Iskanje po katalogu digitalne knjižnice

Opis: This review examines the implementation of computer science (CS) unplugged activities in K–12 education, focusing on their impact on educational outcomes, student motivation, and teacher perceptions. A total of 32 relevant studies published between 2009 and 2025 were analysed, including journal articles, conference reports, and book chapters. The findings suggest that CS unplugged generally improves computational thinking (CT) skills, particularly among younger learners and those who have not yet experienced programming concepts. Students often report greater engagement and less anxiety about coding, while teachers appreciate the cost-effective and flexible nature of unplugged lessons. However, inconsistencies are evident in the long-term retention of concepts and the degree of transfer to more advanced or “plug-in” programming tasks. The effective integration of CS unplugged activities often depends on sound teacher training and alignment with broader curriculum objectives. These findings highlight the potential of CS unplugged to improve early computer education, but also highlight the need for longitudinal studies, standardised assessments and systematic transitions from unplugged to digital practice. Given the substantial heterogeneity of study designs and outcomes - and, critically, the inconsistent operationalisation of CT alongside non-standardised testing metrics across studies - we did not aggregate effect sizes; consequently, a formal meta-analysis was not methodologically feasible.
Ključne besede: CS unplugged, K-12 education, computational thinking, student motivation, teacher perspective, narrative review
Objavljeno v DKUM: 13.01.2026; Ogledov: 0; Prenosov: 0
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Opis: This paper presents a hybrid knowledge-based expert system (KBES) designed to predict crack incubation and fatigue life in gear design, serving as both a research tool and an educational resource. While crack growth and initiation are well understood, crack incubation remains a challenging area. The presented expert system (KBES) integrates a novel mathematical model for crack incubation based on analogy and defect analysis principles with an optimization algorithm for gear design. The system uses genetic algorithms to optimize gear parameters, demonstrating a 5-10% deviation from experimental values in a specific gear design problem case study. Based on this KBES and a hybrid approach, we developed a learning environment based on an intelligent tutoring system (ITS) which serves older students (MSc and PhD) as a learning environment for the acquisition of knowledge and, above all, for the development of an in-depth understanding of the phenomena that occur both during incubation and initialization and during the further propagation of cracks in the root of the gear tooth, which is the basis for determining the lifespan of gear transmissions.
Ključne besede: fracture mechanics, principle of universality, crack incubation, gear assemblies, expert system, inteligent tuturing system, engineering education
Objavljeno v DKUM: 13.01.2026; Ogledov: 0; Prenosov: 0
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Opis: Developing computational thinking in early primary education has gained increasing attention, with unplugged methods recognised as particularly effective for young learners. However, teachers' assessment of computational thinking, especially through process-oriented approaches, remains underexplored. The present study investigates how the participating Slovenian primary school teachers assessed computational thinking practices and students' engagement during an unplugged activity based on Bebras Challenge tasks. The results show that the teachers most frequently identified algorithmic thinking, pattern recognition and debugging, while decomposition and abstraction were observed less commonly. The activity received high ratings regarding the students' motivation and engagement, which several of the teachers attributed to the fact that it was conducted outdoors and involved physical movement. Collaboration and communication were also positively evaluated, although some teachers noted that competitiveness occasionally distracted the students. Overall, the findings support the feasibility of using process-oriented observation to assess computational thinking practices in unplugged settings, highlighting the need for targeted professional development to help teachers implement and assess computational thinking meaningfully. These insights contribute to the growing body of research on computational thinking assessment in primary education, underscoring the importance of providing teachers with structured support and context-specific tools.
Ključne besede: assessment, computational thinking, primary school, STEM education, unplugged
Objavljeno v DKUM: 23.12.2025; Ogledov: 0; Prenosov: 2
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Opis: Youth education is key to building skills and awareness for meaningful change that leads to a sustainable future. The main objective of the survey was to identify the most commonly used teaching methods and to explore Montenegrin students' reflections on the importance of and satisfaction with the teaching of Education for Sustainable Development (ESD) in 9-year compulsory school subjects. The data was collected between September and November 2022 using an online application, with 705 students responding. The results showed that traditional teaching methods, characterised by teacher-centred instruction and passive student engagement, are still the predominant approach in compulsory education, indicating a gap between current practices and the holistic learning objectives of the ESD guidelines. Secondly, the study showed that the Native language had the greatest influence on students' sustainable habits, followed by biology, geography, maths, and nature. This suggests that the number of lessons per week can influence students' ESD knowledge, although subjects with fewer lessons can still have an impact if they are centred on ESD topics. The third conclusion is that students were equally satisfied with the ESD knowledge acquired in all subjects. The results underline the urgent need for student-centred methods that focus on connecting students with nature, for more hours per week in ESD-related subjects, and for a stronger inclusion of ESD content in general-taught subjects.
Ključne besede: ESD, teaching methods, subjects, importance, satisfaction, students
Objavljeno v DKUM: 23.12.2025; Ogledov: 0; Prenosov: 0
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Opis: The European Union (EU) has implemented several strategies, including the zero-waste initiative, to minimize waste generation and enhance resource efficiency. Slovenia demonstrates this policy with the “Zero Waste Municipalities” project, which has shown notable success, but also highlights opportunities for further improvement. This study assesses the effectiveness of zero-waste initiatives and municipal solid waste management (MSWM) strategies across Slovenian municipalities using Material Flow Analysis (MFA) and Life Cycle Assessment (LCA). MFA results from eight municipalities indicate that biowaste (averaging 42.49 %) and paper (21.78 %) constitute the largest fractions of collected municipal waste. LCA results highlight that, on a per capita basis, environmental impacts in urban areas are generally lower than in rural areas for glass, wood, biowaste, and plastic waste streams, but higher for metal and paper. Scenario modelling for Ljubljana demonstrates that meeting the EU recycling targets for 2025 and 2030 would lead to substantial reductions in environmental impacts—especially in terms of Global Warming Potential (GWP) and Abiotic Depletion Potential (ADP). Specifically, achieving the 2030 targets could reduce CO 2 emissions from paper, plastic, and wood waste by 52 %, 25 %, and 77 %, respectively, compared to current baseline recycling ratios. The integration of MFA and LCA provides a comprehensive and quantitative assessment and insight into current waste management practices in Slovenian municipalities, accelerating a transition towards zero waste and circular municipalities. The findings offer valuable information for decision-makers, researchers and stakeholders aligning local waste management strategies with broader EU objectives.
Ključne besede: zero waste initiatives, material flow analysis, life cycle assessment, municipal solid waste management, environmental impacts, Slovenia
Objavljeno v DKUM: 19.12.2025; Ogledov: 0; Prenosov: 0
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