1. Attitudes of teachers towards the inclusion of children with special needs in primary and secondary schoolsMajda Schmidt, Ksenja Vrhovnik, 2015, izvirni znanstveni članek Opis: Many researchers emphasize teachers' attitudes as a decisive component in ensuring successful inclusion of students with special needs (SN students). The empirical research that is presented in the main part of this article analyzes the attitudes of primary and secondary teachers towards the inclusion of SN students with respect to the type of school, the teachers' age, the number of SN students in the class, and the teachers') acquired skills. A questionnaire was devised for the study, based on two previous questionnaires: the Questionnaire on Attitudes towards Integration and the Teacher Stress and Coping Questionnaire. The secondary teachers showed more positive attitudes towards SN students than did their primary colleagues, as well as towards teaching and adaptation with respect to the students' SN and towards the psychophysical strain related to such work. The youngest group of teachers, those aged from 20 to 30, shows a higher level of agreement related to the provision of adequate support. Teachers with fewer SN students in class (up to two students) show a higher degree of support for inclusion of SN students than do other groups of teachers. Teachers without training for work with SN students in comparison with their colleagues who had it show a lower level of agreement with respect to support and assistance at educational work with SN students. Ključne besede: defektologija, pristopi učiteljev, starost učiteljev, otroci s posebnimi potrebami, otroci z motnjami, integrirani otroci, socialna integracija, emocionalna integracija, motivacijska integracija, osnovne šole, srednje šole, defectology, teachers' attitudes, teachers' age, impaired children, integrated children, integration, social integration, emotional integration, motivational integration, primary schools, secondary schools Objavljeno v DKUM: 17.09.2024; Ogledov: 0; Prenosov: 2
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2. Study of different forms of peer violence in primary and secondary schools – a systematic literature reviewTeja Primc, Teja Lobnikar, Blažka Tratnik, Miha Dvojmoč, 2021, pregledni znanstveni članek Opis: Purpose: The purpose of this article is to review the literature on peer violence in primary and secondary schools, and to present key findings of these studies. Design/Methods/Approach: The systematic literature review was performed in the Web of Science and Scopus databases, using the PRISMA method. Findings: A total of 81 articles were selected for the final review. The issue of bullying and cyberbullying is extensive and complex, yet there is still no single definition of this phenomenon. Traditional bullying in primary schools reaches up to 76%, while the prevalence of cyberbullying varies below 10%. The perpetrators are more often boys, while girls are often in the role of victims. Violence is more common in younger children. Risk factors for exposure to violence include belonging to an ethnic minority and the lower economic class. Well-developed emotional intelligence is highlighted as a protective factor. There is more cyberbullying in secondary schools (67%), while traditional bullying is as high as 97%. Male students are more often perpetrators, while female students are more often victims. Students with low self-esteem, members of ethnic minorities and lower economic classes are more exposed to violence. Risk factors for causing violence include a previous history of violence, substance abuse, bad associations, and a poor family environment. Research Limitations/Implications: The findings of the article provide a starting point for the compilation of a comprehensive plan for researching the phenomenon of peer violence in primary and secondary schools in Slovenia, and serve as a basis for the development and implementation of a programme for establishing a safe educational environment. Originality/Value: The article is the starting point for an empirical study that will address peer violence in primary and secondary schools in Slovenia. Ključne besede: bullying, cyberbullying, peer violence, primary schools, secondary schools Objavljeno v DKUM: 26.01.2022; Ogledov: 732; Prenosov: 37
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3. Opportunity makes the cheater: high school students and academic dishonestyAndrej Šorgo, Marija Vavdi, Urška Cigler, Marko Kralj, 2015, izvirni znanstveni članek Opis: The purpose of this study was to reveal data about cheating behaviours in Slovenian upper secondary schools, to raise awareness and to lower tolerance for such behaviour. To acquire information about demographics, cheating behaviour, and opinions on such behaviour, we compiled a questionnaire that targeted a university population of first-year students (N=323). From the results, it was revealed that cheating is a way of life in Slovenian schools, and almost all students at least occasionally indulge in some academic misbehaviour. It seems that a culture tolerant or even supportive of such behaviour has been established among students, parents and teachers, all working together to “help” students climb the ladder of success. The open question is whether all kinds of cheating are even recognized as such. Cheating is most common in homework, but at the other end, even systems such as external exams are not immune to fraud. At the moment, classic methods of cheating dominate. Differences between characters (e.g. gender) and educational institutions in most cases are non-existent or small, a finding that could aid in establishing measures to prevent cheating inside schools as institutions. Ključne besede: cheating, academic dishonesty, students, secondary schools, Slovenia Objavljeno v DKUM: 13.07.2017; Ogledov: 1232; Prenosov: 209
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4. Lower secondary school students' attitudes toward computer-supported laboratory exercisesAndreja Špernjak, Miro Puhek, Andrej Šorgo, 2010, izvirni znanstveni članek Opis: In Science teaching laboratory work is recognized as one of the cornerstones. In school science laboratory work computers can be used as computer supported laboratory (real) and as virtual laboratory. In the first case "real" laboratories involve bench top experiments utilizing data acquisition systems while "virtual" laboratory entails interactive simulations and animations. Lower secondary school students in age between 11 and 15 performed three laboratory exercises (Activity of yeast, Gas exchange in breathing, Heart rate) as classic, computer-supported and virtual laboratory. As a result of testing we know that all three methods are suitable even for younger students. When they were asked which method they liked the most, their first choice was computer-supported laboratory, followed by classic laboratory, and virtual laboratory at the end. Additionally recognized weak and strong sides of used methods are discussed. Ključne besede: education, biology, computer-supported laboratory, simulations, secondary schools Objavljeno v DKUM: 07.06.2012; Ogledov: 2345; Prenosov: 108
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5. Information and communication technologies (ICT) in biology teaching in Slovenian secondary schoolsAndrej Šorgo, Tatjana Verčkovnik, Slavko Kocijančič, 2010, izvirni znanstveni članek Opis: About two-thirds of Slovene secondary schools received computers equipped with dataloggers and sensors to be used in teaching Physics, Chemistry and Biology. Later it was recognized that only a couple of Biology teachers were using the donated equipment in their classrooms or laboratories. The questionnaire, intended to investigate the situation, was posted to schools which had received a donation. Based on the answers, it was possible to assign computer applications from one of the three groups. In the first group were these applications (word processing, e-mail and internet use) towards which teachers have positive attitudes and that they do use for school work. The common element is that teachers can work at home and then use the materials in the classroom. In the second group were applications (presentations, use of data loggers, computer programmes and virtual laboratory) towards which attitudes are positive, but which teachers do not use because of the overloaded curriculum, lack of equipment, and inappropriate training. In the third group are applications (computer games and programming), about which attitudes are negative and which teachers do not use. The introduction of such applications into teaching is at the moment far from realistic. Ključne besede: education, biology, biology teaching, computers, ICT, secondary schools Objavljeno v DKUM: 07.06.2012; Ogledov: 2178; Prenosov: 79
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6. Practical work in biology, chemistry and physics at lower secondary and general upper secondary schools in SloveniaAndrej Šorgo, Andreja Špernjak, 2012, izvirni znanstveni članek Opis: Syllabi in the science subjects, biology, chemistry and physics at lower and general upper secondary school are compared in the light of their underlying philosophies, goals, objectives and recognized importance in science teaching. Even though all syllabi were prepared within the same framework, great differences among syllabi concerning practical work are evident. More importance is given to practical work in the syllabi of chemistry and physics, where it is recognized as a basic method, while in the biology syllabus the construction of concepts is valued much higher. Ključne besede: education, curriculum, syllabuses, practical work, science, secondary schools Objavljeno v DKUM: 07.06.2012; Ogledov: 2375; Prenosov: 99
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