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1.
The enforcement of constructivistically based lessons at the environmental studies subject
Vlasta Hus, 2011, published scientific conference contribution abstract

Keywords: education, environmental studies, primary school
Published: 07.06.2012; Views: 1035; Downloads: 30
URL Link to full text

2.
The relation of lower grade primary school pupils to motif in visual art
Matjaž Duh, Jerneja Herzog, 2011, published scientific conference contribution

Abstract: From the motivational point of view, choosing motifs in art education is exceptionally important, as the motif represents the affective part of art education. Emotional response of pupils, both in the perception of artwork and in their own creations, represents an important factor in understanding and responding to art. The article presents the results of a survey which was conducted with the aim of establishing the popularity of different motifs in works of art. The survey was conducted among third-year primary school pupils and investigated which artwork the pupils liked the most and which were the motifs that drew their attention. We further investigated the effect that pupil gender had on these choices. The results have shown that there is a statistically significant gender-related difference in the choice of the motif, while there is less evidence of such a difference with regard to social stratum. The environment of the pupils is therefore irrelevant in the choice of the motif.
Keywords: likovna vzgoja, likovna pedagogika, likovni motiv, afektivnost, osnovna šola, art education, primary school, visual art, motif, affectivity
Published: 07.06.2012; Views: 1710; Downloads: 48
URL Link to full text

3.
Development of ICT competences in the environmental studies subject in Slovenia
Vlasta Hus, 2011, original scientific article

Abstract: Digital literacy is one of eight key competences that were defined by the European Parliament and Council as those that member states should develop as a part of their strategies for lifelong learning (Official Journal of the European Union, 2006, p.11). It would contribute to a more successful life in a knowledge society. The purpose of this paper is to Npresent the results of empirical research on the use of ICT in the lessons of the environmental studies subject in the first triennium of primary schools in the Republic of Slovenia. Data were collected through a questionnaire and according to the protocol. We found that among all of the ICT tools, teachers mostly use the computer. The majority of the teachers use the computer once a week, most often in mathematics and environmental studies subject. In the observed lessons of the environmental studies subject, less than half of teachers use the computer in the lessons. This was followed by the use of computer and the LCD projector, and the interactive whiteboard. Among the obstacles that teachers indicate when they try to include ICT in the learning process are insufficient, out of date equipment, lack of time and lack of their own competence.
Keywords: education, information technology, communication technology, ICT, environmental studies, primary school
Published: 07.06.2012; Views: 1527; Downloads: 24
URL Link to full text

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Project work in Environmental studies subject
Milena Ivanuš-Grmek, Branka Čagran, Marija Javornik Krečič, Vlasta Hus, 2010, published scientific conference contribution abstract

Keywords: education, primary education, Slovenia, project work, environmental education
Published: 07.06.2012; Views: 776; Downloads: 19
URL Link to full text

6.
Musical creativity in Slovenian elementary schools
Janja Črčinovič Rozman, 2009, original scientific article

Abstract: Background: The Slovenian music education curriculum for the first years of elementary school emphasises the following musical activities in the classroom: singing, playing instruments, listening to music, movement to music and musical creativity. In the field of musical creativity, there are two activities where students can be original and creative: making music and moving or drawing/painting activities stimulated by music. Purpose: This research investigated musical creativity in Slovenian elementary schools, its observable characteristics and some of the similarities among the statements made by students and teachers. Sample: The study involved 118 eight-and-a-half to nine-year-old students from five schools in Slovenia, and 51 elementary classroom teachers - 25 of them came from the same five elementary schools as the students and 26 of them came from another four schools located in different parts of the Republic of Slovenia. Students and teachers who took part in our study attended/or worked at the third grade level during the 2004 school year. Design and methods: For the study, two questionnaires were completed using closed and open questions. The teachers had more questions than the students. Some of the questions were the same for both. The data received from the questionnaire was analysed qualitatively and quantitatively. The chi-square test was used to check the relationship betweenthe answers given by students and the answers given by the teachers. Results: We found that creativity in music does exist in the classrooms, but there is only an emphasis being put on activities stimulated by music, and noton creating music. The opinions of the students and classroom teachers overlapped in the following areas: in the types of creative activity preferred, in assessing the successfulness of creative activities, in the feedback following the creative activity, and concerning the amount and difficulty of the tasks performed. The only important difference between the answers found was in assessing the teachers' role in leading the musical activity during the lesson. The reasons for such similar reactions were: (1) that the teacher's expectations were effectively conveyed to the students, and/or (2) the children's self-perception was being formed through an awareness and interpretation of the environment around them. Conclusions: The investigation showed that the students and teachers are satisfied with creative musical activities in the classroom, however, they are not aware of all the aspects of creative musical thinking as well as the criteria for the evaluation of musical creativity. It seems that they are not fully acquainted with the strategies for teaching musical composition and improvisation. The role of university programmes that specialise in music pedagogy should be to produce teachers who will be able to provide creative musical activities in anappropriate manner, and to organise more seminars of similar content for student-teachers during their practical training.
Keywords: musical education, musical creativity, improvisation, music teachers, expectations, beliefs, self-perception, primary education
Published: 07.06.2012; Views: 1438; Downloads: 69
URL Link to full text

7.
Self-concept of students in inclusive settings
Majda Schmidt, Branka Čagran, 2008, original scientific article

Abstract: The present evaluation case study investigates the self-concept of the students from 7th grade in regular primary school. The study results indicate that, in comparison to their hearing peers, integrated students with a hearingimpairment have a lower academic and social self-concept, as well as a general self-concept but a higher physical self-concept. There are differences among students with a hearing impairment in both the individual dimension and general self-concept. There are no statistically significant differences between the class with integrated students, on the one hand, and the class without them, on the other; however, there is a noticeable advantage for the students from the class with integrated learners over the other class serving as control group in all three individual dimensions as well as in general self-concept.
Keywords: education, primary education, integration, inclusion, children with special needs, self-concept, awareness, evaluation, identity
Published: 07.06.2012; Views: 1390; Downloads: 39
URL Link to full text

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