Iskanje po katalogu digitalne knjižnice

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: 3
Celotno besedilo (1,88 MB)

Opis: This study explores the readiness of 233 teachers, comprising 124 in-service teachers from diverse Slovenian schools and 109 pre-service teachers from two faculties, to integrate humanoid robots - defined as robots with human-like features and capabilities - into educational settings. By evaluating attitudes, along with perceived benefits such as challenges including technological accessibility and ethical concerns, the study assesses readiness across teaching status (in-service vs- pre-service) and levels (primary vs. secondary). Utilizing Mann-Whitney U test and two-way ANOVA, findings reveal moderate readiness without significant differences between groups, but a wide range of individual attitudes. The results suggest the necessity of further research to explore the link between perceived readiness and effective integration strategies, including the development of ethical guidelines and support mechanisms for teachers. This contribution highlights the importance of a collaborative approach to integrate humanoid robots responsibly and effectively into educational environments.
Ključne besede: educational technology, new technologies, primary school, secondary school, teacher readiness
Objavljeno v DKUM: 17.09.2025; Ogledov: 0; Prenosov: 2
Celotno besedilo (572,61 KB)
Gradivo ima več datotek! Več...

Opis: This study seeks to evaluate the impact of integrating elements of arts and humanities education into the topic of STEAM on the formation and development of students’ competence. The paper suggests a procedure for teaching STEAM subjects using design thinking approaches. Then, technology-related lessons were covered in practical pedagogical activities for grade 3 pupils at three primary schools in Hai Phong, Vietnam. The findings demonstrate that the suggested STEAM subject teaching methodology is workable and helps students develop eight distinctive behavioural markers of technical competence. As a result, this study offers primary school instructors a strategy for implementing STEAM instruction.
Ključne besede: STEAM education, design thinking, tehnical competence, technology in primary school
Objavljeno v DKUM: 29.07.2025; Ogledov: 0; Prenosov: 6
Celotno besedilo (844,81 KB)
Gradivo ima več datotek! Več...

Opis: The present study investigates teachers’ views on their experience as digital actors in the context of Greek educational policy. The interview was used as a tool for data collection. Findings revealed that the teachers in our survey highlighted the shortcomings of the Greek educational approach in terms of material and technical infrastructure and the training of teachers regarding ICT. Through this new digital context of education, teachers conceptualize their competence and self-efficacy, their self-perception, and their emotional response to integrating new digital tools into teaching practice.
Ključne besede: primary school teachers, ICT, digital inequalities, Greece
Objavljeno v DKUM: 29.07.2025; Ogledov: 0; Prenosov: 2
Celotno besedilo (378,76 KB)
Gradivo ima več datotek! Več...

Opis: The main purpose of the study is to examine the views of classroom teachers on the teaching of critical thinking. It is a qualitative study. The data are collected through a semi-structured interview form. 13 classroom teachers are the study group of the research. Descriptive and content analysis is also used in the analysis of the data. According to the findings, teachers believe that critical thinking is a teachable skill and they know how important their roles are in teaching this skill. However, teachers emphasized that skill training would not be possible without family support.
Ključne besede: teaching critical thinking, primary school, teachers’ views
Objavljeno v DKUM: 28.07.2025; Ogledov: 0; Prenosov: 2
Celotno besedilo (379,09 KB)
Gradivo ima več datotek! Več...