1. The frequency of music improvisation activities in the fourth and fifth grade of primary schoolAlja Krevel, Jerneja Žnidaršič, 2025, original scientific article Abstract: The aim of the present study was to investigate and compare the frequency
of the implementation of music improvisation activities in music
lessons by classroom teachers and subject teachers teaching music in the
fourth and fifth grade in Slovenian primary schools. We also explored
the teachers’ sense of competence to implement music improvisation
activities, reasons for the infrequent inclusion of such activities and
solutions for more frequent inclusion. A descriptive nonexperimental
method of research was used, collecting data with a questionnaire. The
study found that teachers occasionally carry out music improvisation
activities, most often rhythmic improvisation. The results showed no
differences between the frequency of improvisation activities between
classroom teachers and subject teachers. However, subject teachers do
feel more competent to perform music improvisation activities than
classroom teachers and there was a weak correlation between the sense
of competence and the frequency of improvisation activities in music
lessons. Teachers cite a lack of time, knowledge and self-confidence as
the key reasons for the infrequent implementation of music improvisation
activities. They see solutions for the more frequent inclusion of
music improvisation activities in additional music improvisation training
and changes in the music curricula, advocating for more flexible and
broadly defined learning objectives. Due to the small sample size, the
results are not generalisable, but they do provide an insight into the current
state of the integration of music improvisation activities in music
lessons in the fourth and fifth grade of primary school.
Keywords: classroom teachers, general music, music improvisation, primary school, subject teachers
Published in DKUM: 06.01.2026; Views: 0; Downloads: 0
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2. Student teachers’ perceptions of teaching : looking back or moving forward?Alma Škugor, Suzana Tomaš, Alena Letina, 2025, original scientific article Abstract: The aim of the study was to compare perceptions about the teaching of the subject “Nature and Society” among preservice primary school teachers at three Croatian universities. The results indicate consistent perceptions among secondand fifth-year students, regardless of their university, with a notable inclination toward teacher-centred teaching. Fifth-year students from all three universities demonstrate a slight shift away from the traditional teaching paradigm compared with second-year students. For a genuine transformation in teaching approaches, in addition to acquired knowledge and developed competences, it is essential to encourage preservice teachers to engage in self-reflection on their teaching practices to become aware of their own beliefs about teaching.
Keywords: DASTT-C, studentcentred teaching, teacher-centred teaching, perception, preservice primary school teachers
Published in DKUM: 06.01.2026; Views: 0; Downloads: 0
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3. 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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4. Understanding the Grammatical Category Aspect in Present Tense Forms and Past Tense Forms in Primary School : master's thesisSaša Klar Zadravec, 2025, master's thesis Abstract: The purpose of the master thesis entitled Understanding the Grammatical Category Aspect in Present Tense Forms and Past Tense Forms in Primary School is to determine whether primary school learners associate the forms of the simple present and past tense with the simple/indefinite aspect and the forms of the progressive present and past tense with the continuous/progressive aspect.
This is crucial for building grammar knowledge of elementary school learners and applying that knowledge in real-life situations. English is becoming more and more integrated into our daily lives and in some cases is a prerequisite for achieving goals. Therefore, the need for learning and teaching English is also increasing. Teachers face the challenge of how to get the learners to actively participate and speak in a foreign language, and applying the grammar rules to achieve the understanding, not just the knowledge of rules.
The theoretical part of the thesis presents English language on a global level with the distinction between L2 users. It further presents the language acquisition and language learning and the factors that affect the perception of the language. It describes different teaching methods, approaches and strategies that the teachers use in the classroom. Then the grammar is presented as various linguists describe and perceive it, based on the universal grammar hypothesis by Noam Chomsky. Further, the focus is on the indefinite and progressive form of aspect and the terminology of terminative and non-terminative verbs is presented. The formation and the uses of Present Indefinite/Progressive and Past Indefinite/Progressive are explained in detail as a base for the empirical part of the thesis. In the end of the theoretical part, the correspondences between the present and past tense referring to the universal truths and general statement, stative/dynamic verbs and limited actions is described.
The empirical part presents the results of a research, conducted in March and April 2022 in two primary schools in north-eastern Slovenia. Learners of 7th and 8th grade were tested with the help of two questionaries. The first questionnaire (Present Simple vs Present Continuous) consisted of six questions plus one additional task. The first five tasks were completely practical; however, the first two tasks included a theoretical task, asking the learners to explain why the said time is used in that particular task.
The last task and the additional task required a more complex thinking since the learners had to use their knowledge of grammar rules and their usage to successfully solve all the tasks on the questionnaire. The second questionnaire (Past Simple vs Past Continuous) consisted of six tasks in total. The first five tasks were practical, with task two and three additionally requiring the learners to write why they thought Past Simple or Past Continuous were used. The data was then analysed and presented in tables in terms of correctness/incorrectness and in the percentage of the answers given by learners.
The results showed that learners learn grammatical rules according to the syllabus and mostly through drilling exercises, which resulted in the very high success rate of the practical tasks, but they achieved poor results on theoretical tasks, where they were required to show the understanding of those rules. The results also confirmed our hypothesis that learners relate the simple present and past tense with the simple/indefinite aspect and the progressive present and past tense with the continuous/progressive aspect.
In the end, we compared the results of our study with the results of the study done by Kaja Podgoršek, since it covers a similar topic.
Keywords: teaching English, primary school, English tenses, English grammar, terminitative verbs, non-terminitative verbs
Published in DKUM: 16.10.2025; Views: 0; Downloads: 6
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5. Literature in the English Classroom in the Final Three Years of Primary School : master's thesisZala Jug, 2025, master's thesis Abstract: Literature plays an essential role in language learning, since it offers students an engaging and meaningful way to develop their language skills and critical thinking. This Thesis deals with the integration of literature into English language teaching in the final three years of primary school in Slovenia. The theoretical part of the Thesis examines the fundations for integrating literature into English language teaching in Slovene primary school by examining how reading comprehension is addressed in the Curriculum for the final three years of Primary School, as well as the objectives, standards and l themes outlined in the Curriculum. It also investigates the role that literature plays in learning a foreign language, focusing not only on its role in developing students' language skills but also on its importance for rasing students' sociocultural awareness.
The empirical part is divided into two parts: the first one analyses literary texts that are included in the English textbooks currently used in the final three years of primary school to assess their frequency and their pedagogical role. Based on the findings, the second part proposes a list of additional literary texts suitable to be used in the English classroom for their alignment with the Curriculum's objectives, as well as for addressing socially relevant themes that reflect contemporary social issues.
Keywords: primary school, English language teaching, Curriculum, literature, reading
Published in DKUM: 25.09.2025; Views: 0; Downloads: 9
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6. Bridging the gap : understanding teacher perspectives on humanoid robots in educationDejan Zemljak, Maja Kerneža, 2024, independent scientific component part or a chapter in a monograph Abstract: This study explores the readiness of 233 teachers, comprising 124 in-service teachers from diverse Slovenian schools and 109 pre-service teachers from two faculties, to integrate humanoid robots - defined as robots with human-like features and capabilities - into educational settings. By evaluating attitudes, along with perceived benefits such as challenges including technological accessibility and ethical concerns, the study assesses readiness across teaching status (in-service vs- pre-service) and levels (primary vs. secondary). Utilizing Mann-Whitney U test and two-way ANOVA, findings reveal moderate readiness without significant differences between groups, but a wide range of individual attitudes. The results suggest the necessity of further research to explore the link between perceived readiness and effective integration strategies, including the development of ethical guidelines and support mechanisms for teachers. This contribution highlights the importance of a collaborative approach to integrate humanoid robots responsibly and effectively into educational environments.
Keywords: educational technology, new technologies, primary school, secondary school, teacher readiness
Published in DKUM: 17.09.2025; Views: 0; Downloads: 6
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8. 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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9. Understanding the challenges associated with cooperative learning : an empirical study with primary school teachersKatja Adl-Amini, Franziska Baier-Mosch, Anna Theresia Decker, Johanna Seiz, Nora Ries, Mareike Kunter, 2024, original scientific article Abstract: Cooperative learning includes effective methods for increasing student learning in primary school and heterogeneous classrooms. However, teachers do not use it very frequently. The present interview study investigates on which levels of the educational system primary teachers perceive difficulties associated with these methods to be located, and what kinds of conflicting demands they associate with it. The study provides important insights into how challenges related to cooperative learning may be addressed.
Keywords: cooperative learning, implementation difficulties, interview study, primary school, teachers
Published in DKUM: 29.07.2025; Views: 0; Downloads: 5
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10. Greek primary school teachers’ professional experience as digital actorsPanagiotis Giavrimis, 2023, original scientific article Abstract: The present study investigates teachers’ views on their experience as digital actors in the context of Greek educational policy. The interview was used as a tool for data collection. Findings revealed that the teachers in our survey highlighted the shortcomings of the Greek educational approach in terms of material and technical infrastructure and the training of teachers regarding ICT. Through this new digital context of education, teachers conceptualize their competence and self-efficacy, their self-perception, and their emotional response to integrating new digital tools into teaching practice.
Keywords: primary school teachers, ICT, digital inequalities, Greece
Published in DKUM: 29.07.2025; Views: 0; Downloads: 8
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