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Kdaj voda zavre?
Get PDF»Kdaj voda zavre?« je namizna didaktična igra, ki je
namenjena učencem 5. razreda za ponavljanje in utrjevanje
učne vsebine toplota in temperatura. V njej lahko
sodelujejo od 2 do 4 igralci, ki na igralni plošči premikajo
igralno figuro in ob tem rešujejo naloge in izzive,
zapisane na igralnih karticah
Creating a stimulating learning environment with elastic bands
Get PDFMiscellaneous incentives to address mental challenges are especially important in the first years of a child’s life, since in these early ages, the child’s development is most advanced and the development curve is very steep. The child is facing the mental challenges during playing, his primary and independent activity, and with their solving, he learns new concepts and ideas and thus obtains new knowledge, experience and skills. On the market, we can find a lot of toys, which are all designed in a way that the child’s play is foreseen or pre-structured.; such toys do not encourage the child’s creativity, since they do not represent mental challenges and various possibilities for their use/playing. Contrary to this, in nature and among waste material, we can find numerous substances and objects, which due to their unstructured nature provide the child with more opportunities for use, realization of their imagination and creativity and present numerous mental challenges.
Through active learning, where the child is the constructor of his own knowledge, he comes to new cognitions about objects, phenomenons in his environment and outside of it; knowledge, obtained in such a way, is permanent and the child is just constantly upgrading it. An important role in active learning also has the environment, in which it takes place. The environment must encourage learning in ways, which ensure numerous encouragements (challenges and problem situations), which are interesting for the child and attract him. Very important for active learning is also the support of an adult person – educator, which establishes positive interactions with the child and enables his independence.
The empirical part presents a project, which was carried out in the first age group of preschool children; its purpose was to create an encouraging learning environment with non-structured material - elastic bands. The key-part of the pedagogical process is to observe the child’s dealing with the material or (group) the play, which is being established in this way. The observations are recorded in the progress record and evaluations of individual activities, which present the reactions of children, my expectations and perception of possibilities for improvements and goals, which were reached during individual activities. This way, the development and process curricula was put into practice
Pupils' participation in the process of detecting and identifying their special needs
Get PDFThe Master's thesis presented the procedures of detection and identification pupils' special needs according to the two prevailing models of treatment – social and medical – and the possibilities of complementing them. The still dominant medical model was critically analysed and the increase in the process of medicalization in the field of education was discussed. The development of changes in the process of pupils’ placement through the years was presented, and the findings and dilemmas in the studied field were stated. The second part of the Master's thesis discussed the issue of pupils' participation in the procedure mentioned before. Different concepts of participation were presented and compared, furthermore the factors and obstacles which (un)able pupils’ participation were described.
The empirical research used semi-structured interviews to identify pupils’ experiential aspect of involvement and participation in the process of detecting and identifying their special needs, placement and retraining. The results have showed that most of students, who participated in the research were not necessarily informed about their status as students with special needs and even less about the type of their special needs. Additionally interviewees did not receive any support to better understanding of the causes of their specifics in functioning and/or the impact on their functioning. As a result, their understanding of their own difficulties or the definition of their special needs has been shown to be deficient, largely intuitive and less clearly articulated. In terms of the interest in experiencing pupils' difficulties by professionals in the mainstream education system the findings showed that neither in everyday school life nor or even less in the support for understanding interviewees’ difficulties the level of participation was represented lowly. The findings about possibility for pupils to selfintroduce themselves to professionals who was responsible for their procedure of placement were a bit more encouraging. On the other hand, the results showed that although the Record of conversation with child about their procedure of placement is the part of requirement for this process defined by state law Placement of Children with Special Needs Act (2011), not everyone had the opportunity to selfintroduce himself or herself to school professionals. While the majority of the students rated their experiences with the adults involved in procedures as positive, some individuals also highlighted aspects of the adults' attitudes and responses that could be improved or changed. The analysis of the responses from the perspective of retraining has showed that pupils were not invited into the decision-making process in a way that allowed them to express their concerns, experiences and that the school offered (too) little individualized support and information to pupils in relation to the upcoming change. The results of the qualitative research have showed that the level of 'real' participation in these processes is not yet happening for all pupils. The interviewees generally expressed a desire and an interest in participating in decision-making and identified the benefits of participation, including the effectiveness of (self-)decision-making, but expressed divided views on the fact that adults usually possess the final decision.
The interviewees stated many arguments for participation, which can be noticed by many authors and researchers from the field. It turned out that the students, if they have an opportunity, are able to articulate the obstacles and problems they face during schooling. It follows that more attention should be paid to providing stimulating conditions and discovering various ways of exploring the child's own feelings, attitudes, desires and needs in the future
Ars mentis: between enactivism and plessner's philosophical anthropology
Get PDFIn this thesis, I present and compare the autopoietic enactivist framework, as expounded in the works of Francisco J. Varela and Humberto R. Maturana, and Helmuth Plessner’s philosophical anthropology and philosophy of nature. My chief goal is to determine whether these theories are compatible, given their surface similarities, and see how they can mutually benefit in advancing a more complete, holist picture of human cognition than the view offered by traditional approaches in cognitive science. Following a historical and methodological overview, in which I chart the main trends they were interacting with and responding to, as well as their methods of wrestling with the challenges of the Cartesian dichotomy, I present their similar, though not identical approach to the definition of living beings as autopoietic unities or boundary-realizing bodies with a divergent inner-outer dual aspectivity. I proceed by exploring a variety of properties of life, as seen in the lens and crossroads of the respective theories, from fundamental vital phenomena such as their systemic nature and evolution, to more complex forms of organisation, as with multicellular orgasnisms such as plants and animals, culminating in the enactive conception of cognition as embodied enaction. In the final part of the thesis, I elaborate on further differentiations of life such as society, language and consciousness, exploring the relationship of the latter two, which is treated in reverse order by the respective theories. Drawing on the comparison of their treatment of cultural phenomena, I conclude by synthesising these theories and putting forward a view of cognition that I call artificial enaction, or artefaction, as an essential level of analysis, while pointing out the pitfalls of such synthetic and comparative projects
Interactive picturebook as didactic accessory
Get PDFIn the first chapter of the diploma thesis, I defined the term picture book. I listed the types of picture books that differ from each other in terms of the creative process. I summarized the types of moving picture books and listed their characteristics and special features. I then described how they and its narrative are affected by the choice of font and determining the appearance of the cover and binding sheets. In this chapter, I also touched on the functionality of the picture book and how its role has a positive effect on children and people who want to connect with it. I also presented picture books that stand out mainly for their shape.
I devoted the second chapter to an interactive picture book. I presented an interactive picture book, its characteristics and differences compared to a classic one. I also highlighted the interactivity in them with the example of Montessori pedagogy. I concluded the chapter by presenting the interaction between word and image in a picture book.
In the third chapter, I paid attention to the definition of a didactic aid and the use of a picture book as that in the learning process. I explained how parents, teachers, or educators can use them to get children to talk about, for example, difficult topics, their traumatic experiences, and other possible problems they face in their home or school environment
Role of preschool teachers and parents in promoting emerging literacy skills in preschoolers during COVID-19
Get PDFThe diploma thesis entitled "The role of educators and parents in encouraging the emerging literacy of pre-school children during COVID-19" consists of theoretical and empirical work.
In the theoretical part, I defined the concept of literacy and listed the types of literacy. I paid more attention to emerging literacy. I defined the role of adults in emerging literacy, the principles of emerging literacy, and models. In connection with emerging literacy, I was also interested in family literacy and reading literacy. I also touched on the concept of reading and the related concept of family reading. I have listed and identified some activities related to reading. Among these, I focused more on dialogic reading. At the end of the theoretical part, I presented the child's literacy during COVID-19 and how educational institutions work during the pandemic.
The purpose of the thesis was to determine the role of parents and educators in encouraging emerging literacy during COVID-19. To carry out the empirical work, I compiled two questionnaires. The first was intended for educators and assistant educators, and the second was for parents or. guardians of pre-school children. The survey included 60 educators and assistant educators and 6 parents or guardians of pre-school children. The survey lasted 2 months.
The results of the survey showed that most of the surveyed parents are aware of the importance of promoting emerging literacy and regularly encourage this even during the lock-down and the closure of kindergartens. Most of the surveyed parents enrich their reading to the child with additional activities and often use dialogic reading. Like the surveyed parents, the surveyed educators and assistant educators are aware of the importance of encouraging emerging literacy. Most of the surveyed educators offered parents the opportunity to carry out activities to encourage emerging literacy during the closure of kindergartens. All surveyed educators responded that their reading is accompanied by additional activities and most applied dialogic reading
Pree-school teachers' views on same-sex parenting
Get PDFHomosexuality has been a taboo subject for many years, as it has not been talked about or avoided speaking on the subject, both in educational and wider areas. This theme is full of fear, prejudice and stereotypes. Homosexuals are therefore often targeted with discrimination and stigmatised in both the public and private spheres. In this day and age, various family forms are being discussed more and more, including same-sex partnerships and families. Public speech is dominated by the question of whether same-sex couples can be suitable parents.
However, it is society that has a significant impact on children from same-sex families. Kindergarten and school are important institutions where we should talk about it, because such families already exist. Parents can also help to understand this topic to develop tolerance for others in their children. In my research, preschool educators find that there is too little talk about sam-sex families in kindergarten, as it remains a taboo subject.
Most of the questions and dilemmas revolve around what consequences children in same-sex families would have. One of the main concerns is whether the children of gay couples will also become same-sex, have difficulties in developing gender identity, or also discriminate on the basis of their parents' sexual orientation. All these concerns stem from the view that same-sex families are unnatural and that gays and lesbians pose a threat to children (Urek, 2005). Exclusion from society and the fear of having children for same-sex couples is also visible in the legal and legislative sphere, as they have far fewer rights than heterosexual couples. One of the important rights that same-sex couples demand is the adoption of a child, which is still not possible for same-sex couples in our country
Formative assessment of second and fifth graders in mathematics instruction
Get PDFFormative assessment is an important part of school teaching, but it is often abandoned or unstructured due to time constraints. The purpose of formative assessment is to provide feedback, which can help students achieve their goals.
The master's thesis presents the pre-assessment and assessment of knowledge in mathematics with an emphasis on formative assessment as a way to improve students' learning motivation and success, as well as present an opportunity to more efficiently adapt the further learning process to students. The thesis refers to the already conducted research in this field as well as to other professional literature.
The empirical part is based on quantitative research, the main purpose of which was to investigate the ways, causes and frequency of formative assessment in the process of teaching mathematics to 2nd and 5th grade students. The main interest is in whether teachers in the 5th grade perform formative assessment in mathematics more often than teachers in the 2nd grade, and whether they use different methods and techniques of implementation.
In addition to that, we researched how often, in what ways, and with what purpose teachers carry out formative assessment in mathematics lessons, if and how they adapt formative assessment to different classroom factors (individual characteristics of students, specifics of learning content, distance learning) and the level of competence to perform formative assessment in mathematics lessons teachers feel they have. Teachers of 2nd and 5th grades were included in the research, and the necessary data were obtained with the Enka online survey, i.e. with the survey questionnaire.
The results show statistically significant differences in the frequency of formative assessment between 2nd and 5th grade teachers- 5th grade teachers perform formative assessment more often than 2nd grade teachers, but not in the methods of implementation. Teachers most often use KŽN and Semafor techniques, and they carry out formative assessment in order to determine the acquired knowledge of students. The results of the survey showed that teachers adapt the methods of formative monitoring to the individual characteristics of students, while the specifics of learning content and distance learning are mostly adjusted only with different frequency of formative assessment. Teachers acknowledge that they may not always feel competent enough to carry out formative assessment in mathematics lessons, however in most cases they do not attend any additional training on this topic. The conclusion is that the teachers do not use formally acquired knowledge when performing formative assessment, but rather implement it in their own way.
It is hoped that the obtained findings will inspire teachers and other pedagogical workers to structurally start using formative assessment, through which they can adapt the pedagogical process to individual characteristics of students, the specifics of learning content and to other circumstances
Stress and occupational burnout of educators in residential care facilities
Get PDFThis master's thesis deals with the stress and occupational burnout of child-care workers in educational and housing groups of youth homes and residential care facilities. The theoretical part of the thesis provides definitions of stress, stress physiology, stressors, types of stress, symptoms and signs of stress, stress factors and causes of stress in the workplace, burnout, reasons for and sources of burnout, and the burnout symptoms that are characteristic of service and care workers. I further explained emotional and behavioral problems of children and adolescents, and described the criteria for their emotional and behavioral problems and disorders. In addition, I defined professionally managed residential care facilities, described the educator's workplace, added recommendations on how to prevent burnout in the workplace, and presented the research work on job stress and burnout in child-care institutions in Slovenia. In the empirical part of the thesis, I used a quantitative research method to investigate in which of the seventeen areas surveyed the psychosocial burdens occur in the workplace and whether there are statistically significant differences in psychosocial burdens between the sexes, age groups and work experience of educators. The sample consisted of 71 educators from all nine Slovenian residential care facilities and youth homes. The results of the research showed that educators were highly burdened/stressed in the following categories: work schedule, role and responsibility; low to moderately burdened/stressed in the categories of workload, speed of work, control, attitude to work, organizational culture and content of work. Low burdens were shown in the following categories: work environment and work equipment, family conditions of the staff, interpersonal relationships at work, workloads due to socio-demographic circumstances, organizational structure, personality traits, psychophysical health, delimitation of private life and work, career development and self-care. I found that there were no statistically significant differences in the psychosocial burdens experienced by women and men working in residential care facilities. I could partially confirm the hypothesis that educators with longer work experience expressed a lower level of workload than educators with shorter working lives, while regarding the workload there was no statistically significant difference between men and women. I further found that younger staff were more prone to burnout compared to their older colleagues, as statistically significant differences in psychosocial burdens were shown
1st and 5th grade primary school teachers' qualifications for distance teaching of mathematics
Get PDFAround the world, there has been an increasing popularity of online education, especially in secondary and tertiary education. However, in March 2020, the declared pandemic of the new coronavirus disease COVID-19 has induced online education in primary education as well. This is when most primary education teachers have encountered distance teaching for the first time and faced a variety of difficulties in the process. In general education mathematics is one of the essential subjects. In the first grades of teaching mathematics, the use of concrete materials and gradual transition to an abstract level of knowledge are extremely important. Therefore, the process requires a detailed and high-quality preparation. Since there is no way in predicting when the coronavirus pandemic will end, the master’s thesis researches the teacher’s competence to teach mathematics at distance.
The theoretical part of the master's thesis firstly presents mathematics teaching and learning. In the second part, it focuses on information communication technology use, which requires digital competence and plays an important role in distance education. In addition to that, it examines different types of distance communication. Finally, it discusses the pre-assessment and assessment of knowledge in online teaching and learning.
The empirical part of the master's thesis focuses on the of 1st and 5th grade primary school teacher training for online teaching. We explore how teachers cope with the transition from the traditional way of teaching to online teaching during the Covid pandemic. For this purpose, we conducted a quantitative survey among 1st and 5th grade primary school teachers. We were interested in how the teachers assess their competence of teaching mathematics online, which information communication technology they most often use, how they rate communication and how they check and assess knowledge. In order to improve the quality of online teaching, we have developed a manual for 1st to 5th grade teachers. It is based on our research results and deals with the toughest challenges the teachers have to face in online teaching. The practicality of the manual has been assessed by some of the teachers participating in the first part of the research.
The results of the survey showed that 1st and 5th grade teachers today have a greater ability to evaluate their skill of online teaching than they did in March 2020, when they were faced with online teaching for the first time. Teachers state they used a variety of information communication technology, which helped them bring the online teaching quality to a higher level. They worked with online presentation/communication software tools, video websites, and websites for teaching, learning and revising mathematic content. There are two more aspects which need to be taken into consideration while online teaching: a different way of teacher-parent communication, which teachers evaluated as high quality, and pre-assessing and assessing students’ knowledge. The latter was most often accomplished by video conference meetings. The most frequent way of knowledge pre-assessment, however, was checked through photos of students’ work, sent by students themselves or their parents. In the teacher manual, we presented a variety of possibilities of e-learning and e-monitoring students’ work, provided learning materials, as well as examples of teaching preparations, which were said to be the most challenging for 1st and 5th grade teachers. Teachers who reviewed the manual rated it as very well crafted.
Research in the field of online education is important because it is an ongoing situation without a due date. There is no way of predicting when and if the coronavirus pandemic will end and how many more transitions from traditional to online teaching will be made throughout the school year. Teachers will need to be trained in this form of work as well as made aware of the importance of quality lesson preparations, whether they be for traditional or online teaching