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Abstract: Despite numerous studies indicating the positive contribution of 3D modeling and printing (3DMP) in learning settings, its current educational use is still rather limited. For the adoption of 3DMP in classrooms, it is critical to understand the views and perceptions of teachers on such new technology. To better understand how teachers perceive 3DMP, a longitudinal study was conducted with 73 Montenegrin secondary school teachers. The study used the Hype Cycle for Emerging Technologies approach to examine changes in teachers' views and perceptions of 3DMP over four time periods: before a workshop on using 3DMP in teaching, immediately after the workshop, three months later, and one year later. Results showed that teachers were motivated to use 3DMP to keep up with new technological trends, create classroom materials, promote inclusion, and STEM learning, and improve students' learning outcomes. The peak of inflated expectations (immediately after the workshop) is characterized by excessively high teacher expectations of 3DMP in terms of perceived pedagogical impact (PPI), perceived usefulness (PU), and barriers (BAR), while teachers' anxiety (ANX) is low; trough of disillusionment (3 months after the workshop) leads to a significant decrease in teachers' positive views and perceptions of PPI, PU, BAR, but an increase in ANX; the slope of enlightenment (one year after the workshop) leads to a recovery in teachers' positive views and perceptions of 3DMP's contribution to PPI, PU, but also BAR, while ANX significantly decreases. These findings provide recommendations for teacher educators, policymakers, 3DMP developers, and future researchers to better support the use of 3DMP in education.
Keywords: 3D modelling and printing, hype cycle, secondary school, teachers
Published in DKUM: 26.11.2025; Views: 0; Downloads: 2
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Abstract: The paper presents research on museum-school relationship from the point of view of teachers from secondary grammar and vocational schools. It explores their current and preferred interactions. The results show that teachers from vocational schools make field trips less frequently and are less satisfied with their relationship with museums. The characteristics of museum-school interactions are the same for both groups and form a model of low-intensity relations, with each institution maintaining its discrete authority, responsibilities and resources. Unlike the responses of the grammar-school teachers, those of vocational-school teachers do not indicate any development of the present relationship.
Keywords: Secondary grammar school, secondary vocational school, museums, museumschool partnership, models of interaction
Published in DKUM: 25.07.2025; Views: 0; Downloads: 1
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Abstract: After the appearance of the first smartphones in 2007 and shortly thereafter, tablets became not only useful communication tools, but also objects that function as life organisation units. However, although they are ubiquitous, their actual and potential role in biology education has not been sufficiently explored. The objectives of the survey were to investigate the recent use of smartphones in the last two grades of Slovenian comprehensive school by 14- to 15-year-old students, their satisfaction with them for educational purposes, and the perceived impact on the quality of schoolwork in biology classes. Based on the responses of 313 lower secondary school students, we can conclude that by the end of compulsory education, almost all of them have used smartphones and tablets for educational purposes to some extent, even if the reported use in different school subjects is low. Based on structural equation modelling, which examines the influence of the constructs of support, perceived usability, perceived ease of use, attitudes, and perceived pedagogical impact on the quality of smartphone-based schoolwork, it can be concluded that only perceived pedagogical impacts and perceived usability impacted quality, leading to the conclusion that additional efforts should be made to explore their full potential and the gaps that should be addressed through formal education. Leaving students to their own devices is the worst solution, resulting in a permanent lack of skills, such as the ability to select and interpret information provided through the media.
Keywords: attitudes, biology education, quality of schoolwork, secondary school students, smartphones, tablets
Published in DKUM: 05.06.2024; Views: 136; Downloads: 31
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Abstract: The purpose of this paper is to determine the current status of mobile device usage and mobile learning adoption in vocational education and training (VET) secondary schools in three European Union countries (Austria, the Czech Republic, and Germany). The research focused on exploring students’ mobile device usage habits, their attitudes toward education in the context of mobile application support, and preferences regarding mobile learning features. The research confirmed a high level of mobile device usage among secondary school students on a daily basis; smartphones and laptops were the most commonly used devices. The vast majority of participants perceived themselves to be advanced mobile device users, but reported a deficit of ICT-assisted mobile learning experience. However, the majority of respondents with prior ICT-assisted education experience described it as a positive or very positive experience. In addition, study participants tended to agree that mobile learning will play a significant role in education in the future. The paper also explored the reported differences among the students in the three countries and suggested several implications for understanding students’ views of mobile learning. The findings provide insights into possibilities of m-learning implementation while creating a framework for m-learning application development in the VET secondary school environment.
Keywords: mobile learning, secondary school education, online teaching, student mobile device usage, m-learning, mobile teaching
Published in DKUM: 14.11.2017; Views: 1491; Downloads: 177
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Abstract: We investigated studentsʼ feelings and well-being during the lesson. We were working on a problem of how to adjust teaching in the secondary school and achieve that students will feel as good as possible and better follow the instruction. A hypothesis was set that, by measuring the desired length of lesson and factors which influence lesson length, we can measure and influencestudent satisfaction. Based on this hypothesis we investigated the factors which have influence on lesson length in a particular subject. Data were collected by means of a questionnaire. The subjects were students of II. gimnazija (secondary grammar school). The responses were analysed to obtain correlations between the factors (average grade in a subject, boredness and likableness of the teacher, length and level of boreness of lesson content, fear of the teacher) and lesson length. Results suggest that, by modifying these factors we could change studentsʼ opinions, that is, increase their willingness to attend classes. The set hypothesis was confirmed and it was shown that by using simple diagrammatic models built on the basis of linear regression we can identify and study the influence of these factors on lesson length.
Keywords: teaching, secondary school, quantitative methods, student satisfaction
Published in DKUM: 05.06.2012; Views: 3007; Downloads: 418
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