Iskanje po katalogu digitalne knjižnice

Opis: The quality of educational work is inextricably linked to many factors at the system, school, teacher, and student levels. This research was carried out within the project ‘Education of Teachers as a Factor of Providing High-quality Life-long Learning in the Learning Society/The Society of Fast Socio-economic Changes and Unsure Future’, funded by the Slove-nian Research Agency. This paper provides a basic overview of the char-acteristics of open instruction, an umbrella term that combines active and learner-centred didactic strategies. The empirical section focuses on the use of didactic strategies. The survey was carried out with 1,536 primary school4 pupils in Grades 7 and 9 and 263 of their teachers. Both pupils and teachers cited problem-based learning and research-based learning as the most commonly used didactic strategies, while project-based learning was the least frequently used. Despite the agreement on the most and least frequently used didactic strategies, there are statisti-cally significant differences between pupils’ and teachers’ perceptions of all selected didactic strategies. Teachers reported that they used these strategies more often than was perceived by their pupils. We also found a statistically significant impact of better learning performance on the perception of certain didactic strategies. The results of the study raise new research questions, especially in the design of more detailed analy-ses of the use of didactic strategies in pedagogical practice.
Ključne besede: academic performance, didactic strategies, primary school, pupil activity
Objavljeno v DKUM: 14.08.2024; Ogledov: 76; Prenosov: 11
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Opis: After the appearance of the first smartphones in 2007 and shortly thereafter, tablets became not only useful communication tools, but also objects that function as life organisation units. However, although they are ubiquitous, their actual and potential role in biology education has not been sufficiently explored. The objectives of the survey were to investigate the recent use of smartphones in the last two grades of Slovenian comprehensive school by 14- to 15-year-old students, their satisfaction with them for educational purposes, and the perceived impact on the quality of schoolwork in biology classes. Based on the responses of 313 lower secondary school students, we can conclude that by the end of compulsory education, almost all of them have used smartphones and tablets for educational purposes to some extent, even if the reported use in different school subjects is low. Based on structural equation modelling, which examines the influence of the constructs of support, perceived usability, perceived ease of use, attitudes, and perceived pedagogical impact on the quality of smartphone-based schoolwork, it can be concluded that only perceived pedagogical impacts and perceived usability impacted quality, leading to the conclusion that additional efforts should be made to explore their full potential and the gaps that should be addressed through formal education. Leaving students to their own devices is the worst solution, resulting in a permanent lack of skills, such as the ability to select and interpret information provided through the media.
Ključne besede: attitudes, biology education, quality of schoolwork, secondary school students, smartphones, tablets
Objavljeno v DKUM: 05.06.2024; Ogledov: 136; Prenosov: 8
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Opis: With globalization, the establishment of private international schools has increased, particularly in nations with large migrant populations. These schools are affiliated to accreditation bodies from their respective country of origin for curriculum and assessment, although they may also be subject to certain norms within host countries. effectuates the official curriculum defined by the accrediting institution into the actual curriculum within the classroom. Although this reflects on all courses taught, it has wider implications in the effectiveness of Human rights education (HRE). This paper investigates key factors that determine the effective implementation of HRE by teachers in international schools, using the case study of Indian schools in Kuwait. By developing the 3I model (Introduction, Interpretation, and Implementation), the researchers determined the causative linkages in the structure and effectiveness of school curriculum for HRE, measured with exploratory factor analysis and structural equation modelling. The results indicate that human rights are not adequately addressed in the official curriculum and the teachcomprehension of human rights influences the application of HRE in the actual curriculum, which may present scope for bias and subjectivity.
Ključne besede: human rights, human rights education, international schools, Indian school curriculum, Kuwait
Objavljeno v DKUM: 12.04.2024; Ogledov: 265; Prenosov: 20
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Opis: School-based health promotion interventions (HPIs) are commonly used in schools, but scientific evidence about the structures of effective interventions is lacking. Therefore, we conducted a mixed methods systematic literature review to recognize the HPI structures related to their effectiveness. Based on the inclusion criteria, 49 articles were selected for the literature review. The articles, published in 2011–2022, described 46 different school-based interventions conducted in 20 different countries. The average duration of the interventions was 12 months, and they were implemented mostly with an RCT study design (61.2%) and by targeting children (69.4%). Three main groups of interventions were identified and explained: (1) extensive and long-term interventions; (2) school policy-changing interventions; and (3) highly effective interventions. Effective school-based HPIs included multiple target groups, multiple providers with external experts, and an efficient duration and timing of follow-ups. The implications for educational research and school practice are presented. Evidence on the effectiveness of health-related interventions is still lacking and needs to be addressed in further studies.
Ključne besede: education, school health, health promotion, health education, intervention effectiveness, systematic literature review, mixed methods review
Objavljeno v DKUM: 21.03.2024; Ogledov: 299; Prenosov: 19
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Opis: Research shows that education increases environmental attitudes, yet there is a lack of studies examining young people’s attitudes and the role of various educational characteristics in youth’s environmental engagement. The main aim of our study was to examine how several educational characteristics of young people and their parents impact youth’s environmental attitudes. We employed a survey sample of 14–34-year-olds (N = 1508; Mage = 19.25 years) collected in January 2020. The impact of five educational variables was tested: maternal and paternal educational level; students’ educational stage (primary, secondary and tertiary school students); educational track of secondary students (vocational, professional and general); and youth’s educational status (currently in education vs. not in education). We controlled for several demographic and economic confounding factors in multivariate analyses. These indicate significant between-track differences in environmental attitudes among secondary school students, while educational status and educational stage have no significant impact on environmental attitudes. In addition, the father’s (but not the mother’s) education increases Slovenian youngsters’ environmental attitudes. As findings indicate significant differences between educational tracks of secondary students independent of their parental education and other personal and family characteristics, educators may want to revise vocational and professional secondary school syllabuses to include an increased number of environmental, climate change and sustainability topics.
Ključne besede: environmental attitudes, educational characteristics, school track, parental education, young people
Objavljeno v DKUM: 16.02.2024; Ogledov: 397; Prenosov: 25
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