Searching for information on the internet: how do elementary school students use search engines on the webUroš Drnovšek
, 2009, izvirni znanstveni članek
Opis: The Internet has become one of the most popular sources of finding diverse information, even among elementary school students. One of the primary goals of our research was to closely observe students' web searching strategies while they searched for knowledge about life science. We then analyzed different variables, such as the number of keywords students used when they were searching, time spent browsing different web pages, time spent selecting web pages, etc. We measured students' success in completing different web searching tasks and tried to find some factors that are important that led to this success. Students had the most success with the fact-finding task, while research-oriented and semi self-generated tasks proved to be much challenging. Most students were satisfied with the information they got within the first two search attempts and, on average, they browsed only three websites per task. Age was an important factor in determining students' overall success and time for browsing the web.
Ključne besede: internet, search engines, seeking information, elementary school students, educational technology
Objavljeno: 21.09.2017; Ogledov: 163; Prenosov: 29
Celotno besedilo (748,87 KB)
Who says they don't read? Slovene elementary school students' reading motivation in EFLAnja Pirih
, 2015, izvirni znanstveni članek
Opis: A typical (Slovene) teenager today no longer finds reading materials on the book shelves in the local library, but forms a reading list of electronic sources, very often in English. However, in contrast with an abundance of studies focusing on first language (L1) reading strategies and motivation, not a lot of literature can be found on reading motivation in a foreign language, even though it is perceived as one of the most important factors influencing second language (L2) development. The aim of this research is to determine the influences on reading motivation in English as a foreign language in the group of young teenagers (11-14-year-olds) and a possible transfer of L1 reading attitudes to L2 reading. The theoretical framework relies on Wigfield and Guthrie's (1997) self-efficacy theory and Day and Bamford's (1998) expectancy value model. The data obtained from 197 questionnaires give an insight into not only the frequency of reading in English and the type of reading materials, but also the factors influencing teenagers' reading motivation in EFL.
Ključne besede: reading motivation, elementary school learners, transfer of reading attitudes
Objavljeno: 12.10.2017; Ogledov: 196; Prenosov: 44
Celotno besedilo (898,25 KB)
Children's literature, teachers and integrative educationMetka Kordigel Aberšek
, Marija Ropič
, Vlasta Hus
, 2009, izvirni znanstveni članek
Opis: The paper represents the results of a quantitative research performed at the Faculty of Education, University of Maribor. The aim of the project was to establish the implementation of the concept of integrative education, which was recommended for the first triennium of elementary education in Slovenia in the 90s. The essence of Slovene integration concept should be the following: focusing on the structure and the process of child's assimilation as well as accommodation in/of the structure, his/her ability to communicate the content of the structure and his/her ability to express the process of changing the structure. Our results show that the majority of teachers follow the recommended curriculum guidelines for integration as the main didactical concept for teaching in the first triennium of elementary school taught as a part of the compulsory Teacher training program - teaching in the first triennium. Nevertheless a big proportion of elementary school teachers (year 1-3) are not entirely aware of the criteria that should be used for integration in the educational process. The same elementary school teachers have difficulties (aware or unaware) with the process of planning and performing the integration concept in the classroom.
Ključne besede: education, primary education, integrated lessons, elementary school, teacher training
Objavljeno: 15.12.2017; Ogledov: 185; Prenosov: 13
Celotno besedilo (911,83 KB)
The integration of the subject environmental studies with other subjectsVlasta Hus
, 2009, izvirni znanstveni članek
Opis: The author of the present paper first theoretically describe the didactic concept of integrated lessons, then layout the discussions on integrating lessons in subject Natural and social studies (now Environmental studies) with lessons in Slovene subject. In the empirical part she demonstrate the attitude of teachers in the first triad toward integrated lessons and how the subject Environmental studies is included into this concept. The findings show that the teachers included in the sample had different opinions about integrated lessons. They saw one of the basic advantages of integrated lessons compared to classical ones in the linking of the lessons with the pupils' lives. In the integration of the subject Environmental studies with other subjects, the subject Slovene language plays an important role. Teachers, however, cannot find connections with some of the subjects, despite the fact that they are defined in the national curriculum. The teachers claim they have greatest difficulties in the phase of planning integrated lessons.
Ključne besede: education, primary education, integrated lessons, elementary school, environmental studies
Objavljeno: 19.12.2017; Ogledov: 206; Prenosov: 34
Celotno besedilo (860,07 KB)
Elementary school teachers’ attitudes towards the importance and use of teaching methods in visual arts educationZlata Tomljenović
, 2018, izvirni znanstveni članek
Opis: The quality of the teaching process in visual arts largely depends on a creative and effective combination of both general and subject-specific (visual arts) teaching methods. The aim of this study was to determine in- service teachers' perceptions of the features, specifics, importance and objectives of teaching methods in visual arts education, as well as their perception of the importance of visual arts as a school subject. The research was conducted on a sample of 373 Croatian elementary school teachers. A correlation was determined between the following variables: “teachers' work experience”, “teachers' perception of the importance of visual arts education” and the variable: “use of teaching methods in visual arts classes”. Findings have implications for modernizing and improving school practice; they also suggest further research in this area.
Ključne besede: learning, teaching, interactive approach, generic teaching methods, subject-specific teaching methods, elementary school teachers, teaching strategies, visual arts
Objavljeno: 14.05.2018; Ogledov: 161; Prenosov: 19
Celotno besedilo (498,08 KB)
Oral Assessment of English in the Third Cycle of Slovene Elementary SchoolsMartin Pobežin
, 2018, magistrsko delo
Opis: The thesis Oral Assessment of English in the Third Cycle of Slovene Elementary Schools consists of two sections – theoretical and empirical. The aim of the former was to analyse the various factors that contribute to successful oral assessment. Oral assessment differs from others in its execution, since it is conveyed by word of mouth. This creates authentic communication between the two groups of participants – learners and the teacher. However, both have to fulfil their roles. Firstly, the learners’ task is to prepare well for the assessment and act respectfully towards the assessor. Secondly, the teacher must produce adequate criteria and tasks which meet the principles of reliability and validity. In the empirical section, we present how the oral assessment of English is executed in the third cycle of Slovene elementary schools by examining two groups of participants – teachers of English and third-cycle learners. It was established that learners prefer oral assessment, whereas teachers either remained undecided or claimed that they preferred written assessment. The general dislike of the oral form among teachers can be explained by their observations about lack of time. Consequently, many learners reported the common use of writing of the answers as a form of oral assessment, whereas the majority of teachers denied such claims. Interviews and presentations remain the two most commonly used forms of oral assessment; in addition, they are also the most popular among both groups of participants. All in all, a significant body of the learners claimed they would not change anything about the current process of oral assessment, which suggests that many curricular elements are adequately selected and executed.
Ključne besede: oral assessment, learners, teacher, English, elementary school
Objavljeno: 08.01.2019; Ogledov: 60; Prenosov: 0