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11.
Vzajemna povezanost vida in vezljivosti pri glagolih v slovenščini
Marjan Kulčar, 2017, doktorska disertacija

Opis: Namen doktorske disertacije Vzajemna povezanost vida in vezljivosti pri glagolih v slovenščini je raziskati glagolski vid v slovenščini in z njim povezano glagolsko vezljivost. Doktorska disertacija ima šest delov, tj. uvod, teoretični del, empirični del, sklepni del, preglednice ter seznam virov in literature. Vsebinsko najpomembnejši od teh so drugi, tretji in četrti del. Teoretični del doktorske disertacije predstavlja glagolski vid in čas ter glagolsko vezljivost, tvorjenost glagolov s posebnim poudarkom na predponskih obrazilih v povezavi s pomensko-skladenjsko podstavo, prikazane bodo vidskost in vrstnost glagolskih dejanj z vidika prislovnosti in faznosti predponskoobrazilnih tvorjenk ter različne vloge predponskih obrazil v predponskoobrazilnih tvorjenkah. Empirični del predstavlja raziskavo netvorjenih glagolov in izbranih glagolskih sestavljenk različnih pomenskih skupin glagolov ter vlogo predponskih obrazil pri spremembi glagolske vezljivosti, ki vezljivosti bodisi ne spreminjajo, jo zožijo ali razširijo; ugotavljalo se bo, kakšno je vezljivostno razmerje netvorjeni glagol : tvorjeni glagol : (skladenjsko)podstavni glagol. Na podlagi primerov bomo celostno in vzajemno sopostavili oblikoslovno (glagolski vid) in skladenjsko (glagolska vezljivost) kategorijo. Glagolski vid se bo tako potrjeval kot hkratna morfološka, leksikalna in skladenjska kategorija. Pri tem bomo opazovali (navadne) netvorjene glagole, predponskoobrazilno tvorjene glagole tako s prostimi predložnimi in zaimkovnimi glagolskimi morfemi (ločeno leksikalizirane in neleksikalizirane glagolske zveze s predložnim ali z zaimkovnim prostim glagolskim morfemom) kot tudi brez njih ter skladenjskopodstavne glagole. V sklepnem delu smo ugotovili, da je popolna vezljivostna prekrivnost med netvorjenimi glagoli, predponskoobrazilno tvorjenimi in (skladenjsko)podstavnimi glagoli možna le takrat, ko predponsko obrazilo tvorjenega glagola izraža samo faznost, npr. zasijati, ali perdurativnost, npr. pomisliti, saj samo levovezljivi netvorjeni glagoli po dodajanju takšnega predponskega obrazila ne doživijo dodatne desne vezave, kar je razvidno tudi iz (skladenjsko)podstavnega glagola.
Ključne besede: netvorjeni glagol, tvorjeni glagol, skladenjskopodstavni glagol, leksikalizirani in neleksikalizirani zaimkovni prosti glagolski morfemi, leksikalizirani in neleksikalizirani predložni prosti glagolski morfemi, blizu zgoljvidska predponska obrazila, abstraktni pomen predponskega obrazila tvorjenega glagola.
Objavljeno: 21.12.2017; Ogledov: 27; Prenosov: 13
.pdf Celotno besedilo (2,76 MB)

12.
Teaching ethics and critical thinking in contemporary schools
Bojan Borstner, Smiljana Gartner, 2014, izvirni znanstveni članek

Opis: Basic ethical questions, dilemmas and especially decisions do not only affect the life of an individual but can also affect lives of others. In some professional ethics, where decisions about a person's life or death are made, decisions can even be irreversible. In this contribution three ways of deciding by highlighting critical, and reflective decision-making or systematic thought process as the most effective method in ethics have been pointed out. Therefore, taking ethics as a critically reflective morality highlights the fact that we can talk about ethical exploration, so ethics is a process of thinking, not a set of established answers that need only to be passively accepted. It could be concluded that the study of and practice in, evaluating arguments and evidence (moral decision making) via critical thinking as well as using other important skills (raising questions according to Blooms taxonomy and doing a lot of case studies) is the best way to achieve the most fundamental goal in teaching an ethical course -- becoming a better person. And is therefore something that should be in every curriculum.
Ključne besede: authority, critical thinking, ethics, teaching ethics, decision making, intuitions
Objavljeno: 19.12.2017; Ogledov: 20; Prenosov: 0
.pdf Celotno besedilo (547,37 KB)

13.
Smart e-testing
Marjan Krašna, Tomaž Bratina, Branko Kaučič, 2012, izvirni znanstveni članek

Opis: A decade of experience with e-learning material production gives significant trends overview. From the perspective of ICT evolution this means very long time. E-learning is always closely coupled to ICT but with the distinction - it always lags behind the advancement in ICT. Among many unknown issues one thing is certain - e-learning permanently changes. From the past experiences prediction of immediate future e-learning is possible but the prediction for longer time is less accurate. In the article chronological e-learning achievements and their connections are presented in order to give an overview of trends in e-learning in Slovenia. But despite of the detailed past knowledge fundamental prediction error of e-learning future developments was made. Today's hot topics are not better e-learning materials, not even broad application of interactive boards but e-testing. Possible immediate future of e-learning is therefore application of intelligent e-testing systems. Intelligent computer assisted testing (CAT) is not the new topic in e-learning. It is object of many researches but it is not suitable for teachers. It is way too complicated for teachers to apply it successfully in their work. E-learning development process for intelligent computer assisted test production that suits teachers' competences is prepared and explained in the article.
Ključne besede: distance learning, knowledge assessment, learning management system
Objavljeno: 19.12.2017; Ogledov: 23; Prenosov: 0
.pdf Celotno besedilo (681,61 KB)

14.
Metacognitive accuracy and learning to learn
Karin Bakračevič Vukman, 2012, izvirni znanstveni članek

Opis: Metacognition belongs to higher-order mental processes and enables us to control, plan and accordingly regulate our own learning and problem solving process. In the present study we researched developmental changes in different reasoning domains and in metacognitive accuracy, which is considered as part of successful metacognitive monitoring/regulation, and as an essential element of self-regulated learning and learning to learn competence. The study involved 282 participants from four different age groups: 13-15-, 23-25-, 33-35- and 43-45- year olds. These participants solved tasks addressed to spatial, verbal-propositional and social reasoning, and evaluated their own performance on these tasks. To specify possible differences in metacognitive accuracy, the metacognitive accuracy index was computed. Results showed that metacognitive evaluations were accurate in spatial domain, less accurate in verbal-propositional and quite inaccurate in the social domain. The accuracy of self-evaluation increased with age and males were more accurate in their self-evaluations than females. Improvement of metacognitive accuracy with age is in tune with findings that metacognition becomes more effective with development and that people with age become more reflective and self-aware.
Ključne besede: reasoning, metacognition, metacognitive accuracy, self-regulated learning
Objavljeno: 15.12.2017; Ogledov: 55; Prenosov: 1
.pdf Celotno besedilo (488,20 KB)

15.
E-learning materials for social science students
Marjan Krašna, Tomaž Bratina, 2014, izvirni znanstveni članek

Opis: Today's student population is rightfully categorized as digital natives. From the beginning of their education, they used ICT. The technological gadgets, internet, and social networks are like a glove to them. Such generation of students require more than just textbooks. In the 2013 University of Maribor establish a task force for e-learning materials development. The goal was to identify the optimal technological, didactical and financial approach to the long process of e-learning materials development. Members of the task force have many workshops presenting different views, acquired experiences from their previous projects, technological constraints, prediction, etc. During these workshops it was decided it would be the best to prepare different types of e-learning materials and test them by the students. From their feedbacks we could set the guidelines for large scale production. At the Faculty of Arts, Faculty of Natural Sciences and Mathematics and Faculty of Education students needs to acquire also the digital competences to become successful teachers. For special didactics study programs different types of e-learning materials were produced with different technological approach. The concept was to upgrade the previous deliverables (PowerPoint slides) and narrate them. Narrated slides would enable students to refresh their lectures and should be used as blended e-learning materials. Narrations were prepared in different format: textual narration, voice narration and video narration. But later it was decided that these types are not enough and a mix of narratives (integrated multimedia learning materials) could be used on individual slides depending on the content of the slide. Students first receive the lecture in the classroom and in the same week they need to study associated e-learning materials and write their review of corresponding e-learning materials. In their review students were required to log the required time for studying the e-learning materials; benefits and drawbacks; potential improvement of e-learning materials; and open text of impression of using e-learning materials. Effectiveness and outcomes were tested with the electronic quizzes. Students were highly motivated with these new types of learning materials and provide us valuable feedback. Most efficient were text narrated learning materials, but the favourite was integrated multimedia learning materials. Video and audio narrations take them more time to study since they were constrained with the speed of speech of the recorded lecturer.
Ključne besede: design, distance learning, e-learning, learning materials, validation, verification
Objavljeno: 15.12.2017; Ogledov: 21; Prenosov: 1
.pdf Celotno besedilo (1,47 MB)

16.
Critical thinking in education
Janez Bregant, 2014, izvirni znanstveni članek

Opis: The study argues for the claim that a correct argumentation, i.e. a non-fallacious or good reasoning, should be the essential part of the education process, which is not always the case. The bad argumentation makes human standards and interpersonal relationships worse, and leads to the growth of social conflicts and an instable society. If the legislature, executive and judiciary branches of power did not listen to good arguments, our lives would not be as good as they are since the state might pass bad, dangerous and unjust laws. A person trained in critical thinking starting in their youth would be able to tell a difference between good and bad arguments and recognize the fact that accepting the former and dropping the latter is the only way to avoid the above mentioned negative characteristics of a society. By teaching pupils how to employ the prescribed standards of a correct argumentation using everyday examples helps them to avoid adopting certain views on the ground of their popularity, affections produced in observers, their popularity etc., which are classic examples of logical fallacies. An early training in critical thinking could make obvious the fact that, a democracy consisting among other things also in a social, racial and gender equality, after all, does not mean that sometimes left arguments win and sometimes the right ones, and that there is no difference between them in the long run.
Ključne besede: arguments, critical thinking, deduction, induction, validity
Objavljeno: 15.12.2017; Ogledov: 19; Prenosov: 1
.pdf Celotno besedilo (583,71 KB)

17.
Collaborative culture as a challenge of contemporary schools
Mateja Pšunder, 2009, izvirni znanstveni članek

Opis: Different authors stress that traditional culture is still the most common culture in schools. This culture prefers high educational goals, high expectations and productivity. Under such circumstances, there is no room for cooperation and helping each other. On the contrary, these stimulate competitiveness that causes tension between the participants. One of the fundamental aims of today's and future education is also to stimulate cooperation that provides each individual with the strength to come to known him or herself and to behave in accordance with his or her tradition and beliefs, while at the same time staying open to other and different people. This can be achieved only in a culture of good relationships that includes the values of tolerance, solidarity, critical thinking and independence. Research has shown that collaborative culture also has many other benefits over traditional culture reflecting itself in the well-being and effectiveness of teachers and students and also in the development of the institution as a whole. Nowadays, it is impossible to imagine effective schools without cooperation at all school levels. Since school culture is a relatively stable phenomenon, it takes a long time to change and such a change cannot be achieved with external orders. The most important initial step towards changing school culture is that all school staff realise its importance, influence and extent in creating an effective school. This can be a starting point and encouragement to think about the existing school climate, make plans for the future and find ways to change it.
Ključne besede: education, culture, multicultural education, democratic school, school culture, school climate, effectiveness
Objavljeno: 15.12.2017; Ogledov: 23; Prenosov: 3
.pdf Celotno besedilo (741,85 KB)

18.
Vloga in pomen medpredmetnega povezovanja geografije in sociologije s stališča gimnazijskih učiteljev geografije in/ali sociologije v Sloveniji
Alen Štandeker, 2017, magistrsko delo

Opis: V pričujočem magistrskem delu smo preučili tematiko medpredmetnega povezovanja (MP) in jo povezali z vključevanjem medpredmetnih vsebin pri pouku geografije ter sociologije v gimnazijah. Z razpošiljanjem delno standardiziranih elektronskih intervjujev in kvalitativno analizo pridobljenih podatkov smo izvedli raziskavo stališč na vzorcu dveh gimnazijskih učiteljev geografije ter dveh gimnazijskih učiteljic sociologije v Sloveniji. Intervjuvani učitelji so si enotni, da je MP geografije in sociologije pri pouku smiselno, kadar s tem največ pridobijo učenci. Trdijo, da je prevladujoč odnos drugih deležnikov, tj. sodelavcev in ravnateljev, izrazito naklonjen MP pri pouku. Trije od štirih intervjuvanih učiteljev MP med geografijo in sociologijo pri pouku praktično ne izvajajo. Delovna doba učiteljev ne vpliva na pogostost uporabe MP geografije in sociologije pri pouku. Intervjuvani učitelji se v okviru MP pri pouku srečujejo predvsem s tehničnimi ovirami. Nihče od intervjuvanih učiteljev pri načrtovanju MP geografije in sociologije ne uporablja učnega načrta (UN) predmeta, ki ga sam ne poučuje. Intervjuvani učitelji so imeli v karierah vselej možnost dodatnega strokovnega usposabljanja. Omenjeni zagovarjajo uporabo načela aktualizacije pri pouku in opozarjajo na nujnost posluževanja tega načela. V empiričnem oziroma praktičnem delu magistrskega dela smo analizirali učni načrt predmetov geografija in sociologija z vidika MP ter zapisali pet predlogov možnosti MP obravnavanih predmetov s poudarkom na aktualizaciji vsebine.
Ključne besede: medpredmetno povezovanje, geografija, sociologija, gimnazija, učitelji geografije, učitelji sociologije, učni predlogi
Objavljeno: 13.12.2017; Ogledov: 45; Prenosov: 8
.pdf Celotno besedilo (1,12 MB)

19.
Ustanovitev Murske republike v luči sočasnega časopisja
Natalija Cigut, 2017, magistrsko delo

Opis: Prekmurci so pred prvo svetovno vojno in v času velike vojne živeli v okviru avstro-ogrske monarhije. Prekmurje je pripadalo ogrski polovici države in vse do dualistične ureditve (1867) so Prekmurci živeli mirno vsakdanje življenje. Po uvedbi dualizma je bil pritisk madžarizacije vedno večji. Najbolj so se madžarizaciji upirali prekmurski katoliški duhovniki (Franc Ivanocy, Jožef Klekl st.), ki so za sabo potegnili tudi nekatere ostale Prekmurce. V času prve svetovne vojne se je tudi med nekaterimi prekmurskimi Slovenci pojavila želja po združitvi Prekmurja z matičnim narodom, vendar pa t. i. deklaracijsko gibanje ni dobilo večjega odmeva. Številni Prekmurci so namreč še vedno verjeli v obstoj dolgoletne habsburške vladavine. Prekmurje je po prvi svetovni vojni pripadlo Madžarski. V okviru nove madžarske države so Prekmurci ostali vse do avgusta leta 1919, ko je bilo Prekmurje priključeno h Kraljevini SHS. Sprva se prekmurski Slovenci niso vidneje zavzeli za ureditev svojega položaja, saj niso bili politično organizirani in tudi gospodarski ter socialni položaj Prekmurja je bil slab. Madžarska oblast je na vse možne načine skušala zajeziti vpliv »jugoslovanstva« in je skušala s t. i. vendsko teorijo prepričati Prekmurce, da niso Slovenci. Madžarska vlada je Prekmurcem obljubljala tudi avtonomijo, s čimer jih je želela obdržati znotraj svoje države. Vendar pa je bila želja Prekmurcev po združitvi z matičnim narodom vedno večja. Veliko sta k temu pripomogla Rudolf Maister ter Narodni svet za Štajersko. Slednji je organiziral shode, na katere so prišli tudi nekateri Prekmurci in se tam javno izrekli za Slovence ter zahtevali združitev Prekmurja z matično državo. Položaj Prekmurcev se je bistveno poslabšal v času komunistične oblasti na Madžarskem. Poleg slabega gospodarskega položaja se je povečalo tudi nasilje nad prekmurskim prebivalstvom. Rešitev prekmurskega vprašanja je obljubljal Vilmoš Tkalec, takratni namestnik ljudskega komisarja za Slovensko krajino. Njegovo delovanje v Prekmurju pa ni temeljilo na rešitvi položaja prekmurskih Slovencev, temveč je Tkalec želel pridobiti čim večjo avtonomijo Slovenske krajine, od koder naj bi se širila protirevolucija, ki so jo iz tujine vodili predstavniki predvojnega madžarskega režima. Njihov poglavitni cilj je bil padec komunistične vlade na Madžarskem in vzpostavitev starega reda. Pod pretvezo, da želi rešiti položaj prekmurskih Slovencev, je Tkalec obljubljal združitev Prekmurja oz. Slovenske krajine s Kraljevino SHS ali pa z Avstrijo. V ta namen je organiziral vojaške čete in 29. maja 1919 razglasil Mursko republiko. Slednja ni obstajala dolgo, saj si Tkalec ni zagotovil vojaške pomoči iz Avstrije ali Kraljevine SHS in je bil posledično hitro poražen. Murska republika je, kljub kratkemu obstoju, zamajala tla pod komunistično oblastjo. Po porazu Tkalčevih čet se je v Prekmurju znova vzpostavila komunistična oblast, ki pa je bila tokrat pri izvajanju oblasti doslednejša. Da bi se izognila novim incidentom, je pomilostila sodelujoče pri prevratu. Čeprav se je staro stanje na Madžarskem vzpostavilo hitro, pa je kmalu sledil padec komunističnega režima. V Prekmurju so oblast prevzeli predstavniki predvojnega režima, ki pa oblasti niso mogli vzpostaviti, saj so na pariški mirovni konferenci sprejeli, da Prekmurje pripade Kraljevini SHS.
Ključne besede: Prekmurje, Slovenska krajina, Murska republika, Vilmoš Tkalec, Madžarska sovjetska republika.
Objavljeno: 13.12.2017; Ogledov: 44; Prenosov: 6
.pdf Celotno besedilo (1,35 MB)

20.
Temperament v povezavi s socialnim vedenjem predšolskih otrok
Tjaša Rola, 2017, magistrsko delo

Opis: Temperament predstavlja pomemben dejavnik v razvoju socialnega vedenja otroka. V veliki meri je biološko osnovan, vendar je tudi od okolja in naše dejavnosti odvisno, kako se bo določena lastnost razvijala in izražala. Predšolsko obdobje je tisto, ko se lahko še veliko stori v smeri razvoja, zato je pomembno, da v tem obdobju otroke podpiramo v tistih značilnostih, ki se povezujejo s pozitivnimi izidi ter poskušamo preprečevati razvoj tistih, ki se povezujejo z negativnimi. Namen našega magistrskega dela je pojasniti vlogo otrokovega temperamenta v njegovem čustvenem in socialnem prilagajanju. Podatke smo pridobili s t. i. Vprašalnikom o socialnem vedenju otrok (SV-O) in z Vprašalnikom o otrokovem temperamentu (CBQ). V raziskavo je bilo vključenih 144 otrok, starih od 36 do 79 mesecev, ki obiskujejo enega izmed petih vključenih vrtcev. Rezultati so pokazali tendence, da se živahnost pozitivno povezuje s pozunanjenjem težav, vendar povezanost ni bila statistično pomembna. Pokazalo se je, da so otroci, ki izražajo več negativnega čustvovanja, tudi bolj anksiozni, nismo pa mogli potrditi statistične pomembnosti povezave med negativnim čustvovanjem in agresivnostjo. Rezultati so pokazali, da se plašnost pozitivno povezuje s ponotranjenjem težav, prizadevni nadzor pa s socialno kompetentnostjo in z le eno od dveh lestvic interakcije z odraslimi, in sicer s sodelovanjem; s samostojnostjo se ne povezuje statistično pomembno. Pokazala se je tudi zelo visoka negativna povezanost med ponotranjenjem težav in samostojnostjo. Prav tako je ugotovljeno, da ne obstajajo statistično pomembne razlike med spoloma v agresivnosti, kažejo pa se določene tendence v smeri trditve, da otroci, ki so pričeli obiskovati vrtec pred manj kot enim letom, izkazujejo več težav v splošnem prilagajanju kot otroci, ki obiskujejo vrtec več kot eno leto, vendar pa razlike med skupinama niso statistično pomembne. Izsledki raziskave so pomembni predvsem za identificiranje učinkovitih intervencij za otroke, ki imajo predispozicije za razvoj težav v socialnem razvoju zaradi svojih temperamentnih značilnosti.
Ključne besede: temperament, socialno vedenje, predšolski otroci, pozunanjenje težav, ponotranjenje težav, prizadevni nadzor, socialna kompetentnost
Objavljeno: 13.12.2017; Ogledov: 55; Prenosov: 18
.pdf Celotno besedilo (1,41 MB)

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