1. Enhancing learning performance in primary education : the roles of problem solving and creative thinking challengesPham Ngoc Thien Nguyen, Khanh-Trinh Tran, Giam Buu Le, 2025, original scientific article Abstract: This study investigated the roles of problem-solving and creative thinking activities in primary science education. Participants included 64 third-grade and 62 fifth-grade students in Southern Vietnam, with half assigned to experimental groups and the others to control groups. The experimental groups, which received structured lessons, outperformed the control groups, which received traditional instruction. Results highlight the positive impact of integrating these activities on academic performance, supporting the effectiveness of structured support in enhancing learning outcomes.
Keywords: problem-solving, creativity, learning performance, primary education, vietnamese students
Published in DKUM: 08.01.2026; Views: 0; Downloads: 0
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2. Assessing computational thinking practices and engagement : primary teachers' reflections on an unplugged activityJakob Škrobar, Andrej Flogie, Alenka Lipovec, Nika Golob, 2025, original scientific article Abstract: Developing computational thinking in early primary education has gained increasing attention, with unplugged methods recognised as particularly effective for young learners. However, teachers' assessment of computational thinking, especially through process-oriented approaches, remains underexplored. The present study investigates how the participating Slovenian primary school teachers assessed computational thinking practices and students' engagement during an unplugged activity based on Bebras Challenge tasks. The results show that the teachers most frequently identified algorithmic thinking, pattern recognition and debugging, while decomposition and abstraction were observed less commonly. The activity received high ratings regarding the students' motivation and engagement, which several of the teachers attributed to the fact that it was conducted outdoors and involved physical movement. Collaboration and communication were also positively evaluated, although some teachers noted that competitiveness occasionally distracted the students. Overall, the findings support the feasibility of using process-oriented observation to assess computational thinking practices in unplugged settings, highlighting the need for targeted professional development to help teachers implement and assess computational thinking meaningfully. These insights contribute to the growing body of research on computational thinking assessment in primary education, underscoring the importance of providing teachers with structured support and context-specific tools.
Keywords: assessment, computational thinking, primary school, STEM education, unplugged
Published in DKUM: 23.12.2025; Views: 0; Downloads: 2
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3. Support for and development of well-being through transitional objects and rituals in primary educationMartina Komzáková, Eva Koželuhová, 2025, original scientific article Abstract: Well-being is essential for pupils’ academic and personal growth. Since schools are central to children’s lives, they must provide a safe environment that supports emotional needs. This study explores how primary school teachers use transitional objects and rituals that help children adapt to school and feel secure. Findings reveal that teachers employ these tools intuitively, often without theoretical grounding. Despite their informal use, these practices positively influence pupils’ adaptation and the classroom climate. The study underscores the importance of integrating transitional elements into educational practice and calls for enhanced teacher training focused on emotional well-being and its role in early education.
Keywords: primary education, well-being, transitional object, transitional ritual, transient object
Published in DKUM: 15.12.2025; Views: 0; Downloads: 0
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5. Integrating computer science and informatics education in primary schools : insights from a Slovenian professional development initiativeAndrej Flogie, Alenka Lipovec, Jakob Škrobar, 2025, original scientific article Abstract: In this study, we present a professional development programme for teachers launched to introduce Computer Science and Informatics (CSI) in primary education in Slovenia. The study aims to examine which CSI core concepts teachers most frequently choose to integrate into their lessons when given the freedom to select the topics within the framework, and to explore how students engage with and respond to these activities, as reported in teachers’ reflections. This study is based on reflective feedback from forty-seven teachers from seven primary schools who implemented interdisciplinary lessons that integrate CSI content into existing primary school curricula. Qualitative data from 152 reflections were used to support our research findings. The results show that teachers most frequently introduced the concepts from the content area of algorithms and programming. In contrast, content areas such as computing systems, networks and the internet, data and analysis, and impacts of computing received less attention. Teachers reported that students were motivated and engaged, although some challenges emerged, including difficulties in solving tasks or following instructions. As this pilot study reports on the first year of a two-year initiative, the findings provide preliminary insights into how a structured professional development programme for teachers can support interdisciplinary approaches in CSI education.
Keywords: computer science education, computational thinking, STEM, professional development, engagement, motivation, primary schools
Published in DKUM: 20.10.2025; Views: 0; Downloads: 4
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6. The integration of mathematical modeling tasks into primary education : a comparative study of Croatia and SloveniaMateja Sabo, Alenka Lipovec, 2025, original scientific article Abstract: This study examines the practical aspects of introducing mathematical modeling into primary mathematics education in Slovenia and Croatia. It aims to explore how students approach mathematical modeling tasks, whether they rely solely on mathematical operations or integratenon-mathematical knowledge, and what strategies they employ during problem-solving.Teachers in Slovenia and Croatia were prepared by training to present mathematical modelling tasks to 231 students, ages 10 to 11. Students solved three group tasks analyzed using a three-level framework to assess solution sophistication.Most students demonstrated basic problem-solving strategies with a smaller proportion achieving advanced reasoning and multi-criteria analysis. Croatian students more frequently employed diverse strategies reflecting differences in curricular emphasis between the two countries.The ability to engage in mathematical modeling is essential in today’s world, yet effective teaching approaches remain undefined. This study underscores its potential in primary education and calls for further research to refine instructional methods and enhance student outcomes.Teachers can be trained in less than three months to effectively implement mathematical modeling tasks. With this training, students can develop foundational modeling skills in fewer than six lessons, enabling them to apply mathematical reasoning to real-world problems.
Keywords: Mathematics, mathematics modelling, primary education, students task
Published in DKUM: 26.08.2025; Views: 0; Downloads: 2
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7. Statistical graphics in Czech textbooks : a comparative content analysis of two primary-level educational areasTomáš Marek, Martina Maněnová, 2024, original scientific article Abstract: The study provides insight into the current state of cultivating statistical graphics skills in primary education in the Czech Republic through a quantitative content analysis of graphic data displays in textbooks and workbooks that are widely used in classrooms. The findings unveil noteworthy disparities in the frequency of statistical graphics among various textbooks, along with significant distinctions in the forms and types of statistical graphics employed across different educational areas.
Keywords: primary education, textbook analysis, content analysis, content analysis, statistical graphics, charts
Published in DKUM: 30.07.2025; Views: 0; Downloads: 2
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8. Family adjustment in relation to the academic engagement of pupils at primary levelTauqeer Abdullah, 2024, original scientific article Abstract: Family adjustment is crucial for the child's school obligations. This quantitative study was conducted to determine the significant relationship between the family adjustment of primary school pupils and their academic engagement. The pupils' level of family adjustment was found to be positively and significantly related to their academic engagement (r = 619, p <.001). In addition, a small but significant difference was found between female students (M = 3.59) and male students (M = 3.43) regarding family adjustment. Also, a small but significant difference was found between female teachers (M = 3.61) and male teachers (M = 3.80) regarding pupils’ academic engagement.
Keywords: family adjustment, academic engagement, primary education, teacher, pupil
Published in DKUM: 30.07.2025; Views: 0; Downloads: 5
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9. Learning and teaching historical content in primary educationAlena Letina, Lucija Kegel, 2024, original scientific article Abstract: This paper presents the results of a study whose primary goal was to determine the level of future teachers’ knowledge of historical content taught in primary school, the ways they self-assess their abilities to organize the learning and teaching of historical content, and their beliefs about the possibilities of teaching history in primary education. The research was conducted using a survey of 157 fourth- and fifth-year students in teacher education programs. The results indicate that students demonstrate a satisfactory level of knowledge about historical content taught in primary education. They self-assess their skills for teaching of historical content as mostly developed and have positive beliefs about the possibilities of teaching and learning history at the primary education level.
Keywords: competences of future teachers, learning outcomes, history, primary education, time comprehension
Published in DKUM: 29.07.2025; Views: 0; Downloads: 6
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10. Enhancing technology competence among primary students through STEAM lessons applying the design thinking processHong-Duong Nguyen, Hoai-Nam Nguyen, Thanh-Trung Ta, 2024, original scientific article Abstract: This study seeks to evaluate the impact of integrating elements of arts and humanities education into the topic of STEAM on the formation and development of students’ competence. The paper suggests a procedure for teaching STEAM subjects using design thinking approaches. Then, technology-related lessons were covered in practical pedagogical activities for grade 3 pupils at three primary schools in Hai Phong, Vietnam. The findings demonstrate that the suggested STEAM subject teaching methodology is workable and helps students develop eight distinctive behavioural markers of technical competence. As a result, this study offers primary school instructors a strategy for implementing STEAM instruction.
Keywords: STEAM education, design thinking, tehnical competence, technology in primary school
Published in DKUM: 29.07.2025; Views: 0; Downloads: 7
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