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Primary teachers' viewpoints and subjective theories about classroom discipline
Get PDFThe basis of the Master's thesis is to discuss personal conceptions and subjective theories of primary teachers on classroom discipline. In the theoretical part, I represented personal conceptions, attitudes and beliefs as building blocks of subjective theories, characteristics of changing teachers’ personal concepts, defined and described the concept of discipline in the classroom. In the empirical part, I explored personal conceptions and from that developed a subjective theory of teachers on discipline in the classroom, and the link between teacher satisfaction and how it is reflected in the description of their pedagogical activities – the methods based on which pupils are disciplined. The survey sample represents 149 respondents, 92.6 % female classroom teachers and 7.4 % male classroom teachers. The results showed that the majority of teachers see a disciplined pupil as obedient, following rules, instructions and directions. Almost half of teachers stress the importance of setting rules, arrangements and giving instructions during the way pupils are maintaining discipline, while about a third of teachers say they maintain student discipline with strict adherence to the rules, mutual arrangements and insistence on the instructions given. On average, teachers believe that the exposed concepts of discipline have a significant impact on their pedagogical work. On average, the teachers agree that they encourage better discipline of pupils in the classroom through consistency of following the rules. The teachers most often consider that the most appropriate and appropriate ways of disciplining pupils are to divert attention to interesting material, to actively listen to problems and ideas, to settle down with short orientations and to express an understanding of pupils in their role. Among the learning forms or methods that most of the teachers assess as methods that contribute to positive discipline in the classroom are the use of didactic games in a class, lessons’ implementation in the nature, a quiz, an individual task solving, a steam work, group conducting experiments, a discussion, sports activities in a school gym and a conversation circle. On the basis of the studied personal concepts, I carried out the prevailing subjective theories about discipline which can be identified by teachers. Disciplined pupil is the one who accepts and observes the rules of the house and class rules, the teacher's instructions and orientations. He actively participates in the class, follows activities and performs tasks. He regularly submits tasks, brings school supplies and has an arranged workspace – he is organized, responsible and independent. He has a respectful attitude towards his classmates and teachers, behaves appropriately and is able to control his behavior
Quality of family life with an autistic child from the mother's viewpoint
Get PDFParents of autistic children face different obstacles and problems that affect the quality of life of all the family members. In particular, mothers are the ones who experience higher levels of stress while carrying the burden and care for autistic children. In the Master’s Thesis, we discuss the quality of family life with an autistic child from the mother’s perspective. Moreover, we discuss the factors affecting the quality of life. In the empirical part, we use the research method of a case study of a family with an autistic child. We focus on the mother’s perspective. In the first part, the participant fulfilled the quality of life scale. In the second part, we interviewed the mother. In the interview, we talk about the most common factors affecting the quality of life of the family with an autistic child. Moreover, we get better insight into the consequences that those factors have on the life of the mother and the whole family.
As shown in our findings, lower adaptive skills and behavioural problems of the child have a significant negative impact on the quality of life of the mother and the whole family. The lack of assistance the mother needed when faced with the diagnosis of autistic spectrum disorder, is one of the factors that most negatively affect the quality of life. In the past, when the child was younger, the lack of assistance affected the mental health of the mother, since she was stressed, distressed, and had anxiety and panic attacks. Moreover, the mother spent a lot of time alone with the child, since the husband was working. The child's disability harmed the quality of life of the mother and the whole family since the child was not independent and, consequently, he needed more help. To gain independence, the family attended different training, therapies, and additional activities. The findings show that the funding of activities and therapies for an autistic child affects the quality of life. Luckily, the family never endured difficulties due to the funding. But there were many adjustments and sacrifices for the mother to attend the training. Due to the acquired knowledge, the mother easier coped with everyday situations and helped adapt the environment for her child. The aforementioned had a positive impact on the quality of her life and the life of the whole family. Good relationships within the immediate and extended family have a positive effect on the quality of life of the mother and the family. The mother and her family have a lot of support from relatives, which improves the quality of her life, the life of her husband, and her autistic child
The influence of intrusive measurements on emotional facial expressiveness
Get PDFDue to the role of emotions in our daily lives, an abundance of scientific research has emerged that seeks to answer questions about our emotional landscapes through our body’s physiological responses. The field of recognizing emotion from facial expressions with the help of computer vision has also developed in the last two decades, In the challenge of recognizing human emotions, it makes sense to use a multimodal approach that can emphasize the advantages and reduce the disadvantages of each method. However, little attention is paid to the influence between various methods. In this master's thesis, we research the influence of intrusive measuring on the emotional expression of the face. In the theoretical part of the thesis, we first focus on the various theories of emotions and continue with a review of a wide range of methods for measuring and eliciting emotions in people. Before delving into the empirical work, we look at the poorly researched phenomenon of measuring anxiety and the classification of intrusiveness of measuring methods. In the empirical part, we describe our study, whose goal was to assess the impact of intrusiveness on the facial expression of participants using the Noldus FaceReader program. 44 participants were filmed via hidden camera while watching a protocol with ten emotion elicitation videos from the Samson et al. (2016) collection. After each video, the participants completed a nine-level SAM questionnaire for self-assessment of valence and arousal. The recordings of the participants were then analyzed with the FaceReader emotional state recognition program. The control group had no other conditions, while in the experimental group, we added increasingly intrusive measuring methods to the participants. The results of the groups were compared with one another. We hypothesized that the facial expressiveness of the experimental group would decrease more during the experiment than the control group. The results of the analysis with FaceReader showed the opposite - the program measured higher levels of expression in the experimental group than in the control group, which we prescribe to a difference of preferences in groups. Increased intrusiveness did not cause any noticeable differences. In our conclusions, we explain the results of the analysis with FaceReader and list other findings during our research. Also, we offer further research ideas, improvements for the current experiment, and highlight good practices for all further researchers of the field
Intervju s profesorico dr. Sue Dale Tunnicliffe
Get PDFProfesorico dr. Sue Dale Tunnicliffe je težko na kratko opisati. Kot
učiteljica in raziskovalka si je v polstoletni poklicni karieri nabrala
veliko znanja in izkušenj. Diplomirala je iz zoologije na Univerzi
v Londonu in se kasneje usmerila na področje naravoslovnega
izobraževanja, iz česar je na King's College v Londonu tudi
doktorirala. Poučevala je otroke vseh starosti, tudi predšolske
otroke. Ustanovila in vodila je strokovno skupino za začetno
naravoslovje in tehniko. Vodila je tudi izobraževanja v Zoološkem
društvu v Londonu. Kratek čas je kot svetovalka delovala na BBC-ju.
Predavala je na Univerzi v Londonu, Cambridgeu in Winchesterju. Leta
2016 je prejela NSTA-jevo nagrado Faraday za komunikacijo znanosti.
Objavila je veliko knjig in člankov. Naj izpostavim samo nekaj naslovov knjig za
delo s predšolskimi otroki in učenci: Zoo Talk (2012) in Talking and doing science in the early
years (2013), Natural History Dioramas: history, construction and educational role (2014),
Starting Inquiry Based Science in the Early Years (2015) in Emerging Biology in the Early Years
(2020). Profesorica je tudi pomočnica glavnega urednika revije Journal of Biology Education in
članica Royal Society of Biology
Awareness of the book concept in children aged 5 to 6 years
Get PDFThe pre-school period has a major impact on development of literacy. An active role in the development of reading and prescribing skills is hold first by the family, and later by the preschool teacher upon enrollment in kindergarten. Both, parents and kindergarten have an important role in developing a child’s literacy. The learning environment will be encouraging, when there will be positive interactions and trust. It is important that both parents and preschool teachers talk about it and work together for the good of the child.
Diploma with title Awareness of the concept of the book in children aged 5 to 6 years consists of theoretical and empirical work. In the theoretical part I defined the concepts: children's speech and language development, first word, first sentence, literacy, early, reading and family literacy and the concept of book / print. In the empirical part I researched the awareness of the concept of the book in children aged five to six years. I conducted longitudinal research using the observation method, as I used a checklist to assess the understanding of the book concept by M. D. Barone, M. Mallette, and S. Hong Xu (2005). I did a research twice over a period of three weeks, as I wanted to investigate if awareness of the concept of the book in children with pre-planned language activities would improve. In the research was included 15 children from Kindergarten Vrhnika.
The results of the research showed that the planned activities by the preschool teacher affect the understanding of the concept of the book in children aged 5 to 6 years. After three weeks, children were more successful after the second test, as they answered several questions correctly
Use of information-communication technology in Slovene lessons in the first and the second triads of elementary school
Get PDFWith the development of information and communication technology (ICT), the education and training system also began to change. ICT brings modern teaching methods and encourages active forms of learning, which allow interactivity, personalisation and differentiation. Such forms require good knowledge and the implementation of learning theories into lessons. It is important to consider in what way to implement modern technology into lessons in order to reach the desired goals more effectively. This is the only way pupils will develop skills and competences, which life in the 21st century demands from them. The education system and learning curricula encourage teachers to implement ICT into lessons, but the final decision is still made by teachers, who are pedagogically and didactically well-trained for their field, but need professional didactical assistance for the work with ICT. The key reformers of the pedagogical practice are therefore teachers, who provide pupils with an innovative and encouraging learning environment and greater access to knowledge and skills. With increasing frequency, teachers create their own e-materials, which arouse interest of pupils and influence their attention. Successful development of digital competencies requires developed functional literacy or reading literacy. It is ICT that can effectively support the development of basic and higher levels of literacy. Teaching Slovene using ICT therefore offers possibilities for systematic development of digital competences while developing pupils’ communicational abilities. However, there are still dilemmas about how to implement ICT without neglecting the main goals of teaching Slovene. An important turning point in the field of ICT use and development of digital competences is without doubt the period of distance learning during the pandemic, which has altered many views. The goal of the empirical part was to gain insight into the actual state of ICT use in Slovene lessons in the first and second triad of primary school. We used a qualitative approach and a descriptive method. We found that teachers use modern ICT and implement it into Slovene lessons, which is proven by the fact that the majority of the interviewed teachers use a computer and other technology to teach Slovene at least two or three times a week. The use of ICT is mostly frontal. The use of e-materials, video and audio recordings as an introduction into further activities or as a support in providing learning materials and guiding pupils prevails. Less frequently, ICT is used in pupils’ independent work in order to develop higher thought processes or from the view of knowledge consolidation and examination. For the most part, teachers do not create their own e-materials, because they are satisfied with e-materials, provided by publishing houses. The majority of them think that they are sufficiently skilled for using ICT in classes, nevertheless, they want more concrete education on the use of ICT tools that would enable them to achieve the goals of teaching Slovene. They also want the leadership to give them additional support and encouragement. The use of ICT is slightly more frequent in language lessons in the second triad. Based on the findings, we prepared general suggestions for teachers, which shall be a guide and encouragement for the implementation of ICT even in atypical fields, like Slovene lessons
Remedial and additional classes of Slovenian lessons
Get PDFRemedial classes are a form of learning assistance organized for students with learning difficulties (Zakon o osnovni šoli, 1996). Additional classes are a special form of learning which is carried out outside the regular lessons and is intended to encourage the development of gifted students (Strmčnik, 1987). Both remedial and additional classes are part of an extended program of elementary school, which every school must offer, but pupil’s attendance is non-obligatory. There are 35 lessons in a whole school year intended for remedial and additional classes, which means that on weekly basis there is half an hour for each of them. There is no specific provision about the outsourcing of remedial and additional classes, so every teacher can adapt the outsourcing to the pupil’s needs, wishes, abilities and to the possibility of implementation, a teacher has.
In the master thesis, we wanted to find out how primary education teachers carry out remedial and additional classes of Slovene lessons. We made our own online survey questionnaire and passed it to teachers, which were in the school year 2019/20 teaching at the primary education level. We acquired data with quantitative research.
The results of the survey were quite in line with our expectations. We found out that primary education teachers are more often conducting remedial classes than additional classes of Slovene, but even more often they conduct remedial and additional classes of mathematics. Remedial classes of Slovene are usually obligatory for pupils, determined by the teachers before the lesson, the additional classes, however, are mostly optional. As we announced, individual work predominated in both remedial and additional classes, and teachers do self-evaluation of the effectiveness of the classes from time to time, more often for remedial classes.
In the survey, we were also interested in conducting remedial and additional classes of Slovene lessons during the home-schooling. We found out that teachers usually sent pupils written instructions for individual work or conducted lessons via videoconference. We detected some characteristics which also appear in the normally organized remedial and additional classes of Slovene lessons.
With the master thesis, we have achieved the set goal. We gained insight into outsourcing remedial and additional classes at the primary education level. The survey showed us the potential for improvements in this area. We also hope that this survey will help to raise teachers' awareness of the importance of well-conducted remedial and additional classes and that it will help to improve them
Creative movement and social skills developement at children aged from 2 to 4 years
Get PDFMovement and playing are two child's primary needs. The best way of learning for a preschool child is to learn through different types of games which involve movement. Through our body we identify ourselves, present ourselves and communicate with others. Children age 2 to 4 were included in different activities of creative movement. This is the period in the childhood where we can see the biggest differencies between levels of social developement among children. The survey was made in a kindergarten near Janko Kersnik Brdo primary school. I was focused on how all theese creative movement activities affect social skills developement of children, their self-image and how all that demonstrates itself in the preschool group. I have discovered that activities that involve movement and encourage child's creativity have positive affect on childrens social skills developement which also leads to less conflicts in the group and creates a more pleasant everyday atmosphere. The survey has contribution to an awareness that we do not need to plan and structure every hour children spend in the kindergarten, but it is more important to create an appropriate enviroment for children to explore, create and learn by themselves
Family role of the mother through history
Get PDFA family is a basic unit in which a child develops and grows up. The role of parents in child development is crucial. Through time, the concept of the family unit has been changing and consequently also the roles of mother and father. The role of the father in the past mostly presented a strong commitment to ensuring family survival and the father was involved in child-raising on an exceptional basis. On the other hand, the mother mostly contributed to the children raising and carried out housekeeping tasks. In the first half of the twentieth century, the role of women in society dramatically changed. Namely, the share of employed women significantly increased and this also strongly affected the role of the mother. Notwithstanding the above-mentioned social changes happened, the mother remains to be the most important person in a child’s life.
In the theoretical section, I have defined a family, its functions and how the family was changing through time. Besides, I presented various raising models, the role of mother and father, motherhood of today and in the future. I have also touched on historical changes in the employment of women which caused certain consequences in respect of woman’s family role.
As a part of my research work, I have presented a qualitative analysis based on nine half-structured interviews of mothers of different ages. Namely, my thesis aims to present the role of the mother, which was changing through time.
Results of the research have shown that that the role of women has changed dramatically through history and this fact also impacted significantly the role of mother in the family including with the changes in child raising methods. Research has also shown the changes in the father’s role, especially in respect of increased involvement of the father in child-raising process
Investigating possibilities of developing self-directed learning in architecture students using design thinking
Get PDFEducation systems are struggling to effectively integrate in their study programs the
Sustainable Development Goals (SDGs) which define the challenges we need to overcome as a society
in the 21st century. This study revealed the special agency that architecture and built environment
have in shaping our social, economic, and natural environment using system and design thinking.
Despite the several studies on the metacognitive design process, several cognitive traps still exist
when developing design thinking in architecture education. This study investigated design thinking
and self-directed learning in undergraduate architecture students. Responses collected from a sample
of 117 undergraduates were subjected to bootstrapping in structural equation modelling to find
significant relationships of reversed action when design thinking is used for developing self-directed
learning. The findings suggest that design thinking is strongly connected with self-directed learning,
and as shown in the resulting model, all components of self-directed learning are strongly explained
by design thinking variables. This can provide insights for curriculum designers and educators on
how to shape effective design thinking processes in architecture education to overcome existing
shortcomings while improving interpersonal skills, creativity and digital skills, make pedagogical
changes, and enhance redesign of learning outcomes towards sustainable architecture