2009 - LETNIK 24
POVZETKI ŠTEVILKE 1

Dr. France Strmčnik

UČNA VSEBINA V FUNKCIJI PROBLEMSKO ORIENTIRANEGA POUKA

LEARNING CONTENT IN PROBLEM-BASED LEARNING CLASSROOMS

UDK 37.017 UDC 37.017
KLJUČNE BESEDE: problem, problemskost, učna kultura, sekvenciranje, značilnosti učne vsebine, (ne) abstraktnost učne vsebine, praktično učenje, operativno učenje, pojmovno učenje
KEYWORDS: problem, problematicity, learning culture, sequencing, characteristics of learning content, (non-) abstractness of learning content, practical learning, operative learning, concept learning
POVZETEK - Uvodoma orišem pojem učne kulture, ki je danes v ospredju, in ugotavljam, da problemski pouk ne le odlično izpolnjuje njene najpomembnejše postulate, marveč to kulturo tudi razvija. Sledi obravnava mikroanalize ali sekvenciranja učne vsebine, ki razkriva njene globlje logične in strukturne odnose, saj so za problematiziranje učne vsebine temeljnega pomena. Enako velja za značilnosti učne vsebine, kakršne so na primer kompleksnost, dinamičnost, intrasparenca in politelija. Sledi obravnava stopnje konkretnosti ali abstraktnosti učne vsebine, ki bistveno vpliva na problemskost in strategijo didaktične obravnave. S tega vidika namenjam več pozornosti praktični, operativni in pojmovni učni vsebini ter z njimi povezanim didaktičnim strategijam. Pri vseh treh oblikah učne vsebine in njim ustrezajočih didaktičnih strategijah odkrivam možnosti njihovega problematiziranja. ABSTRACT - In the introduction, I outline the concept of learning culture, a concept in the forefront today, and determine that problem-based learning not only fulfils its most important postulates, but that culture also develops it. Then there is a discussion on the micro analysis and sequencing of learning content that depicts its logical and structural relationships, which is the basis of problem-based learning. This is equally true regarding the characteristics of learning content such as complexity, dynamics, and non-transparency. Then I discuss the level of concreteness and abstractness of learning content that substantially influences the problematicity and strategy of didactics. From this viewpoint I dedicate more attention towards practical, operative, and content learning in connection with didactical strategies. With all three forms of learning content and suitable didactical strategies, I find the possibility of its problematicity.

Dr. Marjana Erženičnik Pačnik

SPODBUJANJE RAZVOJA OTROKOVEGA GOVORA

ENCOURAGING CHILD'S LANGUAGE DEVELOPMENT

UDK 37.015.31:808.54 UDC 37.015.31:808.54
KLJUČNE BESEDE: predšolski otrok, vloga vzgojitelja, dejavnosti za spodbujanje otrokovega govora v vrtcu, razvoj jezikovnih zmožnost, pripovedovanje zgodb
KEYWORDS: preschool children, the role of the nursery school teacher, activities for developing a child's speech in childcare, developing linguistic abilities, telling stories
POVZETEK - Prispevek prikazuje rezultate raziskave, katere temeljni namen je bil v praksi preizkusiti in dokazati učinkovitost eksperimentalnega programa za spodbujanje razvoja otrokovega govora. Pri oblikovanju programa za vzgojiteljevo spodbujanje otrokovega govora smo izhajali iz teoretičnih izhodišč in iz rezultatov, ki smo jih pridobili s pregledom vzgojiteljevih načrtov in priprav na vzgojno delo. Pri tem smo ugotovili, da so vzgojitelji pri načrtovanju dejavnosti za spodbujanje otrokovega govora usmerjeni predvsem v kvantiteto in v razvijanje receptivnih komunikacijskih dejavnosti, premalo pa načrtujejo različne dejavnosti, ki bi otrokom omogočile razvoj vseh jezikovnih funkcij in pridobivanje izkušenj v različnih komunikacijskih vzorcih. Na podlagi ugotovljenih pomanjkljivosti smo pripravili eksperimentalni program, s katerim smo dopolnili vzgojiteljevo delo v oddelkih otrok pred vstopom v šolo. Po polletnem izvajanju eksperimentalnega programa smo ugotavljali neposredne učinke programa na razvoj otrokovih zmožnosti pripovedovanja ob slikovnem gradivu. ABSTRACT - This articles presents the results of a research study that is grounded on testing within the field in revealing the efficacy of an experimental program for encouraging the development of children's speech. The design of the program for nursery school teachers' encouragement of children's speech was based on theoretical viewpoints as well as from results obtained from reviewing nursery school teacher's lesson plans. We determined that these lesson plans are oriented towards encouraging quantitative speech and the development of receptive communicative activities. Furthermore, it was determined that there was less planning of various activities that would provide the opportunities for the development of all language functions and in obtaining the experiences of various communicative patterns. Based on these findings, we prepared an experimental program where we contributed to the nursery school teacher's plans for those children that would be entering mainstream schooling in the following year. After implementing the program for half of the year, we found direct effects of the program on the development of children's abilities of storytelling with the use of pictorial materials.

Dr. Karin Bakračevič Vukman, mag. Alenka Žnidarič Pešak

SPOZNAVNI STILI IN UČNE EMOCIJE OSNOVNOŠOLCEV

LEARNING STYLES AND LEARNING EMOTIONS OF PUPILS

UDK 37.016:159.931/.936 UDC 37.016:159.931/.936
KLJUČNE BESEDE: kognitivni stili, spoznavni stili po Rancourtu, učne emocije, osnovna šola
KEYWORDS: cognitive styles, learning styles according to Rancourt, learning emotions, primary school
POVZETEK - V raziskavi smo se spraševali o razširjenosti različnih spoznavnih stilov po Rancourtu in o različnih učnih emocijah pri učencih v sedmem razredu osnovne šole. Raziskovali smo tudi vlogo spoznavnega stila pri pogostosti doživljanja posameznih učnih emocij. Študijo smo izvedli na vzorcu 288 učencev sedmega razreda osnovnih šol celjske regije. Raziskovalni instrumentarij je obsegal Rancourtov vprašalnik načinov in stilov spoznavanja (KAMI oziroma Knowling Accessing Modes Inventory) in vprašalnik o učnih emocijah, ki temelji na Pekrunovi klasifikaciji s šolo povezanih čustev. Pokazalo se je, da so spoznavni stili neenakomerno razporejeni ter da učenci v povezavi s šolo pogosteje doživljajo pozitivna čustva kot negativna. Ugotovili smo statistično pomembne razlike v pogostosti doživljanja učnih emocij sovraštva, žalosti in prezira med učenci z različnimi stili spoznavanja. ABSTRACT - In our research we asked ourselves about the range of various cognitive styles according to Rancourt and about various learning emotions among pupils in the seventh grade of primary school. We also researched the role of learning styles in frequency of experiencing individual didactic emotions. The study was carried out on a sample of 288 pupils of the seventh grades in the Celje region. The instruments used included Rancourt's Knowledge Accessing Modes Inventory (KAMI) and a questionnaire on learning emotions based on Pekrun's classification of school-related emotions. We found out that learning styles are arranged irregularly and that pupils experience positive emotions more often than negative in school-related experiences. We found statistically significant differences in frequency of experiencing learning emotions of hatred, sadness and disregard among pupils with different learning styles.

Dr. Tatjana Hodnik Čadež, dr. Vida Manfreda Kolar

ANALIZA VLOGE DIDAKTIČNIH SREDSTEV PRI POUKU MATEMATIKE

AN ANALYSIS OF THE ROLE OF DIDACTIC MATERIAL FOR TEACHING AND LEARNING OF MATHEMATICAL CONCEPTS

UDK 37.02:51 UDC 37.02:51
KLJUČNE BESEDE: matematika, razredni učitelj, študent razrednega pouka, didaktično sredstvo, reševanje problemov
KEYWORDS: mathematics, primary school teacher, primary school student-teacher, didactic material, problem solving
POVZETEK - Didaktična sredstva pri pouku matematike niso novost. Njihova vloga je pomembna pri oblikovanju matematičnih pojmov, saj učencu pomagajo razumeti matematične pojme, procedure, matematične algoritme, konvencije. Seveda pa material ne reprezentira sam po sebi, vedno je učenec tisti, ki didaktičnemu sredstvu da pomen. Didaktični material se med seboj razlikuje tudi v kompleksnosti in ga zato delimo na strukturiran in nestrukturiran. V prispevku opišemo glavne značilnosti didaktičnega materiala, izpostavimo problematiko uporabe materiala pri pouku matematike z vidika povezovanja fizičnega manipuliranja in miselnih procesov, raziščemo vpliv, ki ga ima razvoj novega didaktičnega materiala na organizacijo učnega procesa ter podrobneje predstavimo vlogo sredstev pri reševanju problemov. Predstavimo rezultate empirične raziskave, s katero smo ugotavljali ali so stališča do problematike didaktičnih sredstev pri pouku matematike odvisna od statusa anketiranih (učitelji, ki imajo praktične izkušnje z didaktičnim materialom in študenti - bodoči učitelji. ABSTRACT - The use of didactic material in mathematics classes has an important role in the formation of mathematical concepts, because it helps children understand mathematical concepts, procedures, algorithms, and conventions. Nevertheless, such material is not representative in and of itself - it is the child who gives meaning to it. Didactic material varies in complexity and can therefore be classified as structured and unstructured. The article describes the major characteristics of didactic material, points out the problems associated with the use of such material in teaching and learning mathematics from the aspect of associating physical manipulation and thought processes, analyses the influence of new didactic material on the teaching process, and presents its role in problem solving. In addition, the article presents the results of an empirical study that attempted to determine whether views on the issue of didactic material in teaching and learning mathematics depend on the status of respondents (practising teachers with didactic material experience were compared to university student-teachers - future teachers.

Dr. Mihaela Zavašnik Arčnik

IZOBRAŽEVALNE POTREBE UČITELJEV ANGLEŠKEGA STROKOVNEGA JEZIKA

IN-SERVICE ESP TEACHER TRAINING NEEDS

UDK 37.091.12.011-051:811.111 UDC 37.091.12.011-051:811.111
KLJUČNE BESEDE: izobraževanje učiteljev, analiza potreb, sposobnosti učiteljev, jezikovni pouk
KEYWORDS: ESP, teacher education, needs analysis, teacher competences, language teaching
POVZETEK - V letih 2004-2006 je bila v Sloveniji izpeljana obsežna raziskava o izobraževalnih potrebah učiteljev angleškega strokovnega jezika. Raziskava je temeljila na treh različnih analizah: analizi okolja in organizacije, analizi učnih potreb posameznika in analizi dela oziroma kompetenc/sposobnosti učitelja. Članek se osredotoča na rezultate analize dela. V raziskavo smo vključili dva različna vzorca učiteljev angleškega strokovnega jezika, in sicer vzorec učiteljev s srednjih poklicnih/strokovnih šol in vzorec učiteljev z nejezikovnih fakultet/oddelkov. Osnovni namen raziskave je bil ovrednotiti 33 kompetenc/sposobnosti, kjer so učitelji ocenjevali pomembnost in sedanjo stopnjo usposobljenosti. Rezultati kažejo, da so poleg jezikovne sposobnosti za učinkovito poučevanje angleškega strokovnega jezika potrebne tudi številne druge sposobnosti, še posebej specialno didaktične. Prav tako tudi primerjava velikosti razlik med obema kategorijama pokaže, da so vrzeli v večini sposobnosti še vedno srednje ali celo velike. Slednji rezultat nakazuje, da je potrebno razmisliti o preoblikovanju izobraževanj oziroma izpopolnjevanj, pri tem pa upoštevati tudi razlike med obema vzorčnima skupinama učiteljev angleškega strokovnega jezika. ABSTRACT - A large scale and longitudinal ESP teacher education needs analysis was conducted in Slovenia from 2004 to 2006. The framework focused on three different levels of analysis: a) analysis of the environment and organization, b) analysis of individual learning needs, and c) analysis of work (occupation) and the competences/abilities of the teacher. This article reports on the occupational level analysis that was carried out among two different groups of respondents involved in ESP teaching. These were ESP practising teachers in secondary professional/ vocational schools and ESP practising teachers in non-linguistic faculties/departments. The main aim of the study was to evaluate 33 competences/abilities, in which teachers assessed there importance and current level of competency. The results indicated that in addition to linguistic competences there are additional competences that are of vital importance for the effective teaching of ESP, especially in the domain of special didactics. Furthermore, the results show that the gaps between the target and present situation teachers' perceptions still remain medium or large in the majority of competences, which calls for the renewal of ESP teacher training programmes.

Dr. Marija Mojca Peternel

POMEMBNOST PEDAGOŠKE PRAKSE PRI BODOČIH UČITELJIH/UČITELJICAH NEMŠČINE

IMPORTANCE OF TEACHING PRACTICE WITH FUTURE TEACHERS OF GERMAN

UDK 37.091.31-051:811.112.2 UDC 37.091.31-051:811.112.2
KLJUČNE BESEDE: pedagoška praksa, izkušnje, refleksija
KEYWORDS: teaching practice, experiences, reflection
POVZETEK - Zahteve in pričakovanje današnjega sveta do učiteljev/učiteljic so se skupaj s tehnološkim in družbenim napredkom bistveno spremenile. Da bi bodočega učitelja/učiteljico kar najbolje pripravili na delo v razredu, ne zadostujejo le teoretična izhodišča, pa tudi "receptov" za reševanje različnih situacij ni. K temu pripomorejo samo izkušnje. Daljše praktično usposabljanje ob koncu študija bi mladim učiteljem/učiteljicam močno olajšalo začetke samostojnega dela v razredu. V prid pedagoški praksi govori tudi empirična raziskava, ki je potekala med letoma 2006-2008. ABSTRACT - Demands and anticipations of today ?s world, together with technological and social progress, have modified the teachers' role in school. To prepare future teachers at their most optimum level it is no longer sufficient to provide them with theoretical understandings or with predetermined "recipes" for solving problems in various situations. The most optimal tool is experience. Longer practical training periods could help young teachers at the beginning of their independent work in school. This empirical research study that was conducted from 2006-2008 among fourth year students of Gimnazija Šentvid favoured teaching practice.

Dr. Gregor Torkar

UČITELJEVE VREDNOTE IN NJIHOV ODNOS DO OKOLJA IN VARSTVA NARAVE

TEACHERS' VALUE AND THEIR RELATION TOWARDS ENVIRONMENTALISM AND NATURE PROTECTION

UDK 17.022-051:502/504 UDC 17.022-051:502/504
KLJUČNE BESEDE: učitelji, vrednote, stališče, vedenje, varstvo okolja, varstvo narave
KEYWORDS: teachers, values, viewpoints, behaviour, environmentalism, nature protection
POVZETEK - V članku je predstavljen pomen učiteljevih vrednot za njihov odnos do okolja in varstva narave. V raziskavi je sodelovalo 341 vzgojiteljev, učiteljev razrednega pouka in predmetnih učiteljev biologije/naravoslovja iz vse Slovenije. Vprašani so odgovarjali na vprašanja o okoljskih stališčih, vedenjskih namerah in vedenju. Učiteljeve vrednote so bile merjene s pomočjo Muskove lestvice vrednot (1993). Ugotovili smo, da so povprečna stališča, vedenjske namere in vedenje do varstva okolja v pozitivni povezavi z izpolnitvenim vrednostnim tipom. Pozitivna je tudi povezava med stališči in hedonskim vrednostnim tipom. Na najvišji ravni vrednot je bila ugotovljena pozitivna povezava med apolonskimi vrednotami ter vedenjskimi namerami in vedenjem. Na učiteljev odnos do okolja torej pozitivno vplivajo vrednote splošne veljave, moralnih norm, osebne in duhovne rasti ter samopreseganja. ABSTRACT - This article presents the significance of teacher's values for the development of their concern towards environmentalism and protection of nature. A survey was conducted on a sample of 341 nursery school teachers, primary school teachers and biology teachers in Slovenia. Participants answered a questionnaire designed to measure environmental attitudes, intentions, and behaviours. Teacher's values were measured with Musek's Scale of Values (1993). Our findings show that the average score of behavioural intentions and attitudes towards environmentalism are in positive correlation with fulfilment value type. Environmental attitudes are also in positive correlation with the hedonic value type. At the most general level Apollonian values were found relevant in explaining environmental intentions and behaviour. Teacher's attitudes and behaviours towards the environment and protection of nature are influenced by values expressing universalism, moral norms, personal and spiritual growth, and self-transcendence.

Dr. Sacit Köse, dr. Muhammet Uşak, dr. Mehmet Bahar

UČENČEVO RAZUMEVANJE IN NAPAČNO PREPRIČANJE O PREHRANJEVANJU RASTLIN

A CROSS-AGE STUDY OF STUDENTS' UNDERSTANDING AND THEIR MISCONCEPTIONS ABOUT PLANT NUTRITION

UDK 37.015.31:57.081.1 UDC 37.015.31:57.081.1
KLJUČNE BESEDE: prehranjevanje rastlin, napačne predstave v biologiji, medgeneracijski, študenti
KEYWORDS: plant nutrition, biological misconceptions, cross-age, student
POVZETEK - Cilj te medgeneracijske študije med srednješolci in študenti - učitelji naravoslovja je ugotoviti stopnjo razumevanja ter pojav napačnih predstav o hrani za rastline in prehranjevanju rastlin. Dvotirni diagnostični test je bil pred učenjem izveden med 200 turškimi srednješolci, ki so bili naključno izbrani v 9. razredu (n = 100) in 11. razredu (n = 100) ter med 100 študenti - učitelji naravoslovja (2. letnik, n = 100). Rezultati so pri srednješolcih in učiteljih praktikantih pokazali širok razpon v znanju, od nerazumevanja do popolnega razumevanja, ter številne napačne predstave o izvoru hrane za rastline ter o rastlinskem prehranjevanju (npr. prst je težja zaradi odpadnih produktov rastline, voda je rastlinam ena glavnih virov hrane, hranilne snovi kot so voda, minerali in vitamini se vsrkajo skozi korenine itn.). Študija razpravlja o možnih vzrokih za tovrstne napačne predstave ter poda kritično analizo rezultatov v luči rezultatov, o katerih poročamo. ABSTRACT - This cross-age study aimed to reveal high school students' and science student-teachers' levels of understanding and the occurrence of misconceptions about food for plants and plant nutrition. To achieve the goal of the study, prior to teaching a two-tier diagnostic test was applied to 200 Turkish high school students that were selected randomly from Grade 9 (n = 100) and Grade 11 (n = 100) as well as 100 science student-teachers (in Year 2, n = 100). The results showed that students and science studentteachers had a diverse span of knowledge ranging from non-understanding to complete understanding in addition to several misconceptions related to food source for plant and plant nutrition (e.g., the soil gains weight from waste products given off by the plant; water is one of the main foods that are utilized by plants; some foods such as water, mineral, and vitamins come through roots, and so forth). The possible sources for these misconceptions are discussed and importance of the results is critically analyzed in the light of the results reported from the review of literature.

Dr. Samo Fošnarič, mag. Irena Delčnjak Smrečnik

TEŽA ŠOLSKIH TORBIC KOT OBREMENILEN DEJAVNIK TEŽAV S HRBTENICO

HEAVY SCHOOL BAGS AS AN ONEROUS INDICATOR OF SPINAL PROBLEMS

UDK 37.013.82 UDC 37.013.82
KLJUČNE BESEDE: učenci, osnovna šola, šolska torba, slaba drža, preobremenjenost
KEYWORDS: students, elementary school, school bag, poor posture, onerous
POVZETEK - Empirično raziskavo, vezano na težo šolskih torbic, smo izvedli z namenom, da bi osvetlili obremenjenost s težo šolskih torbic učencev, starih 11 let, v primerjavi z leto dni starejšimi vrstniki. Ugotovili smo, da v povprečju teža šolske torbe pri 11-letnikih ne presega desetih odstotkov telesne teže, pri letu dni starejših učencih pa se teža šolske torbe v povprečju poveča za 3,6 odstotka telesne teže učenca in predstavlja v razmerju s telesno težo 13,2 odstotka. S tem pa prestopimo kritično mejo pri obremenitvi nad eno uro. Vzroke za ta porast je najbrž potrebno iskati v predmetnikih obeh razredov in porastom uporabe delovnih zvezkov ter drugih gradiv v 7. razredu devetletke. Ugotavljamo, da je opazen porast težav s hrbtenico, ugotovljenih na sistematskih zdravniških pregledih. ABSTRACT - This empirical research study concerning the weight of school bags was executed intentionally to highlight the importance on the weight of school bags with 11 year-old pupils in comparison with their one-year older peers. We determined that the average weight of a school bag with 11 year old pupils does not exceed ten percent, which is the highest measure for a one hour burden. With students who are one-year older, the weight of the school bag on average increases by 3.5% of a pupil's body weight, which represents a 13.2% ratio of a pupil's body weight. This figure surpasses the critical boundary of a weight load for over one hour. The cause of such an increase perhaps should be examined within the curriculum of both grades and the increase in the usage of workbooks and other materials in the seventh grade. A concern in the findings is that there is a noticeable increase in spinal problems determined by medical practitioners during systematic health examinations.

Mag. Irena Demšar, dr. Vlasta Zabukovec

SINDROM IZGORELOSTI PRI UČITELJIH

TEACHER BURNOUT SYNDROME

UDK 159.944.4-051 UDC 159.944.4-051
KLJUČNE BESEDE: stres na delovnem mestu, izgorelost, učitelj, dejavniki izgorelosti, socialna opora, supervizija, vprašalnik Maslachove o izgorelosti
KEYWORDS: work stress, burnout, teacher, burnout factors, social support, supervision, Maslow's burnout inventory
POVZETEK - V poklicih, za katere je značilno delo z ljudmi, lahko kronični stres privede do izgorelosti - stanja stalne fizične in čustvene izčrpanosti ter vedenjskih motenj. V prispevku preučujemo sindrom izgorelosti pri slovenskih učiteljih. Zanimalo nas je, kako je le-ta povezan s sociodemografskimi dejavniki, stresogenimi dejavniki in socialno oporo. V raziskavi je sodelovalo 228 učiteljev, ki so poučevali na trinajstih osnovnih in srednjih šolah v Sloveniji. Med stresogenimi dejavniki sta se kot najbolj vplivna izkazala delo z učenci in razredom ter didaktična priprava, nekoliko manj pomembni pa so časovna obremenitev, kršenje pravil s strani učencev in neugodni delovni pogoji. Sociodemografski dejavniki večinoma ne vplivajo značilno na izgorelost v celoti, temveč le na posamezne dimenzije. Pri analizi povezanosti socialne opore z izgorelostjo smo odkrili, da učitelji, ki zaupajo probleme svojim kolegom in prijateljem, navadno doživljajo višjo stopnjo izgorelosti. Po drugi strani pa učitelji, ki upoštevajo njihove nasvete, navadno doživljajo izgorelost manj pogosto in intenzivno. ABSTRACT - In professions involving working with people, chronic stress may lead to burnout. Burnout is the state of continuous physical and emotional exhaustion as well as behavioural disorders. The aim of this research study is to examine burnout among Slovenian teachers. We explored the impact of burnout in connection with demographic factors, stressors, and social support. The sample for our investigation consisted of 228 teachers from 13 different primary and secondary schools from different Slovenian regions. The most influential stressors work with pupils and didactic preparation, followed by work overload, student's rule breaking, and working conditions. Demographic factors were not identified as important predictors of burnout as a whole but more of its individual dimensions. Analysis of social support has shown that teachers who trust their problems to their colleagues and friends generally suffer a higher degree of burnout. On the other hand, those that accepted advice tended to experience less frequent and intensive burnout occurrences.

Dr. Mitja Krajnčan, Boštjan Bajželj

DOŽIVLJAJSKA PEDAGOGIKA - METODIČNE MOŽNOSTI IN NJENI UČINKI

EXPERIENTIAL PEDAGOGY - METHODICAL POSSIBILITIES AND EFFECTS

UDK 37.013.8 UDC 37.013.8
KLJUČNE BESEDE: doživljajska pedagogika, otroci z vedenjskimi in čustvenimi motnjami, učenec, pedagogika, vzgoja, učenje, šola, specialne ustanove
KEYWORDS: experiential pedagogy, children with emotional and behavioural disorders, pupils, pedagogy, education, learning, school, special institutions
POVZETEK - Doživljajska pedagogika je metoda pedagoškega dela. Predstavljamo jo kot alternativo oziroma kot dopolnilo obstoječim uveljavljenim metodam vzgoje in izobraževanja pa tudi kot obliko ukrepov vzgojne pomoči otrokom in mladostnikom s posebnimi potrebami, zlasti vedenjsko in čustveno motenim. Cilji doživljajske pedagogike so učno-vzgojni, usmerjeni v otrokov motorični, socialni, osebnostni, kognitivni in čustveni razvoj. Diferencirani pristop omogoča delovanje v majhnih skupinah, usmerjen je v doseganje uspehov in dvigovanje otrokove samopodobe. V raziskavi smo s pomočjo polstrukturiranih intervjujev ugotavljali - na vzorcu 34 otrok in mladostnikov z vedenjskimi in čustvenimi motnjami, ki so bili udeleženi na projektih doživljajske pedagogike - kateri so bistveni učinki doživljajskopedagoških projektov. Ugotovili smo, da se mladi na projektih doživljajske pedagogike učijo pomembnih vsebin za njihov razvoj na socialnem, motoričnem in spoznavnem področju. ABSTRACT - Experiential pedagogy is a method of pedagogical work. It represents an alternative and supplement to the existing educational methods as well as a form of educational measures to assist children and adolescents with special needs, especially those with emotional and behavioural disorders. Objectives of experiential pedagogy are educational, focused on the child's motor, social, personal, cognitive, and emotional development. The differentiated approach enables work in small groups focusing on the achievement of success and raising the child's self-esteem. To determine the most substantial effects of the experiential pedagogical project, we conducted semi-structured interviews with 34 children and adolescents with emotional and behavioural disorders attending an experiential pedagogical project. We found that adolescents in experimental pedagogical projects learn important issues for their social, motor, and cognitive development.

Dr. Eva Jereb, dr. Marko Ferjan, dr. Jože Jesenko

MODEL PREHODNOSTI ŠTUDENTOV V VISOKEM ŠOLSTVU

CONCEPTUAL MODEL OF STUDY PROGRESS IN HIGHER EDUCATION

UDK 37.091.212.7 UDC 37.091.212.7
KLJUČNE BESEDE: kurikulum, visoko šolstvo, kakovost predavanj, socialni elementi, prehodnost, uspeh
KEYWORDS: curriculum, higher education, quality of instruction, social elements, study progress, study success
POVZETEK - Prispevek obravnava elemente prehodnosti študentov v visokem šolstvu. Na osnovi rezultatov raziskav in diskusij mnogih avtorjev smo oblikovali model prehodnosti študentov v visokem šolstvu. Model obravnava pet ključnih elementov prehodnosti, in sicer: (a) socialne elemente, (b) elemente vezane na študenta, (c) kakovost predavanj, (d) kurikulum in (e) državno podporo. Model je bil testiran na vzorcu 1068 študentov. Ugotovili smo, da socialni elementi vplivajo predvesem na odločitev o nadalnjem šolanju oziroma študiju in ne toliko na samo prehodnost odnosno uspeh in trajanje študija. Velik vpliv na prehodnost predstavljajo elementi študenta. Tu smo ugotovili dokaj velike razlike med spoloma. Zanimiva je bila ugotovitev, da imajo izredni študentje drugačen odnos do študija kot redni in, da jih tudi sami profesorji obravnavajo nekoliko drugače. Velik vpliv na prehodnost imajo tudi štipendije. ABSTRACT - This paper considers issues of student study success. Based on the results of previous empirical research studies and discussions of various authors, we established a "conceptual model of study progress in higher education". In our model, the following five key factors influencing study progress in higher education were considered: (a) social elements, (b) student-related factors, (c) quality of instruction, (d) curriculum, and (e) government. We tested the validity of the model through empirical research. We surveyed 1,068 students and found that "social elements" greatly influence their decision to enrol, but have less influence on marks received and the duration of study. We believe that "the mental ability of the student" is the most important factor from the "student" group. In addition, we recognised significant differences between genders. We believe that part-time students have a different attitude towards study and also may be treated differently by professors. Grants also greatly influence study success.