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Title:Perceptions of didactic strategies among pupils and teachers in primary school
Authors:ID Mithans, Monika (Author)
ID Zurc, Joca (Author)
ID Ivanuš-Grmek, Milena (Author)
Files:URL https://cepsj.si/index.php/cepsj/article/view/1491
 
.pdf RAZ_Mithans_Monika_2024.pdf (1,76 MB)
MD5: EE305A0D678198BD33128EB5256DBDEB
 
Language:English
Work type:Article
Typology:1.01 - Original Scientific Article
Organization:PEF - Faculty of Education
FF - Faculty of Arts
Abstract: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.
Keywords:academic performance, didactic strategies, primary school, pupil activity
Publication status:Published
Publication version:Version of Record
Publication date:20.03.2024
Publisher:Založba Univerze v Ljubljani
Year of publishing:2024
Number of pages:str. 225-246
Numbering:Vol. 14, no. 1
PID:20.500.12556/DKUM-89838 New window
UDC:373.3.091.3
ISSN on article:1855-9719
COBISS.SI-ID:154108675 New window
DOI:10.26529/cepsj.1491 New window
Publication date in DKUM:14.08.2024
Views:76
Downloads:13
Metadata:XML DC-XML DC-RDF
Categories:Misc.
:
MITHANS, Monika, ZURC, Joca and IVANUŠ-GRMEK, Milena, 2024, Perceptions of didactic strategies among pupils and teachers in primary school. CEPS journal : Center for Educational Policy Studies Journal [online]. 2024. Vol. 14, no. 1, p. 225–246. [Accessed 6 January 2025]. DOI 10.26529/cepsj.1491. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=89838
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Record is a part of a journal

Title:CEPS journal : Center for Educational Policy Studies Journal
Publisher:Pedagoška fakulteta, Univerza v Ljubljani, Pedagoška fakulteta Univerze, Založba Univerze v Ljubljani, = University of Ljubljana Press
ISSN:1855-9719
COBISS.SI-ID:252707584 New window

Document is financed by a project

Funder:ARRS - Slovenian Research Agency
Project number:J5-9328
Name:Izobraževanje učiteljev kot dejavnik zagotavljanja kakovostnega vseživljenjskega učenja v učeči se družbi / v družbi hitrih družbeno - gospodarskih sprememb in negotove prihodnosti

Licences

License:CC BY 4.0, Creative Commons Attribution 4.0 International
Link:http://creativecommons.org/licenses/by/4.0/
Description:This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

Language:Slovenian
Title:Zaznavanje strategij pouka med učenci in učitelji v osnovni šoli
Abstract:Kakovost vzgojno-izobraževalnega dela je neločljivo povezana s številnimi dejavniki na ravni sistema, šole, učiteljev in učencev. Raziskava, katere del predstavljamo v tem prispevku, je potekala v okviru projekta Izobraževanje učiteljev kot dejavnik zagotavljanja kakovostnega vseživljenjskega učenja v učeči se družbi/v družbi hitrih družbeno-gospodarskih sprememb in negotove prihodnosti, ki ga je financirala Javna agencija za raziskovalno dejavnost Republike Slovenije (ARRS). Prispevek ponuja grob pregled značilnosti odprtega pouka, ki kot nadpomenka združuje aktivne in v učence usmerjene strategije pouka. V empiričnem delu smo pozornost usmerili v preučevanje pogleda učencev in učiteljev na uporabo strategij pouka v pedagoški praksi. V raziskavi je sodelovalo 1.536 učencev 7. in 9. razreda osnovne šole in 263 njihovih učiteljev. Ugotovili smo, da učenci in učitelji kot najpogosteje uporabljeni strategiji pouka navajajo problemski in raziskovalni pouk, najredkeje pa se po mnenju obojih pojavlja projektni pouk. Kljub enotnosti o najpogosteje in najredkeje uporabljenih strategijah pouka med učenci in učitelji prihaja do statistično značilnih razlik v zaznavanju vseh strategij pouka. Učitelji namreč navajajo, da omenjene strategije uporabljajo pogosteje, kot to zaznavajo njihovi učenci. Ugotovili smo tudi statistično značilen vpliv boljšega učnega uspeha na zaznavanje nekaterih strategij pouka. Izsledki naše raziskave odpirajo nova raziskovalna vprašanja, predvsem pri načrtovanju podrobnejših analiz uporabe strategij pouka v pedagoški praksi.
Keywords:učni uspeh, strategije pouka, osnovna šola, aktivnost učencev


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