1. Promoting Social Skills in Young Autistic Learners through Story Reading in Inclusive Settings : m. a. thesisTjaša Tomše, 2023, magistrsko delo Opis: Using storybooks as a teaching tool has proved an effective teaching and learning technique that aids in developing and enhancing vocabulary, promotes reading and comprehension skills and even fosters social skills in learners with different needs and abilities. Developing and enhancing key social skills is all the more important for learners diagnosed with autism. Autistic learners experience deficits in social interaction and communication, struggle with fear of the unknown, have constant need for sameness, and might encounter sensory hypo- and hypersensitivities. Promoting social skills has been shown to significantly alleviate social difficulties in children with autism, and one of the successful social skills teaching and intervention methods for learners diagnosed with autism is – according to Amy Bohlander et al. and other researchers in the field – storybook reading. The theoretical part of the thesis aims at presenting key features of autistic behavior correlated with the neuroimaging findings on the irregular functioning of certain parts of the autistic brain; addressing effective inclusion strategies for teaching (young) autistic learners enrolled in general education settings, and discussing the characteristics that constitute a potentially appropriate storybook for use with young autistic learners in inclusive story reading lessons. The empirical part provides a descriptive analysis of ten storybooks, which offer a step-by-step guidance on how to cope with (a) socially challenging situation(s) and were not specifically adapted for learners with autism. The results of the storybook analysis have shown that the storybooks are mainly appropriate for promoting social skills in young autistic learners, whereby the number of storybooks classified as fully appropriate equals the number of partially appropriate items. However, to ensure a quality inclusive story reading experience that allows for effective, autism-friendly social skills teaching, the teacher or story reader needs to consider meeting the adaptation requirements for each storybook, irrespective of its classification, and identify the autistic individual´s unique set of weaknesses, enhanced abilities and (anti-)social behavior patterns prior to selecting a storybook for a group story reading.
Ključne besede: autism, inclusive education, social skills teaching, storybooks, story reading
Objavljeno v DKUM: 16.11.2023; Ogledov: 488; Prenosov: 26
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2. Student self-evaluation of seminar activitiesDarinka Sikošek, 2009, izvirni znanstveni članek Opis: This study is focused on the curricular innovations of methodological subjects for acquiring of teachers competences at undergraduate education where students as prospective chemistry teachers serve as a goal group. The redesign of seminar as an essential curricular form is based on consistent consideration of topical didactic principles. Research into the optimal performance of seminar work focuses particularly on their organisation, methodology and evaluation. These three model parameters serve to implement student seminar activities in accordance with Bologna teachers competences. Using the descriptive empirical method for students self-evaluation of seminar work defined in methodological subject module of three subjects (Didactics of Chemistry, Experiments and Natural Activities-Mentroship) some efforts in bettering the competence mastery over.
Ključne besede: education, teaching skills, teaching competences, student autonomy, didactic principles, process learning, seminars
Objavljeno v DKUM: 19.12.2017; Ogledov: 1699; Prenosov: 69
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3. Student self-evaluation of co-lecture activitiesDarinka Sikošek, 2009, izvirni znanstveni članek Opis: This article argues a greater stress to student-centered, active-learning approaches in teacher education beginning already in lectures by the subjects of DCEM methodological module. Our approach in increasing lecture's activity of students is involving them as teacher's co-lecturers. In order to monitor the efficiency and quality improvement of their outcomes-teacher's activities, we make use of the students' co-lecturers, as well as students-listeners feedback, which continuously takes place at the end of a program of specific curricular units. Students self-reflections are confronted with teacher's trainer noticings. Some significant findings are interpreted in compliance with teacher competences. CO-lecture's activities are valued regarding to optional AADIDG didactic principles.
Ključne besede: education, teaching skills, teaching competences, student autonomy, self-evaluation, student-colecturers
Objavljeno v DKUM: 19.12.2017; Ogledov: 1722; Prenosov: 82
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4. Supporting learning skills in visual art classes : The benefits of teacher awarenessHelen Arov, Anna-Liisa Jõgi, 2017, izvirni znanstveni članek Opis: This study focused on middle school art teachers supporting the development of students' learning skills, specifically their awareness of the framework of learning skills. It also looked at the relations between the teaching practices teachers use for supporting learning skills and students' learning motivation in art classes. The study combined qualitative and quantitative research methods. The class observations and interviews were conducted with ten Estonian middle school art teachers. One hundred and forty-eight students from the observed classes filled out the learning motivation questionnaire about their interest and achievement goals in visual arts. The study draws attention to the importance of teachers being aware of and valuing learning skills alongside subject specific knowledge, as it could enhance students' autonomous motivation and support adaptive goal setting.
Ključne besede: learning skills, learning motivation, teaching practices, middle school, art education
Objavljeno v DKUM: 13.11.2017; Ogledov: 1912; Prenosov: 239
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5. PRIMER ICT : a new blended learning paradigm for teaching ICT skills to older peoplePeter Kokol, Gregor Štiglic, 2011, objavljeni znanstveni prispevek na konferenci Opis: As the `third age' of human life becomes noticeably longer, the opportunity for elderly to obtain new skills reduces the tendency to consider this period of life as being disadvantaged. Hence, the fundamental aim of the project PRIMER-ICT was to educate older people in four participating countries (Slovenia, Ireland, UK and Austria) in Information and Communication Technologies (ICT) skills/practice by using an inter-generational and multisectoral approach empowering elderly to use ICT on everyday basis to improve their quality of live and to re-engage them in the society. To achievethis aim, students, primarily from health and ICT related fields have been recruited to become `trainers/teachers'. These students in turn have and will utilise acquired skills and knowledge to help train multipliers (community nurses, nurses in elderly homes, family members, volunteers from different sectors/ages, elderly), who in turn help training elderly.
Ključne besede: elderly, gerontology, ICT skills, teaching, quality of life
Objavljeno v DKUM: 05.06.2012; Ogledov: 3025; Prenosov: 100
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