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Phisical activities of children and their parents before and during covid-19 pandemics
Get PDFThe purpose of the diploma thesis was to find out how measures to COVID-19 impacted physical activity of Preschool children and their parents. In the research we included 131 parents of children between 1 and 6 years old. In the acquired sample we tested how physical activity of parents and children before the pandemic and how activity changed as a result of measures to COVID-19. We looked into the change of children’s interest in physical activities before and during the pandemic. Data was collected through online questionnaire which we then shared with parents on various social media platforms. The questionnaire was active in January 2021. Results were analyzed with the computer program Microsoft Excel. We analyzed the data in three phases. In the first phase, we processed the data numerically and checked the difference in the frequency and in time spent on physical activity before and during the pandemic. In the second phase, we calculated the percentages in order to determine differences in previously mentioned variables. In the last phase, we presented the results using graphs and tables. We also added the interpretation of every graph and table and then compared our results with other research and literature that we found on similar topics.
The analysis showed that the frequency of physical activities of children and parents changed, namely in 55 % of respondents. In 44 % of respondents the frequency of physical activities decreased, while in 11 % of respondents the frequency increased. The research also showed that 44 % of respondents also reduced the time spent on physical activity between half an hour and one hour. We also found out that the interest in physical activity in children changed due to COVID-19 measures. The change in interest was both positive and negative
Mathematical literacy from the perspective of solving contextual problems
Get PDFThe article deals with mathematical literacy in relation to mathematical knowledge and mathematical problems, and presents the Slovenian project NA-MA POTI, which aims to develop mathematical literacy at the national level, from kindergarten to secondary education. All of the topics treated represent starting points for our research, in which we were interested in how sixth-grade primary school students solve non-contextual and contextual problems involving the same mathematical content (in the contextual problems this content still needs to be recognised, whereas in the non-contextual problems it is obvious). The main guideline in the research was to discover the relationship between mathematical knowledge, which is the starting point for solving problems from mathematical literacy (contextual problems), and mathematical literacy. The empirical study was based on the descriptive, causal and non-experimental methods of pedagogical research. We used both quantitative and qualitative research based on the grounded theory method to process the data gathered from how the participants solved the problems. The results were quantitatively analysed in order to compare the success at solving problems from different perspectives. Analysis of the students’ success in solving the contextual and non-contextual tasks, as well as the strategies used, showed that the relationship between mathematical knowledge and mathematical literacy is complex: in most cases, students solve non-contextual tasks more successfully; in solvingcontextual tasks, students can use completely different strategies from those used in solving non-contextual tasks; and students who recognise the mathematical content in contextual tasks and apply mathematical knowledge and procedures are more successfulin solving such tasks. Our research opens up new issues that need to be considered when developing mathematical literacy competencies: which contexts to choose, how to empower students to identify mathematical content in contextual problems, and how to systematically ensure –including through projects such as NA-MA POTI –that changes to the mathematics curriculum are introduced thoughtfully, with regard to which appropriate teacher training is crucial
Demanding relations: sociological imagination, education, the usefulness of concepts and the world around us
Get PDFThe present paper draws on fostering sociological imagination (Wright Mills, 2000) and
contemporary possibilities in teaching and learning sociological concepts in relation to
education. The authors present a method of reading films as a didactic tool in connection
to selected sociological texts in order to better understand theory and praxis in the
educational field and beyond. The film Billy Elliot was chosen as a didactic tool for
presenting how Bourdieu’s concepts of habitus and forms of capital, as well as Bernstein’s
conceptualisations of language codes, can be used in the pedagogical process.
Emphasis is placed on education and the ways in which it contributes to shifting or
reproducing social inequalities, class inequalities and gender
Zobje, o izvoru njihovih imen
Get PDFImena zob nam veliko povedo o njihovem položaju
v čeljusti, času pojava, obliki in funkciji v ustni votlini.
Razlago izvora imen lahko uporabimo kot način
obravnave učne vsebine o zobeh
Telerehabilitation at speech-language pathology
Get PDFTelerehabilitation enables (re-)habilitation of children and adults with speech and language disorders, swallowing disorders and hearing loss who, for various reasons, cannot access a speech-language therapist. The services are provided through information and communication technology, with the therapist and the client being separated locally and / or in time. The empirical part of the research is based on two questionnaires with a sample of 102 professionals (speech-language therapist, special and rehabilitation pedagogues, psychologists, physiotherapists and occupational therapists) and 39 parents or caregivers with a quantitative research approach and a descriptive research method to analyze the views, knowledge and use of telerehabilitation in the field of speech-language therapy. The research showed that professionals often use information and communication technology in their work, and the results show differences according to age, job and place of employment. Both have, on average, good access to the technology needed for telerehabilitation. The results of the research showed that professionals do not feel competent enough to perform telerehabilitation and reveal a desire for additional knowledge. Just as most parents did not involve their children in the process of providing telerehabilitation services, so most professionals have not yet performed telerehabilitation. Those involved in telerehabilitation report that it took place in the case of language, articulation, and motor speech disorders, mostly through asynchronous technologies. The analysis of the advantages and disadvantages mentioned by the respondents reveals that there are no statistically significant differences between the groups (p < 0.05). A large proportion of respondents answered questions based on theoretical knowledge, as only a small part of both have already implemented or participated in telerehabilitation and were thus able to provide answers based on their own experience. The data collected showed that more than half of professionals and parents do not have knowledge of telerehabilitation: those who have it have mostly acquired it through their own education. Parents are of the opinion that telerehabilitation is most appropriate in the case of excessive distance from the client, and professionals would use it in the case of consultation with the client / guardian and to address language disorders. Further, the research shows more positive attitudes regarding telerehabilitation by professionals: a more detailed analysis revealed statistically significant differences (p < 0.05) in several claims. Telerehabilitation is not yet widespread in Slovenia, so we want to use the findings of this master's thesis to help raise the awareness of professionals and the general public and influence possible further research, development and use in Slovenia
Teachers' professional development in solving the challenges of distance education
Get PDFThe COVID -19 pandemic began in 2020 and caused a major turnaround in education systems all over the world. Legislators were faced with a decision: to close schools and save lives or to preserve the economy intact. In most countries around the world, they decided to close kindergartens and primary and secondary schools, as well as the universities, or to introduce distance education. The so-called COVID-19 crisis put teachers in front of some completely new tasks and more challenging challenges that were hitherto unknown and required them to adapt and respond immediately in educational practice. In just a few weeks, teachers had to place traditional classroom teaching in an online environment. Because social and emotional aspects have a significant impact on students’ learning, teachers had to learn how to conduct distance education as effectively as possible. With the emergence of the pandemic, they also had to think about how to organize the individual stages of the teaching process, what to do as direct distance education, and prepare for unpredictable distance education. This complex situation was a challenge even for the most prepared and experienced teachers. Although smartboards and PowerPoint presentations are already established in traditional teaching, the integration of technologically supported distance education is at a completely different stage than teachers have been accustomed to and trained in so far. The COVID -19 pandemic has led to teachers being suddenly forced to start teaching online, which, among other things, poses a challenge to transforming teacher education and institution-specific education.
In the theoretical part of the master's thesis, we defined the teacher's professional role, professional development of teachers, teacher resilience, distance education, challenges during distance education with the emphasis on the professional development of teachers during distance education, and stress in teachers during distance education.
In the empirical part, we used survey questionnaires and partially structured interviews to research what challenges teachers faced during distance education, how they solved challenges, how teachers developed professionally during distance education, and what stress they experienced during that time. The research approach was qualitative and quantitative empirical research in which classroom teachers from the 1st to the 6th grade participated.
The results of the survey showed that the participating teachers think that they were partially prepared for distance education in spring 2020 and well prepared in autumn 2020 to winter 2021, which means that teachers were better prepared for another lockdown. Awareness of technology, more education, and more experience contributed to better preparedness for school closures. Teachers believe that appropriate technical conditions, good knowledge of technology, encouragement, school support, and clear instructions and goals from the school are important for the success of distance education. Teachers would like more education on the topic of making distance education materials and content. Participants see the possibility for better quality distance education in sharing experiences and cooperation. As sources of stress, the participants pointed out technical problems, more difficult implementation of some forms of lessons, and preparation of materials. The vast majority of the participants state that the challenges of distance education have had a significant impact on their professional learning and development.
The research provided insight into distance education between the first period (spring 2020) and the second period (autumn 2020 to winter 2021). The results of the research represent a professional contribution in the field of didactics and are useful for future students and classroom teachers in the design of distance education
Preschool children's perceptions of bears and activities to improve coexistence with bears
Get PDFChildren learn about nature from an early age through their own experiences and develop an attitude towards nature. The perceptions they form this way may not be adequate. The educator and other adults can play an important role in helping children to replace their inadequate perceptions with adequate ones. In addition to children's own experiences and those they get from adults, children's perceptions can be influenced by cartoons, picture books and children's songs, which often contain scientifically compromised information. The brown bear, a common beast in Slovenia's forested-countryside, features in many works of children's literature and cartoons. This is the main reason why I decided to investigate preschool children's perceptions about the bear and designed activities for children which could support coexistence of people and bears.
The first part of my research investigates preschool children's perceptions of the bear and compares the responses of rural children with those of urban children. This part of the study involves 60 children aged 5 to 6 years, namely 30 from an urban area and 30 from the countryside. In the second part, I focus on the children from the rural areas. I design five activities that could have an impact on coexistence with the bear – they could improve the chances of living with the animal in a common environment and reduce the number of clashes between people and bears. I carry out these activities with 17 children from the experimental group in order to change their perceptions and attitudes towards bears, while the control group consists of 13 children. The activities are followed by another round of interviews with both groups.
The analysis of the initial and follow-up interviews showed that there are differences in the perceptions of urban and rural preschool children, as rural children knew more about the bear, and their perceptions were also more realistic. The analysis also showed that the experimental and control groups initially had misconceptions and stereotypes about bears, which, through activities, children from the experimental group mostly changed to appropriate ones. The final comparison showed that the educator can significantly influence children's perceptions through activities. By further implementating of the designed activities, I believe that the possibilities of coexistence of the human and the bear in a common environment could be improved in the next generations
Arhitekturno oblikovanje v šoli
Get PDFArhitekturno oblikovanje je likovno področje zastopano v učnih načrtih tako za osnovno kot za srednjo šolo. Cilj pričujoče monografije je predstaviti kompleknost področja in tematike, v katere se je potrebno poglobiti za izvebdo kakovostnega likovnega pouka na področju arhitekturnega oblikovanja. Poleg estetskega vidika, pri arhitekturi lahko opisujemo različne aspekte, ki so ključni pri razvoju prostora v katerem živimo. Trajnostni razvoj za pozitivno in prijazno funkcioniranje stavb v okolju ter odnosa arhitekture do narave je pomemben del vsebin. Obravnavana je tudi zaznava in počutje človeka v prostoru in definicija le-tega s stališča fenomenologije, prakse arhitekture in urbanizma ter sodobnih dognanj na področju teorije arhitekture. Poseben del je namenjen razpravi o ustvarjalnosti kot ključni cilj likovne vzgoje na vseh oblikovalnih področij. Drugi del predstavlja različne manj znane pojme, ki jih za primerno izvedbo pouka mora učitelj poznati med drugim likovne tehnike oblikovanja v prostoru, barvo in opremo prostora v arhitekturi ter uporabo informacijsko komunikacijske tehnologije pri poučevanju na področju arhitekturnega oblikovanja. Posebni del je namenjen didaktičnim napotkom za načrtovanje likovnih nalog in dejavnosti v okviru področja. Proti koncu predstavljamo refleksijo o vrednotenju in ocenjevanju dosežkov učencev. Vsebine monografije pokrivajo celoten spekter znanj, ki jih je potrebno poznati za primerno načrtovanje pouka arhitekturnega oblikovanja v šoli
Alcohol-related risks for Slovene secondary school students on graduation trips: ten years later
Get PDFThe purpose of the research was to study the characteristics of risky alcohol use and alcohol-related risky behaviour of Slovene secondary school students attending graduation trips in the period of ten years
(in 2007 and in 2017). We used the questionnaire from the first research study which we modified with questions addressing sexual behaviour of adolescents. The final sample included 371 students of the last years of
secondary school (44.9% of boys and 55.1% of girls, the mean age was 17.8 years) attending graduation trips.
The sample was unrepresentative and based on self-selection. Both research studies gave comparable results
in the categories of alcohol use and risky alcohol use before the trip. The most notable increase was seen in
the categories of lifetime prevalence and frequency of use of marijuana. The most common alcohol-related
risks remain property damage, accidents, and issues arising from relations with friends. In addition to that,
the following categories stand out: sharing embarrassing photos via social media, establishing sexual contacts which would not take place if sober, and unwanted sexual experiences. Almost half of them consumed
alcohol before the last sexual intercourse. In the last decade, graduation trips have retained the status of
specific environments, in which, compared with the period before the trip, the use of alcohol is characterised
by greater risks for a higher percentage of adolescents. Given the results, the recommendations focus on interventions aimed at reducing specific risks related to the use of alcohol on graduation trips
Dorthe Staunæs, Katja Brøgger, and John Benedicto Krejsler (Eds.), Performative approaches to education reforms: exploring intended and unintended effects of reforms morphing as they move, Routledge: 2019; 114 pp.: ISBN: 13:978-0-367-24645-7
Get PDFThe collection of contributions covers various topics that share a com-mon set of parameters, dictated by the adopted framework of performative approaches to education reforms. The papers shed new light and offer new insights into many topics that have become a standard part of discussions in the field of education (e.g., marketisation of education, large scale international assessments, student motivation etc.) and thus surely achieve the main goal of nuancing education reform research and knowledge production. The specific-ity of the approach and its introduction in the book – specifically, its distanc-ing from other approaches and the recent contemporary shifts that support it – can also open up a further discussion, one of the theoretical approach itself and theoretical approaches more generally