determine the change in the attitude towards one's speech among the participants of the CAT program, I prepared a questionnaire about the attitude towards one's speech, designed according to the model of reference instruments such as A-19 (Guitar and Grims, 1977), BAB (CAT subtest, Brutten and Vanryckeghem, 2003) and OASES (Yaruss and Quesal, 2010). Numerical results obtained through the questionnaire were analyzed using basic statistical procedures. With qualitative analysis, I formed introspective reports from my therapeutic diary entries, following the example of the authors Š. L. Knoll and C. Knoll (2009).
Qualitative analysis of the data shows that the use of therapeutic story and selected elements of art therapy significantly contribute to improving the attitude towards one's speech, while quantitative analysis shows that this has an impact on improving the attitude towards one's speech in stuttering children in some aspects. Due to the small size and lower representativeness of the sample, a more accurate quantitative analysis, which would give a more scientifically substantiated conclusion, could not be performed this time. Further research might be needed
Kratka zgodovina pandemij in naša šola
Get PDFPandemija COVID-19 ni samo velik zdravstveni, ampak
tudi družbeni in gospodarski izziv, zato bi morali kot
posamezniki in družba poskrbeti za osnovno naravoslovno
pismenost (npr. poznavanje delovanja in reprodukcije
virusa v celici gostitelja), razumeti bi morali številke (npr.
v spomladanskem valu pandemije je imel osemdesetletnik
s COVID-19 petstokrat večjo verjetnost za smrtni
izid bolezni kot dvajsetletnik s COVID-19) in poznati
zgodovino nalezljivih bolezni (npr. da so pandemije v
zgodovini povzročile več smrti kot vojne; da so nevarni
izbruhi bolezni koronavirusov v kitajskih provincah vrstijo
že več kot dvajset let). Trdim, da je predvsem naša
zgodovinska naravoslovna pismenost pomanjkljiva ali
neobstoječa, zato se ne znamo resno spoprijemati z eno
največjih globalnih kriz v zadnjem stoletju. Menim, da se
o preteklih pandemijah, njihovih vzrokih in posledicah v
šoli in medijih sliši občutno premalo
Students' opinions on playing violent video games and peer violence
Get PDFComputers, smartphones and tablets are an indispensable part of everyday life nowadays. Almost everyone has access to them, including children and adolescents. They use these devices mainly for watching videos, communicating, taking pictures and playing video games. This thesis will focus on the latter, foremost among which are video games with violent content, first-person video games (in which the player looks through the eyes of their in-game character) and highly realistic games that contain as much detail as possible. As society progresses in the direction of non-violence, the problem of peer violence encountered in schools is becoming more and more apparent. School is supposed to be an institution in which all employees and students feel safe and at ease, but unfortunately this is often not the case. The theoretical part of this thesis defines violence, school violence and peer violence. Afterwards it focuses on existing video game genres and how violence in them is defined. Several games that are currently popular are introduced and their level of violence is presented. In addition, existing research on the impact of violent video games on teen behavior is reviewed. The empirical part consists of a survey of students aged 11 to 14, which explores the games played by either gender. The respondents have also been asked to determine whether the content of the games they play influences their behavior towards their peers and teachers. The goal was to ascertain their opinion on the connection between playing video games and peer violence