1. Learning and teaching historical content in primary educationAlena Letina, Lucija Kegel, 2024, izvirni znanstveni članek Opis: This paper presents the results of a study whose primary goal was to determine the level of future teachers’ knowledge of historical content taught in primary school, the ways they self-assess their abilities to organize the learning and teaching of historical content, and their beliefs about the possibilities of teaching history in primary education.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 The results indicate that students demonstrate a satisfactory level of knowledge about historical content taught in primary education. They self-assess their skills for teaching of historical content as mostly developed and have positive beliefs about the possibilities of teaching and learning history at the primary education level.
Ključne besede: competences of future teachers, learning outcomes, history, primary education, time comprehension
Objavljeno v DKUM: 29.07.2025; Ogledov: 0; Prenosov: 8
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2. Thought experiments, fictions, and irrelevant detailsBojan Borstner, Tadej Todorović, 2025, izvirni znanstveni članek Opis: The article explores the problem of the cognitive value of thought experiments (TEs) and fictions. Specifically, it deals with the claim that fictions have cognitive value in virtue of being (elaborate) thought experiments. First, a short overview of the cognitive value of TEs is presented, followed by the recent findings from experimental philosophy, which cast doubt on the value of TEs. This is followed by an examination and rejection of the claim that fictions are TEs (as presented by Elgin) for two reasons. First, the analogy between scientific and thought experiments and fictions ultimately fails, as fictions contain the very variables that must be absent for performing successful scientific and thought experiments; second, because of this and based on the research in experimental philosophy, fictions should bias the reader to a greater degree than TE— this is shown to be collaborated by text comprehension research. This claim is further substantiated by analysing two examples of fictions, Le Guin’s The Matter of Seggri and her satirical piece A Modest Proposal: Vegempathy. Finally, a more modest claim is considered, namely that fictions contain TEs, which must be properly extrapolated and analysed, yet this leads to issues that are similar to the value of TEs debate. The article thus concludes that using TEs is not advisable for securing the cognitive value of fiction.
Ključne besede: thought experiments, fiction, experimental philosophy, cognitive value, text comprehension
Objavljeno v DKUM: 23.06.2025; Ogledov: 0; Prenosov: 5
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3. The Impact of Code Bloat on Genetic Program Comprehension: Replication of a Controlled Experiment on Semantic InferenceTomaž Kosar, Željko Kovačević, Marjan Mernik, Boštjan Slivnik, 2023, izvirni znanstveni članek Ključne besede: genetic programming, controlled experiment, program comprehension, replication, semantic inference, attribute grammars
Objavljeno v DKUM: 22.05.2024; Ogledov: 171; Prenosov: 18
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4. Developing Reading Comprehension in English Course Books for 7th, 8th and 9th Grade of Slovene Primary SchoolsPetra Grdadolnik, 2019, magistrsko delo Opis: Reading is a very important part of our lives. As children, we encounter reading through picture books, and later we reach for more demanding texts. The child is becoming literate at reading, which is very important, and reading can also be a starting point for socializing – parents reading together with their children, socializing in book clubs, reading for a reading badge, etc. By reading, children do not only become proficient in reading, but they enrich their speaking skills. Speech, develop their imagination, gain a new source of information, become more versatile and more easily manage different situations. In all this, we should not forget that reading must always be a fun activity, not a constraint or exertion for a child or a student, and that motivation for reading is extremely important.
In the master's thesis, I want to highlight the characteristics of reading and reading comprehension, by doing a more detailed analysis of the parts of course books that are designed to develop reading skills, and analyzing the survey, which will reflect students' view of reading comprehension in elementary school.
Ključne besede: Reading, reading comprehension, reading literacy, course books.
Objavljeno v DKUM: 05.06.2019; Ogledov: 1361; Prenosov: 113
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5. Web graphic organizers as an advanced strategy for teaching science textbook reading comprehensionMarija Ropič Kop, Metka Kordigel Aberšek, 2012, izvirni znanstveni članek Opis: This paper presents the results of the 5 months experiment in which the influence of using a web graphic organizer in the science literacy curriculum was observed. The interest of the study was focused on the quality and quantity of learning/understanding the explicatory text description from the science textbook. The experiment included students at the age of 8-9 years. Science and L1 class were integrated for this purpose: teachers were instructed to use web graphic organizer as a tool for visualizing the text structure on the level of concrete cognitive operations. The results show the effect of using the web graphic organizer on students' competence to find out what in the science textbook text is important, on the level of text comprehension and on the competence of comparing new information with the previous knowledge.
Ključne besede: education, reading comprehension, science, textbooks, teacher training
Objavljeno v DKUM: 19.12.2017; Ogledov: 1400; Prenosov: 262
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6. Program comprehension for domain-specific languagesMaria João Varando Pereira, Marjan Mernik, Daniela Da Cruz, Pedro Rangel Henriques, 2008, izvirni znanstveni članek Opis: In the past, we have been looking for program comprehension tools that are able to interconnect operational and behavioral views, aiming at aiding the software analyst to relate problem and program domains in order to reach a full understanding of software systems. In this paper we are concerned with Program Comprehension issues applied to Domain Specific Languages (DSLs). We are now willing to understand how techniques and tools for the comprehension of traditional programming languages fit in the understanding of DSLs. Being the language tailored for the description of problems in a specific domain, we believe that specific visualizations (at a higher abstraction level, closer to the problem level) could and should be defined to enhance the comprehension of the descriptions in that particular domain.
Ključne besede: program comprehension, DSL, domain-specific languages, program understanding
Objavljeno v DKUM: 06.07.2017; Ogledov: 2013; Prenosov: 384
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7. Comparing general-purpose and domain-specific languages : an empirical studyTomaž Kosar, Nuno Oliveira, Marjan Mernik, Maria João Varando Pereira, Matej Črepinšek, Daniela Da Cruz, Pedro Rangel Henriques, 2010, izvirni znanstveni članek Opis: Many domain-specific languages, that try to bring feasible alternatives for existing solutions while simplifying programming work, have come up in recent years. Although, these little languages seem to be easy to use, there is an open issue whether they bring advantages in comparison to the application libraries, which are the most commonly used implementation approach. In this work, we present an experiment, which was carried out to compare such a domain-specific language with a comparable application library. The experimentwas conducted with 36 programmers, who have answered a questionnaireon both implementation approaches. The questionnaire is more than100 pages long. For a domain-specific language and the application library, the same problem domain has been used - construction of graphical user interfaces. In terms of a domain-specific language, XAML has been used and C# Forms for the application library. A cognitive dimension framework has been used for a comparison between XAML and C# Forms.
Ključne besede: program comprehension, DSL, domain-specific languages, program understanding
Objavljeno v DKUM: 06.07.2017; Ogledov: 1619; Prenosov: 324
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8. COMPREHENSION OF HUMOR IN YOUNG LEARNERS OF ENGLISH IN SLOVENIAMateja Cartl, 2014, magistrsko delo Opis: The master's thesis deals with the analysis of coursebooks for high school students, published by Oxford UP. Specifically we were interested in the amount of humor included, its types, its purpose and whether humor in coursebooks is culturally bound. The thesis also deals with the amount of humor understood by students. It examines the role of gender, class and school. The study involved 345 students from different grammar and vocational schools from the Education Institute in Maribor. The data for students were gained with the help of the questionnaire. The Coursebook analysis showed that there is not enough humor included in the coursebooks. Humor that is included, however, lacks type diversity. Further, the results from the analyzed student’s answers show that the students understand humor; however, most of the students (especially male students and students that go to vocational school) do not find the cartoons which contain general humor funny. The students preferred culturally bound humor.
Ključne besede: humor, benefits, disadvantages, coursebooks, comprehension.
Objavljeno v DKUM: 28.07.2014; Ogledov: 1673; Prenosov: 190
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9. TEACHING READING IN A FOREIGN LANGUAGE: THE READING BADGE AS A LITERACY TOOLSimona Marolt, 2012, diplomsko delo Opis: Reading is a part of communication. Reading is important and the aim of reading is to understand the information given in the text. There is much information that we have to read in our everyday lives. We have to read timetables, newspapers, e-mails, text messages and information on the web; children read when they do exercises or learn. We read because we are interested in something, for fun, or to relax.
Reading is a part of the learning process, as well. Reading develops knowledge of and interest in a foreign language. The Reading Badge is a movement that has successfully promoted reading quality literature in Slovenia for over 50 years; The English Reading Badge is an activity that promotes reading a foreign language. Books that are carefully chosen by the teacher provide a rich environment for both language and culture. Apart from choosing materials, the role of the teacher is to train students to use methods and techniques that contribute to better comprehension. The practical examples in the thesis are ideas that I apply with my own students. By reading various books and doing activities in connection with them, we can see how their motivation to read grows and reading improves. Wallace’s statement “We want to give learner-readers a reason for turning the page” (Wallace 151) is more than appropriate here, since it encourages good work on the area of reading.
Ključne besede: Reading, reading comprehension, reading motivation, reading in a foreign language, The Reading Badge.
Objavljeno v DKUM: 25.07.2012; Ogledov: 2886; Prenosov: 228
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