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61.
Conceptual learning of physics in Slovenian primary schools
Ivan Gerlič, Robert Repnik, 2009, original scientific article

Abstract: Teaching and learning with computers (ICT) encompasses her help in educational process everywhere there where is this perhaps and reasonable. Using ICT as educated accessory mean search of optimal elements for teaching efficiency and for better achieving teaching objectives. Learning process of science, mathematic and technical subjects in elementary school in many situations demands practically and problem solved work. Conceptual learning of physics is computer based and its strategies lead pupils to a better understanding and use of more difficult processes (thinking, inferencing, using the knowledge). By conceptual way of learning we used "fizlets" as simulatory models. They are interactive materials, where processes happen in certain intervals and there is interaction between the model and the pupil. The main goal of study was to research the effects of conceptual way of learning in comparison with traditional classroom education when teaching the topics "Pressure and lifting power" in the eighth class of primary school. We tested four thinking processes of pupils (knowledge, analyses, inference and comparison). The main expected ascertainment of research was that the pupils, who were taught through the conceptual way achieved better results than those who were taught traditionally in the classroom. Hypotheses were confirmed. In general this article will show other users of teaching physics and science some didactic manners of preparing interactive educated materials.
Keywords: education, primary education, educational system, computers in education, ICT, sciences, physics, information technology, communication technology
Published: 15.12.2017; Views: 682; Downloads: 67
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62.
Collaborative culture as a challenge of contemporary schools
Mateja Pšunder, 2009, original scientific article

Abstract: Different authors stress that traditional culture is still the most common culture in schools. This culture prefers high educational goals, high expectations and productivity. Under such circumstances, there is no room for cooperation and helping each other. On the contrary, these stimulate competitiveness that causes tension between the participants. One of the fundamental aims of today's and future education is also to stimulate cooperation that provides each individual with the strength to come to known him or herself and to behave in accordance with his or her tradition and beliefs, while at the same time staying open to other and different people. This can be achieved only in a culture of good relationships that includes the values of tolerance, solidarity, critical thinking and independence. Research has shown that collaborative culture also has many other benefits over traditional culture reflecting itself in the well-being and effectiveness of teachers and students and also in the development of the institution as a whole. Nowadays, it is impossible to imagine effective schools without cooperation at all school levels. Since school culture is a relatively stable phenomenon, it takes a long time to change and such a change cannot be achieved with external orders. The most important initial step towards changing school culture is that all school staff realise its importance, influence and extent in creating an effective school. This can be a starting point and encouragement to think about the existing school climate, make plans for the future and find ways to change it.
Keywords: education, culture, multicultural education, democratic school, school culture, school climate, effectiveness
Published: 15.12.2017; Views: 487; Downloads: 65
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63.
Children's literature, teachers and integrative education
Metka Kordigel Aberšek, Marija Ropič, Vlasta Hus, 2009, original scientific article

Abstract: The paper represents the results of a quantitative research performed at the Faculty of Education, University of Maribor. The aim of the project was to establish the implementation of the concept of integrative education, which was recommended for the first triennium of elementary education in Slovenia in the 90s. The essence of Slovene integration concept should be the following: focusing on the structure and the process of child's assimilation as well as accommodation in/of the structure, his/her ability to communicate the content of the structure and his/her ability to express the process of changing the structure. Our results show that the majority of teachers follow the recommended curriculum guidelines for integration as the main didactical concept for teaching in the first triennium of elementary school taught as a part of the compulsory Teacher training program - teaching in the first triennium. Nevertheless a big proportion of elementary school teachers (year 1-3) are not entirely aware of the criteria that should be used for integration in the educational process. The same elementary school teachers have difficulties (aware or unaware) with the process of planning and performing the integration concept in the classroom.
Keywords: education, primary education, integrated lessons, elementary school, teacher training
Published: 15.12.2017; Views: 485; Downloads: 41
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64.
Changing educational theory and practice
Boris Aberšek, 2015, short scientific article

Abstract: How do we think, how do we learn, memorize and dream, how does pleasure come to be, where are the emotions hidden and how do we reach decisions? Cognitive science and neuroscience tries to answer such questions. It tackles the fields of the human mind in an interdisciplinary, even transdisciplinary way – by connecting discoveries from all the disciplines that could shed light on cognitive occurrences. Cognitive science brings together psychology, philosophy, linguistics, artificial intelligence, social sciences and many others. It tries to deal with mental processes in a holistic way and to create a deeper understanding of the field that is empirically closest to us.
Keywords: education, new paradigm, transdisciplinar model, cognitive neuroeducation
Published: 13.12.2017; Views: 603; Downloads: 79
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65.
Artificial intelligence versus human talents in learning process
Janez Bregant, Boris Aberšek, 2011, original scientific article

Abstract: To highlight the differences between conventional educational systems and CBLS - computer based learning systems. It is useful to consider CBLS, as the class of a system most closely related to artificial intelligence - AI. In such a system, the ultimate goal is to create a virtual duplicate of reality for learning, analysis, training, experimentation, or other purposes. Simulating reality is an approach that may or may not be useful at creating experience. This distinction yield several consequences. In CBLS, behaviour should be as realistic as possible, the representation of environment tends to be uniform and consistent and allowing users to act freely within that environment. To teach users through realistic experience CBLS design techniques can make the experience much more memorable. In such an environment the context and control afforded by design techniques allow the integration of technologies and evaluation of the overall experience. Perhaps it is time to take lessons of CBLS and AI in a learning design and teaching tools seriously. At the beginning we will point out one simple question: could the ideas, methodology and techniques of AI also be applied to a development of relatively serious mind applications and can they substitute human teachers? And the answer will be continued in our paper.
Keywords: education, intelligent tutors, artificial intelligence, CBLS
Published: 12.12.2017; Views: 697; Downloads: 61
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66.
Apacer: a six-step model for the introduction of computer-supported laboratory exercises in biology teaching
Andrej Šorgo, 2010, original scientific article

Abstract: This article describes a six-step approach used for the introduction of computer-supported laboratory exercises in Biology teaching. Following the model students will be guided from recognizing a problem question to the end report in a series of active tasks. The model was named APACER as an acronym of the six steps: Ask, Predict, Act, Comment, Evaluate and Report. The model was tested with 15-18-year-old secondary school students as group and individual work over a time span of ten years and several hundred students performing laboratory exercises in Biology. Work on development of the model can be described as reflective classroom practice. By observation of students' work, grading of their reports and evaluation of results from exams, it was recognized that students achieved much higher grades because of better knowledge and improved reports. Transfer of the model to other Science subjects is suggested.
Keywords: education, biology teaching, computer-supported laboratory, laboratory work, ICT, Slovenia
Published: 12.12.2017; Views: 694; Downloads: 73
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67.
Internet marketing communication and schools
Aleš Tankosić, Anita Trnavčevič, 2008, original scientific article

Abstract: Worldwide, some 1.32 billon people now use the Internet (Internet World Stats 2007). In the developed countries the Internet is also present in educational institutions; schools use the Internet as a means of communication with their customers. In Slovenia, however, research focusing on Internet marketing communication are rare in the field of education. This paper provides the theoretical framework and the results of the qualitative case study conducted at a school centre in Slovenia in 2005. Data were collected through group interviews and document analysis. The findings support the School Centre teachers' claim that the Internet does not enable personal contacts and the sensory collection of physical evidence, which are considered to be major disadvantages of Internet marketing communication. The teachers who consider Internet marketing communication to be an advantage stress the importance of virtuality which can function as a simulation of communication in the real world. Their adversaries, on the other hand, stress the importance of the physical world and warn us of the negative sides of virtuality.
Keywords: education, marketing, internet, communication
Published: 04.12.2017; Views: 421; Downloads: 102
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68.
Indentification elements of optimal organisational model of tourism education in Slovenia
Marija Ovsenik, 2013, original scientific article

Abstract: The main aim of the research was to identify the elements of a suitable organisational educational model for tourism in Slovenia. Our research was based on the need of inner circular reflexive performance of the individual in the tourism education model, institutionalised concept of education, which is viewed by outer reflexive model of tourism educational institutions performance and functional practical interaction of individuals and tourism institutions at the development of innovative potentials in the field of tourism. Tendencies to develop complex and qualitative services coming from permanent strengthening of innovative potential of tourism services are common in this field. It is necessary to develop a suitable model in the field of tourism education that places an individual in the educational process taking into account his/her conscious reflection, rational reflection and acquired motivation for solving complex projects in various levels of tourism. Suitable tourism education model, which is level-structured, is expanded in two ways. It includes the active role of an individual in rationalising practical knowledge and strengthening the innovative potential in developing his/her competences, and the role of tourism education institutions. The organisational cultural dimension can be observed as dual activity structure distinguishing between conscious reflection of the external environment on the level of educational institution and internal practical consciousness on the level of individual development of competences. Giddens structuration theory is used as a conceptual frame explaining the organisational-cultural dimensions of suitably structured educational model for tourism in Slovenia. The conclusion is based on the fact that an individual does not acknowledge the multilevel structure of study at higher education where there is an absence of conscious, practical and motivational reflection. Organisational cultural environment in the field of tourism education in Slovenia prefers practical and functional ways of acquiring competences on a higher and postgraduate (Master’s) level of study. Due to the structured changes implemented by the Bologna process, competences are not realised on the higher education level but on the postgraduate (Master’s) level, which demands a systematic review and a suitable education model change.
Keywords: education, structure, reflection, competence, tourism, Slovenia
Published: 30.11.2017; Views: 664; Downloads: 69
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69.
Higher education demand factors and the demand for tourism education in Slovenia
Žiga Čepar, Štefan Bojnec, 2010, original scientific article

Abstract: This paper investigates the higher education demand in Slovenia, which is investigated in general and in the field of tourism, using regression analysis on selected time-series data. We find a positive and significant association between the higher education demand in general and the demographic and socio-economic circumstances. Demographic trends in general slow down or even decrease the demand for higher education, while socio-economic factors mostly encourage the demand for higher education. However, unfavourable demographic factors are already prevailing over the favourable socio-economic factors, meaning that growth rates of absolute demand for higher education are starting to decline. We analyze the movements of demand for higher education in the field of tourism in recent years and compare them to the movements of the demand for higher education in general and to the movements of the demand for tourism in Slovenia. The demand for tourist services is a factor that encourages demands for higher education in the field of tourism. Finally, we derive some conclusions about higher education demand determinants in Slovenia in general and in the field of tourism, and propose some recommendations for national educational policy.
Keywords: higher education, demand model, demography, tourism, human capital, Slovenia
Published: 30.11.2017; Views: 670; Downloads: 270
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70.
E-education between padagogical and didactic theory and practise
Vanda Rebolj, 2009, professional article

Abstract: Education systems confront new requirements to become more efficient and contribute more to the economic success of society. At the same time there are new challenges for the education systems to perform their tasks using advanced technology. In capacity, information technology considerably surpasses the current learning technology. Supported by Internet it creates an electronic parallel to the standard school and learning. Unfortunately there is only sporadic evidence that supported by information technology, learning and education system as a whole can be considerably improved. In spite of that, we believe there is no way back and e-education is not just a temporary whim. Even though we do not know exactly who should perform what and to which scope. The passiveness of pedagogues, the lack of empirical research and the occurring expansion of the market for e-education products without their quality assessment is not of advantage to this progress. The spread of e-education production without considering the professional opinion of pedagogues, who beside their practical work must also engage in developing their own pedagogical theory, might not benefit the existing education achievements. On the other hand, didactics can by analogy be applied also in the web environment, consequently creating the related assessment mechanisms of the electronic education elements.
Keywords: didactics, e-education, informatization, IT, information technology, multimedia, interactivity, knowledge quality
Published: 29.11.2017; Views: 582; Downloads: 71
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