darjo felda (8 risultati)

Softcover. Condizione: neu. 1. Auflage. Studien zur Schulpädagogik, Band 93 118 pages. The scientific monograph entitled Classroom Climate: Student and Teacher Perceptions comprises the theoretical and empirical sections. The theoretical section focuses on the justification of the school"s role of a place that encourages the development of the student"s potentials where we aim to highlight that the teaching and learning of contents prescribed by the curriculum are coupled with other processes that are important for an individual"s development and the development of society and are based on communication and interaction on various levels: between the students, between students and teachers, betwaeen teachers and other employees. We then focus on school climate that is an integral part of the school culture and which has been shown by extensive research to be strongly linked to the students" results. We also consider the classroom climate which is mainly marked by what is happening in the classroom, the classroom atmosphere, mood and environment. Further on, we highlight the importance of interpersonal relationships, interaction and communication in the classroom as important factors of school and classroom climate and we point out to numerous roles of a teacher and their competences. In the empirical section, we present the course and results of the survey involving 1,531 students from Slovenian primary schools and 348 teachers who teach at Slovenian primary schools. The results show that both students and teachers demonstrate a relatively neutral experience of the general classroom climate, students" peer relationships and the student-teacher relationship, whereby teachers rank all three competences higher than the students. We found that the students" perception of the general classroom climate, peer relationships and the student-teacher relationship differentiates subject to age and academic achievements. It turns out that older students and students with poorer academic achievements report a lower level of satisfaction with classroom climate, peer relationships and the student-teacher relationship. The teacher"s perception of classroom climate, peer relationships and the student-teacher relationship does not differentiate either subject to the stage of professional development or the professional title. The analysis also leads to the conclusion that there is a moderate to high level of correlation between the self-perception of the student"s relationship with peers and the relationship with the teacher, meaning that the students who experience relationships with other students negatively also experience the relationship with the teacher negatively.

Softcover. Condizione: neu. 1. Auflage. - in englischer Sprache - Studien zur Schulpädagogik, Band 95 124 pages. Different learning theories have attributed great importance to problem solving, but the perception of what influences the problem solving and what problem solving is really about differed significantly between theories. From the conception that only the reproduction of learned procedures is important for problem solving, to concepts advocating that the acquired specific knowledge suffices, that problem solving strategy is crucial, that automated mental skills play an important role, and to more complex concepts pointing out that the key is in the mere problem solving process where a student directs their thinking, operation and focus and evaluation of their own thinking. Also, the conception of the role of a teacher in problem solving has considerably changed: from a teacher 'teaching" students to solve problems, to the understanding that they only provide support with appropriate questions and direct the students" thinking. We wanted to explore influences on the achievements of students in the fourth grade of primary school in problem solving. Attitudes are often a phenomenon studied in teaching research, since they allow for an interpretation of relatively consistent ways of human behaviour and their forecasting. This is why we explored the attitudes of students towards problem solving in mathematics. The purpose of the study was to determine the achievements of students at different levels of knowledge in mathematics and impact of attitudes on these achievements. In our work we prove that there is a correlation between the attitudes of the students towards problem solving and their achievements. We investigated whether attitudes impact students" achievements on different levels of knowledge. We showed that there are no statistically significant impacts, at the level of the basic conceptual knowledge, however at the level of procedural knowledge, negative attitude adversely affects the achievements of students, while positive attitudes have a positive impact. Similarly, at the level of problem-based knowledge, a negative attitude adversely affects the view of students on problem solving, while positive attitudes have positive impact. The results indicate the need to develop and promote a positive attitude towards problem solving. It is also necessary to organise a learning environment which promotes cooperation among students and allows peer learning. In addition, learning situations, when students describe the problem-solving process, explain the way to solution and justify it, are encouraging a deep understanding of the problems and therefore lead to higher achievements in problem solving.

Softcover. Condizione: neu. 1. Auflage. Studien zur Schulpädagogik, Band 88 114 pages. For several decades now, the mathematics classes in Slovenian elementary schools have been too oriented towards mechanical learning of concepts and procedures, thus neglecting the understanding of said concepts and procedures. The pupils therefore do not see the usefulness of said knowledge, solving routine problems according to an introduced example rather than thoroughly reading the text of each task; furthermore, they are also not aware of the situation described in each of the tasks. The classes are not in line with the newest pedagogical and didactical findings. Rather than focusing on the experiences that the children have had before, the goal is to present mathematic content to pupils based on abstract foundations, thus interrupting the connection between mathematics and the real world. The curriculum for mathematics classes in elementary school was last updated in 2011. It states that mathematics is one of the basic courses providing numerous educational, informative, functional, formative and pedagogical tasks, while also playing an important role as a support course for other scientific, technical, sociological and humanist sciences (Žakelj et al., 2011). Furthermore, the curriculum allows us to understand that mathematics classes should encourage different ways of thinking, creativity, formal knowledge and skills, thus enabling the pupils to get to know the practically useful and meaningful side of learning maths. When learning mathematics, we should not only be focusing on the cognitive area of the personality of each of the pupils: instead, it is also important to consider the affective and the psychomotor areas, since the main reason for learning and teaching mathematics should be ist importance in the development of the comprehensive personality of each pupil (Ibid.).

Softcover. Condizione: neu. 1. Auflage. Studien zur Schulpädagogik, Band 86 112 pages. The statistical education should be in step with modern didactic trends, which recommend the use of statistics in relation to everyday life and thus develop and improve statistical literacy. But as statistics is made part of mathematics instruction, solving statistical problems tends to be dominated by mathematical thinking, emphasizing mathematical models, methods and procedures, with the techniques being more important than the statistical problem itself. There is not enough emphasis placed on understanding the problems or on a critical interpretation of the results - it seems that mathematics becomes an obstacle to understanding statistical problems, and such teaching certainly does not help improve statistical literacy. When preparing for our research study of mathematics instruction, within which statistics is taught, we discovered that grammar schools devote too little attention to statistical literacy, although there is some emphasis on the links between statistics and the real world. Doing statistical tasks procedurally and revising them with the use of procedures that students learn by heart often turns out to be less than successful, because students do not understand statistical concepts and are not aware of the purpose and effectiveness of the procedures. So we developed an approach that should enable students to make sense and be aware of statistical concepts during the procedure of solving statistical problems or resolving statistical problem situations. Using realistic problems taken from real life, students develop a critical attitude towards information they gain, create new strategies of solving statistical problems, develop abilities to interpret results and critical attitudes towards interpreting results, thereby developing and improving statistical literacy itself. The study we conducted showed that students" knowledge is deeper if they participate in creating the knowledge, as in so doing they relate it logically to their prior knowledge. The problems taken from students" everyday lives add to a more genuine relation of a problem situation to the students" critical thinking when looking for a suitable solution strategy. When working towards solutions, students include their non-formal knowledge and previously gained experiences.

Softcover. Condizione: neu. 1. Auflage. - in englischer Sprache - Didaktik in Forschung und Praxis, Band 88 122 pages. In real-world environments we are faced with large amounts of information that is found in newspapers, in magazines, on television, on the Internet, and elsewhere, and that is often presented in the form of tables or graphs. Today statistical data are, unfortunately, quite often abused, mainly because of lack of knowledge in statistics, as we cannot read statistical data appropriately and critically evaluate them. Nowadays knowledge of statistics is becoming a functional component of literacy. Learning and teaching of statistics in schools should be thus linked to real life so that students make meaning and become aware of the statistical concepts in the procedure of solving statistical problem situations or of solving statistical problems itself, which certainly contributes to raising the level of statistical literacy. In the booklet, some aspects of statistical literacy are presented and also a brief look at information literacy is addes as both literacies are closely connected. Despite the debate about the teaching of statistics in mathematics classes, statistics is widely a part of mathematical curriculum and mathematics represents the theoretical basis of statistics, but statistics can to a large extent be made sense of in the context of cross-curricular links, particularly through using it in various projects. Mathematical skills can help understand statistics, while for statistical literacy the feeling for numbers is needed, especially the skill of managing them, the feeling for estimation, the awareness of different interpretations, as well as the knowledge of different statistical concepts. An important goal of the approach to teaching statistics is increased engagement of students, releasing their energy for discovering the new and the unknown and the development of the abilities for the evaluation of the achievements which could result in a higher level of statistical literacy.

Softcover. Condizione: neu. 1. Auflage. - in englischer Sprache - Didaktik in Forschung und Praxis, Band 84 122 pages. Today mathematics is characterized by increasing orientation toward developing the ability of thinking, towards acquiring knowledge that has applicative value in everyday life, developing students" independence in learning, creation of the conditions that will foster the desire and need for learning the strategies of solving and investigating a variety of mathematical problems in the framework of problem situations. Solving problems represents one of the key competences assessed in international studies. The results of international assessments precisely have also been one of the reasons for changing the approaches to mathematics education, for shifting the focus from acquiring facts to the ability of solving problems and establishing solid connections of mathematics with real-life context. The main focus of mathematics education should be on extending and improving problem knowledge, whereas the necessary knowledge of "routines" and automatization of certain mathematical processes should be perceived by pupil as a useful aid when solving real or realistic problems. Although the didactics of mathematics identifies fundamental elements of problem knowledge (metacognition, communication, heuristic, standpoints and prejudices, expertise, etc.), it cannot be tightly defined how to teach these kinds of knowledge effectively. Our research has shown that a better quality of knowledge is to be expected from pupils who are actively involved in its acquisition in class: they systematically discuss their findings and concerns with their teacher and other classmates, and by listening to their teacher and classmates they obtain a different opinion or argumentation. Since the usefulness of mathematical knowledge will normally show in real situations, it is beneficial for pupils to experience realistic problem situations when acquiring mathematical knowledge. Pupils must be given opportunities to gain and master sustainable mathematical knowledge or, in other words, continually increase the level of mathematical literacy.

Softcover. Condizione: neu. 1. Auflage. Studien zur Schulpädagogik, Band 90 126 pages. As mathematics classes should encourage different ways of thinking, creativity, formal knowledge and skills, and enable students to know the useful and meaningful side of mathematics, it is necessary that the organization of classes contributes to a high student achievement. The high quality classes are focused as a combination of teaching and learning to reach an effective learning environment which requires the students to persevere and work hard and represents a challenge they can achieve through effort. By well-thought-out teaching configurations and teaching methods and by supplementing the traditional, problem-oriented and project-oriented classes we can strive for a more effective learning and teaching process. The project- and problem-oriented classes do acquire especially in the field of critical thinking, problem-solving skills, attitude towards learning, work habits and conceptual understanding which are all important qualities in knowledge society. We should be aware also of the positive climate for learning as the climate encompasses various affective aspects and influences the learning environment in an important manner. The research focused on the qualitative aspect of monitoring mathematics lessons to find the extent to which teachers design a stimulating learning environment that allows each individual mental activity and emotional commitment within different models of learning differentiation and individualization. It turned out that it is not so important whether the teaching takes place in homogeneous or heterogeneous groups, but if the teaching methods, teaching forms, organization of lessons, learning materials and atmosphere in the classroom are adapted to the students. When teaching and carrying out activities, the teacher should take into account the student"s abilities, prior knowledge, interests and ways of learning. Special emphasis should be dedicated on encouraging and enabling the student"s active co-creation of the learning process, developing the student"s motivation and responsibility for participation in the lesson. For the quality of lessons from the educational point of view, smaller groups are suitable, which enable the teacher to get to know the individual in more depth and to give the individual an appropriate place in the teaching process.

Softcover. Condizione: neu. 1. Auflage. - in englischer Sprache - Studien zur Schulpädagogik, Band 96 316 pages. The monograph »Contemporary perspectives on early childhood education and care« consists of ten chapters that theoretically and empirically address some of the key areas of quality of ECEC. In the first chapter »The preschool teacher: an important factor in promoting child development« we present how the education of preschool teacher profession has been developed and influenced in Slovenia. In the second chapter »Models for professional development of teachers« we present the models of professional development, specifically illuminated through lifelong learning and development of preschool teachers. In the third chapter »Professional development of early childhood education teachers« the presented research results suggest that preschool teachers are satisfied with the existing range of professional development programmes. In chapter four, cooperation with parents as an important factor of quality of ECEC, is compared among Slovene, Swedish and Finish (city of Helsinki) kindergarten curriculum. In the next, fifth chapter, the issue "from positive recognition toward justice in a participatory pedagogical approachâ is addressed as the thesis that equal opportunities for development, learning, and education in later life. The chapter »Realization of Children"s Participation at Meals in Kindergarten« brings an empirically based example of including of child participation in kindergarten routine. In the seventh chapter early childhood care and education and the importance of teachers' resilience from viewpoint of inclusion are addressed. Given the fact of increasing number of immigrant children, the eighth chapter deals with competences of preschool teachers in order to effectively address the challenges of educating immigrant children. In last two chapters, two specific challenges in pre-school education are addressed: the question of art (didactics of music) and the question of measuring current concepts in the field of ECEC, more specifically, mindfulness.