mara cotiä (4 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 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 - Didaktik in Forschung und Praxis, Band 80 140 pages. The questions of grouping students have always been present in the history of education with diverse intentions and according to different criteria. The researchers of education as well as teachers and pedagogues have tried to find out when the grouping should start and what the objective of grouping is, how it should be performed, and if students should be grouped into heterogeneous groups regarding their abilities or should they stay in homogeneous group. Furthermore, they ponder how long the period of grouping into homogeneous groups should last; and whereas some groups have systematic advantages and the others just disadvantages etc. In modern times, also called the knowledge society, the question arises how to help each individual to obtain quality knowledge and to be included into the usage of available human resources. Due to high teaching objectives and increased differences between students, the concerns about the form of grouping and implementation of teaching differentiation and individualization, respectively have become very important. Nowadays experts are concerned about differentiation and individualization, primarily how to recognize individual differences among pupils and how to provide quality and sustainable knowledge to all with adequate organization and didactic approach. The didactic principle of differentiation and individualization is very popular now. School should respond to the needs of differentiation considering the learning abilities of students and efficiently prepare students to enter the labour market on one hand while on the other school should contribute to the social integration and acceptance of different social values, knowledge included. The fundamental didactic challenge is how to ensure the high quality of educational process in classes on the systemic and on the operational didactic level along with taking care of creating the right social climate and relationships among pupils in classrooms. The monograph contains theoretical foundations and empirical research. The aim of the research was to analyse the effects of different forms of learning differentiation and individualization in the ninth grade of the primary school in Slovenia. Authors" aim was analyse two teaching forms of differentiation and individualization that are primarily chosen in mathematics education, i.e. teaching in homogeneous and heterogeneous groups. The efficiency was analysed from the point of cognitive aspects (results obtained in various examinations, subject grades etc.) and conative aspects (pupils" answers in surveys concerning teaching of the subject, attitude towards the subject, teacher-pupil relations etc.).