Iskanje po katalogu digitalne knjižnice

Opis: Despite numerous studies indicating the positive contribution of 3D modeling and printing (3DMP) in learning settings, its current educational use is still rather limited. For the adoption of 3DMP in classrooms, it is critical to understand the views and perceptions of teachers on such new technology. To better understand how teachers perceive 3DMP, a longitudinal study was conducted with 73 Montenegrin secondary school teachers. The study used the Hype Cycle for Emerging Technologies approach to examine changes in teachers' views and perceptions of 3DMP over four time periods: before a workshop on using 3DMP in teaching, immediately after the workshop, three months later, and one year later. Results showed that teachers were motivated to use 3DMP to keep up with new technological trends, create classroom materials, promote inclusion, and STEM learning, and improve students' learning outcomes. The peak of inflated expectations (immediately after the workshop) is characterized by excessively high teacher expectations of 3DMP in terms of perceived pedagogical impact (PPI), perceived usefulness (PU), and barriers (BAR), while teachers' anxiety (ANX) is low; trough of disillusionment (3 months after the workshop) leads to a significant decrease in teachers' positive views and perceptions of PPI, PU, BAR, but an increase in ANX; the slope of enlightenment (one year after the workshop) leads to a recovery in teachers' positive views and perceptions of 3DMP's contribution to PPI, PU, but also BAR, while ANX significantly decreases. These findings provide recommendations for teacher educators, policymakers, 3DMP developers, and future researchers to better support the use of 3DMP in education.
Ključne besede: 3D modelling and printing, hype cycle, secondary school, teachers
Objavljeno v DKUM: 26.11.2025; Ogledov: 0; Prenosov: 1
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Opis: The purpose of the master thesis entitled Understanding the Grammatical Category Aspect in Present Tense Forms and Past Tense Forms in Primary School is to determine whether primary school learners associate the forms of the simple present and past tense with the simple/indefinite aspect and the forms of the progressive present and past tense with the continuous/progressive aspect. This is crucial for building grammar knowledge of elementary school learners and applying that knowledge in real-life situations. English is becoming more and more integrated into our daily lives and in some cases is a prerequisite for achieving goals. Therefore, the need for learning and teaching English is also increasing. Teachers face the challenge of how to get the learners to actively participate and speak in a foreign language, and applying the grammar rules to achieve the understanding, not just the knowledge of rules. The theoretical part of the thesis presents English language on a global level with the distinction between L2 users. It further presents the language acquisition and language learning and the factors that affect the perception of the language. It describes different teaching methods, approaches and strategies that the teachers use in the classroom. Then the grammar is presented as various linguists describe and perceive it, based on the universal grammar hypothesis by Noam Chomsky. Further, the focus is on the indefinite and progressive form of aspect and the terminology of terminative and non-terminative verbs is presented. The formation and the uses of Present Indefinite/Progressive and Past Indefinite/Progressive are explained in detail as a base for the empirical part of the thesis. In the end of the theoretical part, the correspondences between the present and past tense referring to the universal truths and general statement, stative/dynamic verbs and limited actions is described. The empirical part presents the results of a research, conducted in March and April 2022 in two primary schools in north-eastern Slovenia. Learners of 7th and 8th grade were tested with the help of two questionaries. The first questionnaire (Present Simple vs Present Continuous) consisted of six questions plus one additional task. The first five tasks were completely practical; however, the first two tasks included a theoretical task, asking the learners to explain why the said time is used in that particular task. The last task and the additional task required a more complex thinking since the learners had to use their knowledge of grammar rules and their usage to successfully solve all the tasks on the questionnaire. The second questionnaire (Past Simple vs Past Continuous) consisted of six tasks in total. The first five tasks were practical, with task two and three additionally requiring the learners to write why they thought Past Simple or Past Continuous were used. The data was then analysed and presented in tables in terms of correctness/incorrectness and in the percentage of the answers given by learners. The results showed that learners learn grammatical rules according to the syllabus and mostly through drilling exercises, which resulted in the very high success rate of the practical tasks, but they achieved poor results on theoretical tasks, where they were required to show the understanding of those rules. The results also confirmed our hypothesis that learners relate the simple present and past tense with the simple/indefinite aspect and the progressive present and past tense with the continuous/progressive aspect. In the end, we compared the results of our study with the results of the study done by Kaja Podgoršek, since it covers a similar topic.
Ključne besede: teaching English, primary school, English tenses, English grammar, terminitative verbs, non-terminitative verbs
Objavljeno v DKUM: 16.10.2025; Ogledov: 0; Prenosov: 4
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Opis: This paper presents the results of a study conducted on seventeen first- to fourthgrade elementary school students, the aim of which was to examine the students’ perceptions and assessments of the importance of peer feedback and the ways in which peer feedback is carried out. This paper emphasizes the need to raise awareness of the basic skills that are necessary for effective peer feedback – the development of critical thinking, evaluation, observation skills, communication skills, the development of empathy, self-confidence, and the development of respect for others.
Ključne besede: learning process, peer feedback, school, student, teaching
Objavljeno v DKUM: 02.10.2025; Ogledov: 0; Prenosov: 6
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Opis: This master’s thesis examines the implementation of Sustained Silent Reading (SSR) in a Slovenian grammar school, focusing on student perceptions, effectiveness, tools, and material preferences in English (EFL) and German (GFL) classes. Over three weeks, 41 students participated in SSR, with their responses showing strong enjoyment (70% EFL, 60% GFL) but differing views on efficacy, where GFL students reported greater improvements. While SSR had a limited impact on home reading habits and attitude towards reading, smartphones significantly aided comprehension in GFL but distracted EFL learners. Students preferred physical books, particularly paperbacks, and genres like romance and crime. The findings emphasize that SSR was well-received in the new setting but requires much adaptation based on proficiency levels.
Ključne besede: SSR, EFL, GFL, grammar school, reading, materials, efficacy
Objavljeno v DKUM: 18.09.2025; Ogledov: 0; Prenosov: 10
Celotno besedilo (1,06 MB)

Opis: School is often the main source of stress and anxiety for adolescents. While stress can be a normal response to challenges, excessive and prolonged stress may result in fear of failure, feelings of inadequacy, and anxiety, with negative effects on well being and academic outcomes. This study investigated school-related stress among 268 high school students, focusing on general school stress, experienced anxiety in school-related situations, and students' responses to school stress, and differences by gender, grade level, and academic performance. School stress is widespread among high school students, and it is particularly acute in situations involving assessments. Mathematics was identified as the most stressful subject, while fatigue and nervousness were the most common psychophysical responses to stress among high school students. Female students, those in higher grades, and those with poorer academic performance experienced the most stress. Correlation analyses further confirmed strong positive associations between general school stress, situational anxiety, and stress responses.
Ključne besede: responses to stress, school stress, high school, Slovenia
Objavljeno v DKUM: 04.09.2025; Ogledov: 0; Prenosov: 10
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