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Slovenian Chemistry Teachers' Understanding of Project-based Learning
Hanija Bujas, 2020, magistrsko delo

Opis: Project-based learning (PBL) is a teaching method through which students gain knowledge and skills while working on a project for an extended period of time. They investigate and respond to an authentic, engaging, and complex problem. The popularity of PBL is constantly rising. However, PBL is hard to understand and therefore harder to implement in schools. In the master's thesis we wanted to understand how Slovenian chemistry teachers understand PBL, and how do they implement it in their teaching of chemistry or chemistry related subjects. We created a questionnaire on Google forms and distributed it to chemistry teachers of all Slovenian lower secondary schools and general upper secondary schools. We gathered 130 answers, out of which 95 were teachers who teach in lower secondary schools and 35 who teach in general upper secondary schools. According to the results, teachers barely understand PBL. A majority of teachers are convinced that they use PBL, when the results show that in practice they do not. Project-based learning is often confused for problem-based learning, which is the main confusion for the teachers. Our respondents believe that, because of extensive curriculum and lack of time, it is not possible to fully implement PBL in Slovenian schools.
Ključne besede: project-based learning, teachers, chemistry, understanding
Objavljeno: 29.10.2020; Ogledov: 166; Prenosov: 9
.pdf Celotno besedilo (1,28 MB)

Program comprehension for domain-specific languages
Maria 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: 06.07.2017; Ogledov: 1082; Prenosov: 266
.pdf Celotno besedilo (248,98 KB)
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Comparing general-purpose and domain-specific languages
Tomaž 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: 06.07.2017; Ogledov: 754; Prenosov: 111
.pdf Celotno besedilo (144,26 KB)
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New challenges of geography in cultural and institutional association within the European higher education area
Lučka Lorber, 2008, pregledni znanstveni članek

Opis: University of Maribor has in the last few years been an active partner in establishing and encouraging regional cooperation within Danube Rector's network and Alpe-Adria network. Geographers have helped form the policy and concepts of regional partnership and connecting of spatial projects and initiatives, particularly in the regions of Central Europe and Western Balkans. An example of good practice is the Central European network GEOREGNET, which enables mobility of professors and students and contributes to the understanding among people and cooperation in higher education. The new challenges of Geography in the establishment of Euroregions and formation of a European cultural area represent a new understanding of the importance of creating a network of institutional cooperation and education of geographers. Research and pedagogical work in the field of Geography enable development and implementation of internationally comparable post-graduate study programmes and research programmes. With the establishment of University Centre for Euro-Mediterranean Studies, Slovenia has assumed the responsibility and an active role in encouraging the cooperation of higher education institutions in order to accomplish the goals of the European higher education area and strengthen intercultural understanding, not only between the countries of Euro-Mediterranean region, but also in the sense of global regional associations.
Ključne besede: geography, regional partnerships, universities' networks, intercultural understanding, global associations, challenges of geography, Europe
Objavljeno: 21.12.2015; Ogledov: 523; Prenosov: 51
.pdf Celotno besedilo (151,03 KB)
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