|
POMEN MODELA REPREZENTACIJSKIH PRESLIKAV ZA UČENJE RAČUNSKIH ALGORITMOV
| THE ROLE OF MENTAL REPRESENTATION FOR LEARNING CALCULATIONAL ALGORITHMS
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 372.851:373.32
| UDC 372.851:373.32
|
DESKRIPTORJI: reprezentacije, računski algoritem, model
reprezentacijskih preslikav, pomenjanje, razumevanje
| DESCRIPTORS: representation, arithmetic algorithms,
representational mapping, memorising, understanding
|
| POVZETEK - Pri pouku matematike na razredni stopnji
poznamo tri vrste reprezentacij: reprezentacijo s konkretnim materialom,
grafično reprezentacijo in reprezentacijo z matematičnimi simboli.
Učenčeve interpretacije reprezentacij računskih operacij smo raziskovali
v okviru modela teorije o reprezentacijah. Osnovno vprašanje naše
raziskave je bilo, kako nivoji učenčevega prehajanja med reprezentacijami
rezultirajo v transferu s prejšnjega na nadaljnje učenje. V zvezi
s slednjim raziskovalnim vprašanjem smo oblikovali hipotezo, da je
učenec, ki popolnoma prehaja med reprezentacijami operacij seštevanja
oz. odštevanja in ima dobre številske predstave v obsegu števil do
100, sposoben samostojno oblikovati algoritem za seštevanje oz. odštevanje
trimestnih števil. Hipotezo smo na podlagi metode kvalitativnega raziskovanja
potrdili.
| ABSTRACT - In mathematics instruction at primary
level we deal with three kinds of representation: representation with
concrete materials, graphic representation and representation with
mathematical symbols. The students' interpretations of the arithmetic
operations representations were studied on the basis of the representation
theory model. The basic question of our research was how the student's
passing from one representation to another can result in the transfer
from one level of learning to the next, whereby we formulated the
hypothesis that the student who can fully transfer from the representation
of addition or subtraction and who possesses a good image of numbers
up to one hundred, can by him/herself create an algorithm for the
addition or subtraction of three place numbers. Our hypothesis was
confirmed on the basis of the qualitative research method.
|
|
VLOGA NEVERBALNIH INTELEKTUALNIH SPOSOBNOSTI V INOVATIVNEM PRISTOPU K VREDNOTENJU PRI LIKOVNI VZGOJI V OSNOVNI ŠOLI
| ROLE OF NON-VERBAL INTELLECTUAL ABILITIES IN THE INNOVATIVE APPROACH TO EVALUATION IN THE PROCESS OF TEACHING FINE ARTS
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 372.87:373.3:37.036
| UDC 372.87:373.3:37.036
|
DESKRIPTORJI: didaktika likovne vzgoje, vrednotenje pri
likovni vzgoji, vloga intelektualnih sposobnosti učencev
| DESCRIPTORS: teaching methods of fine arts, evaluation
in the subject of fine arts, the role of student's intellectual abilities
|
| POVZETEK - Vrednotenje pri likovni vzgoji je izjemno
kompleksna dejavnost, pri kateri tvorijo komunikacijski in interakcijski
procesi multidimenzionalni sistem didaktičnih postopkov in komunikacij,
s katerimi se uresničujejo cilji in naloge likovne vzgoje. Inovativni
pristop k sumativnemu vrednotenju pri likovni vzgoji, ki smo ga eksperimentalno
preverjali, je dal dobre rezultate. Razvoj vseh dejavnikov, ki določajo
likovne sposobnosti otrok, je bil v eksperimentalni skupini, glede
na kontrolno skupino, statistično pomembnejši. Preverjanje vloge neverbalnih
intelektualnih sposobnosti v eksperimentalni skupini pa je pokazalo,
da je inovativni pristop k sumativnemu vrednotenju pri likovni vzgoji
faza vzgojno-izobraževalnega procesa, ki je enako primerna za intelektualno
različno razvite učence.
| ABSTRACT - In the subject of fine arts, evaluation
represents an extremely complex activity in which the processes of
communication and interaction create a multidimensional system of
didactic procedures and communications serving as a means for the
achievement of aims and tasks of fine arts. The innovative approach
to summative evaluation in the process of teaching fine arts was experimentally
tested and it produced good results. The development of all the factors
defining children's artistic abilities was statistically more significant
in the experimental group than in the control group. Testing the role
of non-verbal intellectual abilities in the experimental group showed
that the innovative approach to summative evaluation in the process
of teaching fine arts represents a phase in the educational process
which is equally suitable for all learners regardless of their intellectual differences.
|
|
MODELIRANJE KOT USMERJENA DIDAKTIČNA DEJAVNOST PRI POUKU
| MODELLING AS A GUIDED TEACHING ACTIVITY
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.381
| UDC 371.381
|
DESKRIPTORJI: didaktika, učne metode, mišlje-nje, modeliranje
| DESCRIPTORS: teaching methods, systemic thinking, modelling
|
| POVZETEK - Pogosto se srečujemo s pojavi v naravi
in procesi v družbi, ki so dokaj zapleteni in pogosto težko razumljivi.
Prav zato moramo pri razlagi kompleksnih naravnih in družbenih sistemov
uporabiti didaktično čim bolj primerne pristope, od katerih se vse
bolj uveljavlja modeliranje. Prispevek prikazuje raziskovalne
izsledke široke uporabe modeliranja v praksi tako na naravoslovnem
kakor tudi na družboslovnem področju. Primer praktične uporabe modeliranja
v šoli je predstavljen na primeru fizikalne obravnave prostega padanja
teles v zraku. Modeliranje v takšnih primerih bistveno pripomore k
razvijanju sistemskega mišljenja pri učencih, kar omogoča razumevanje
in uspešno reševanje problemov.
| ABSTRACT - In nature and in society we frequently
encounter phenomena which are quite complex and difficult to comprehend.
When explaining the complex natural and social systems, we must thus
employ didactically suitable approaches, of which modelling is gaining
in popularity. The article presents research findings on the wide
application of modelling as it is practised in the natural and social
sciences. The example given is the treatment of the free fall of bodies
presented in physics through the modelling approach. In such
cases the modelling approach can substantially contribute to the development
of students' systemic thinking, which in turn enables the understanding
of systems and successful problem solving.
|
|
VREDNOTENJE POUKA SPOZNAVANJA OKOLJA V PRVEM RAZREDU DEVETLETNE OSNOVNE ŠOLE
| EVALUATING THE LESSONS OF ENVIRONMENTAL EDUCATION IN THE FIRST GRADE OF THE NINE-YEAR PRIMARY SCHOOL
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.3:0/9
| UDC 371.3:0/9
|
DESKRIPTORJI: vrednotenje pouka, spoznavanje okolja, spoznavanje
narave in družbe, prvi razred, devetletka, osnovna šola
| DESCRIPTORS: evaluating lessons, environmental education,
early science and social education, first grade of the nine-year primary school
|
| POVZETEK - V prispevku predstavljamo mnenja in ocene
učiteljev in vzgojiteljev o pouku predmeta spoznavanje okolja v prvem
razredu devetletne osnovne šole. Izoblikovala so se na osnovi njihovega
enoletnega poučevanja tega predmeta. Zajeti so naslednji vidiki: zadovoljstvo
ob poučevanju, načrtovanje, izvajanje in vrednotenje pouka, timsko
delo, didaktična sredstva in dopolnilno izobraževanje. Ugotovili smo,
da spada predmet spoznavanje okolja po priljubljenosti poučevanja
med srednje priljubljene. Več težav anketirani zaznavajo pri načrtovanju
pouka tega predmeta kot pa pri izvajanju in vrednotenju. Skupno delo
učitelja in vzgojitelja ter kvalitetno dopolnilno izobraževanje sta
po oceni praktikov pomembna predikatorja zagotavljanja sodobnega koncepta
poučevanja predmeta spoznavanje okolja.
| ABSTRACT - The article presents the opinions and
evaluations of teachers and early years teachers about the lessons
of Environmental Education in the first grade of the nine-year primary
school. These opinions are based on their one- year experience of
teaching this subject. They speak about the following aspects:
satisfaction in teaching, planning, implementation and evaluation
of lessons, team work, teaching means and in-service training. We
established that, with regard to teaching, the subject of Environmental
Education belongs to the subjects of average popularity. The respondents
perceive more difficulties in planning the lessons than in implementing
and evaluating them. Joint work of the teacher and the early years
teacher and quality in-service training are in the opinion of practitioners
two important predictors of ensuring a successful modern concept in
teaching Environmental Education.
|
|
NEKATERI VIDIKI VPLIVANJA ŽIVLJENJSKEGA STANDARDA DRUŽINE, GOSPODINJSTVA IN REVŠČINE NA USPEŠNOST V IZOBRAŽEVANJU
| THE IMPACT OF THE FAMILY, ITS STANDARD OF LIVING, AND OF POVERTY ON EDUCATIONAL ACHIEVEMENT
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 37:330.59
| UDC 37:330.59
|
DESKRIPTORJI: družina, gospodinjstvo, življenjski standard,
izobraževanje, študent, oče, mati, izobrazbena raven
| DESCRIPTORS: family, household, standard of living,
education, student, father, mother, educational level, income
|
| POVZETEK - Avtorica v svojem prispevku poglobljeno
razmišlja o vplivanju nekaterih družbenih dejavnikov na posameznikovo
pridobivanje izobrazbe, med katerimi posebej izpostavlja vpliv posameznikove
družine in raven življenjskega standarda, mesto bivanja družine ter
kvaliteto zagotavljanja potreb družinskih članov v gospodinjstvu,
ki pomembno vplivajo na uspeh posameznika v izobraževanju ob njegovi
(siceršnji) individualni nadarjenosti. Poudarja, da nastale razlike
lahko delujejo kot dejavnik reproduciranja ali pa povečevanja razlik
med različnimi družbenimi sloji tudi zato, ker (domnevno) neenake
socialno-ekonomske (z)možnosti vključevanja posameznikov iz različnih
družbenih slojev v izobraževanje reproducirajo ali celo povečujejo
razlike med posamezniki iz različnih družbenih slojev. Tako izbira
programa izobraževanja kot učni uspeh sta odvisna tudi od socialnega
porekla, finančnega, socialnega in kulturnega kapitala posameznikove
družine, kar potrjuje, da družina postaja vse bolj odvisna in občutljiva
na družbene zahteve v izobraževanju, hkrati pa zaradi izgube ekonomske
in kulturne samostojnosti vse bolj negotova tudi do lastnih vrednot.
| ABSTRACT - The above discussion is a thorough
analysis of how social indicators influence individual's participation
in the educational process. Of special importance are the influences
of family and its standard of living, the actual place of living and
the quality of satisfying individual family member's needs within
the household, which all significantly influence the individual's
achievement in education, whereby also taking into account his/her
individual giftedness. The author points out that the resulting differences
might act as indicators of reproduction or increase of differences
between different social strata because the (supposedly) unequal socio-economic
possibilities and capabilities of inclusion for an individual from
different social strata reproduce or even enlarge the social differences
among the individuals from the different social strata. The choice
of educational programme and the resulting academic achievement often
depend on one's social origin and on the financial, social and cultural
capital of the family, which confirms the fact that the modern family
has become more dependent on and sensible to educational demands and
due to the loss of economical and cultural independence uncertain
even about its own values.
|
|
OBRAVNAVA DISCIPLINSKIH KRŠITEV V OSNOVNI ŠOLI Z VIDIKA KONTROLE
| HANDLING BREACHES OF DISCIPLINE IN PRIMARY SCHOOL FROM THE ASPECT OF CONTROL
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.5
| UDC 371.5
|
DESKRIPTORJI: disciplina, kršitve, šolska pravila, kontrola, vzgoja
| DESCRIPTORS: discipline, breaches of discipline, disciplinary
techniques, violations of school rules, teacher's control, education
|
| POVZETEK - Glede na prepričanje, koliko kontrole naj
bi pri obvladovanju discipline prevzeli učitelji in koliko avtonomije
naj bi prepustili učencem, je mogoče govoriti o treh temeljnih disciplinskih
pristopih. Na vprašanje, kateri pristop je najučinkovitejši, ni mogoče
odgovoriti enoznačno. Skladno s sodobnimi trendi na področju discipline
naj bi učitelji glede na okoliščine sami odločali o najustreznejšem
disciplinskem pristopu. V empiričnem delu smo predstavili rezultate
raziskave o prevladujočih disciplinskih tehnikah v višjih razredih
osnovne šole. Ugotovili smo, da v višjih razredih osnovne šole prevladujejo
disciplinske tehnike, s katerimi učitelji prevzemajo precejšnjo kontrolo
nad učenčevim vedenjem. Glede na sodobne trende na področju discipline
bi kazalo v prihodnosti disciplino v šoli obvladovati tako, da bi
učencem skladno z razvojno stopnjo dopuščali ustrezno stopnjo avtonomije.
| ABSTRACT - Considering the question about the extent
of control exercised by teachers in the process of maintaining discipline
and how much autonomy should be left to the students, one can speak
about three basic approaches to discipline. There is no uniform answer
as to which of the three is supposed to be the most effective. Modern
trends in the area of discipline suggest the teachers should decide
about the most appropriate approach on the basis of circumstances
or situation. The empirical part presents research results showing
the predominating disciplinary techniques in the upper primary school
level. These techniques reveal substantial teacher control over student's
behaviour. Again considering modern trends, discipline should in the
future be maintained more on the basis of allowing an appropriate
level of autonomy on the part of the students which would be in harmony
with his/her stage of development.
|
|
OKOLJSKA VZGOJA V VRTCU IN EMPATIJA VZGOJITELJIC PREDŠOLSKIH OTROK
| ENVIRONMENTAL EDUCATION IN KINDERGARTEN AND THE EMPATHY OF KINDERGARTEN TEACHERS
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 372.3:504.03
| UDC 372.3:504.03
|
DESKRIPTORJI: okoljska vzgoja, vrtci, kurikul, empatija,
vzgojiteljice, predšolska vzgoja, umirjenost, občutljivost, samozaupanje, nekomformizem
| DESCRIPTORS: environmental education in kindergarten,
hidden curriculum, kindergarten teacher, calmness, sensitivity, social self-trust and non-conformity
|
| POVZETEK - Avtorica poroča o rezultatih raziskave
o empatiji vzgojiteljic predšolskih otrok kot pomembnem elementu prikritega
kurikula v kontekstu okoljske vzgoje v vrtcih. Na vzorcu vzgojiteljic
predšolskih otrok ugotavlja empatijo vzgojiteljic predšolskih otrok
in njen pomen pri razvoju občutljivosti otrok do okolja. Identificira
štiri dimenzije empatije: socialno samozaupanje, umirjenost, občutljivost
in nekomformizem. Vsaka dimenzija zase in vse skupaj prispevajo k
poznavanju empatije vzgojiteljic, kar nedvomno vpliva na spodbujanje
razvoja empatičnega znanja in občutljivosti za okolje in okoljske
pismenosti predšolskih otrok.
| ABSTRACT - The author evaluates the results of a
research on the empathy of kindergarten teachers as an important element
of hidden curriculum within the context of environmental education
in kindergarten. The research was based on a sample of kindergarten
teachers and focused on teacher's empathy and its role in the development
of children's sensitivity towards the environment. Four dimensions
of empathy have been identified: social self-trust, calmness, sensitivity
and non- conformity. Each dimension in itself and all factors taken
together contribute to the awareness and knowledge about the teacher's
empathy, which can in turn undoubtedly stimulate the development of
empathic knowledge and sensitivity towards the environment as well
as the environmental literacy of kindergarten children.
|
|
ZGODNJE POUČEVANJE IN UČENJE TEHNIKE IN TEHNOLOGIJE IN OKOLJSKA VZGOJA
| EARLY TEACHING AND LEARNING OF TECHNICS AND TECHNOLOGY AND ENVIRONMENTAL EDUCATION
|
| Pregledni znanstveni članek
| Review
|
| UDK 372.862+504
| UDC 372.862+504
|
DESKRIPTORJI: vzgoja, izobraževanje, ekologija, vrednotenje,
spretnosti, delovna sposobnost, znanje, izkušnje
| DESCRIPTORS: strategy of education - training activities,
ecological problems, evaluation, knowled-ge, experience, capabilities,
action research
|
| POVZETEK - Prispevek obravnava strategije vzgojno-izobraževalnega
dela, ki veljajo za področje tehnične vzgoje oziroma tehnike in tehnologije.
To je ime, ki bo veljalo v novi devetletni osnovni šoli, in to v celotni
vertikali, pričenši s prvim razredom, kjer bodo vsebine tega področja
v okviru spoznavanja okolja. Pri načrtovanju in izbiranju stvarnologičnih
vsebin tehnike in tehnologije moramo posebno skrb nameniti vnašanju
vsebin okoljske vzgoje. Učenci pri tehniki in tehnologiji spoznavajo
gradiva, orodja, naprave in obdelovalne tehnike; pri tem ugotavljajo,
preskušajo, sestavljajo, razstavljajo, gradijo, primerjajo in vrednotijo
ter si pridobivajo spretnosti, delovne navade, izkušnje in ustvarjalne sposobnosti.
| ABSTRACT - The paper deals with strategies of education
in the technical area, especially in the area of design and technology.
We will start with technological education in the first year, where
it will be integrated in the subject of early science. In secondary
schools, the subjects acquires an independent position. When planning
and selecting the contents of technology we must also take into account
the contents of environmental education. In the process of work, children
get to know different materials, tools and appliances and become acquainted
with processing techniques - they test the products, assemble
them and take them to pieces, construct, compare and evaluate things,
thus acquiring different skills, working habits and experience as
well as developing creative abilities.
|
|
PROSTI ČAS - SODELOVANJE SVETOVALNE SLUŽBE Z OTROŠKIM PARLAMENTOM
| LEISURE TIME - JOINT WORK OF THE COUNSELLING SERVICE AND THE CHILDREN'S PARLIAMENT
|
| Strokovni članek
| Professional paper
|
| UDK 379.82
| UDC 379.82
|
DESKRIPTORJI: prosti čas, mladina, vzgoja, delavnice
| DESCRIPTORS: leisure time, leisure time pyramid, practical
workshops
|
| POVZETEK - V času šolanja ima učenec veliko obremenitev.
Včasih ima občutek, da se mu z vseh strani nalaga delo. Prosti čas
pa naj bo zanj čas, ko opravi domače in šolske obveznosti. To še ne
pomeni brezciljnega gledanja vseh televizijskih kanalov in neskončnega
sedenja pred računalnikom. V OŠ Apače in njeni podružnici v Stogovcih
smo se odločili za izvedbo delavnic o preživljanju prostega časa.
Za nas so bili zanimivi predvsem tisti vidiki, ki bi nam pojasnili,
kako učenci preživljajo prosti čas v vsakodnevnem življenju, kako
ga izrabljajo, s katerimi aktivnostmi se ukvarjajo in katere aktivnosti
so najbolj priljubljene, najzanimivejše in katere so obstoječe oblike
združevanja.
| ABSTRACT - During school the student is under great
stress. Sometimes he feels work piling on him from all sides. Leisure
time comes when s/he has done all his/her school tasks and household
chores. This leisure time, however, does not mean aimless watching
of television nor myriads of hours spent in front of the computer
screen. In the Apa e primary school and its dislocated unit in Strogovci
we decided to organise a workshop on leisure time. We were mainly
interested in those aspects which would explain the extent of students'
leisure time in their everyday life, how they spend it, which activities
they participate in, and which of them are the most popular forms
of socialising.
|
|
INKLUZIJA V ZVEZNI REPUBLIKI NEMČIJI
| INCLUSION IN GERMANY
|
| Strokovni članek
| Professional paper
|
| UDK 376
| UDC 376
|
DESKRIPTORJI: otroci s posebnimi potrebami, inkluzija,
načini vključevanja otrok s posebnimi potrebami, osnovna šola
| DESCRIPTORS: children with special needs, inclusion,
diffeerent ways of inclusive education for the children with special
needs, the primary school
|
| POVZETEK - Vključevanje otrok s posebnimi potrebami
v redne procese izobraževanja poteka v Zvezni republiki Nemčiji na
različne načine in na različnih nivojih. Izhajajo iz otrokovih sposobnosti
in temu primerno prilagodijo učni načrt, njegove vsebine in zahtevnost
le-teh. Posebna pozornost je namenjena otrokom z motnjo branja in
pisanja in organizaciji dela z njimi.
| ABSTRACT - They are many different ways and different
levels of inclusive education in Germany. The inclusive curriculum
and the contents of it, is changed and organized according to children
skills and needs. A special attention is directed on children with
dyslexie, and how to educate them.
|
|
PROJEKTNO DELO V OKVIRU PROGRAMA LEONARDO DA VINCI
| PROJECT WORK WITHIN THE LEONARDO DA VINCI PROGRAMME
|
| Poročilo
| Report
|
| UDK 377.3:371.315.7
| UDC 377.3:371.315.7
|
DESKRIPTORJI: Evropska skupnost, projekti, programi, kakovost, izobraževanje
| DESCRIPTORS: European Union, project, progra-mme
and subject comparison, quality improvement, European dimension of education
|
| POVZETEK - Učenci Srednje šole za gostinstvo in turizem
Celje so v mesecu septembru 2002 sodelovali v programu Evropske skupnosti
Leonardo da Vinci. Tritedensko izpopolnjevanje so preživeli na Bavarskem
v Bavaria, Hotelsberufsfachschule, Altoetting. Na specializirani šoli
za programe hotelirstva in gastronomije so pridobivali zlasti znanje
jezikov, ki jih bodo potrebovali na svoji poklicni poti.
| ABSTRACT - Students of the Secondary School for
Catering and Tourism, Celje, took an active part in the Leonardo da
Vinci programme of the European Union. In September 2002 they spent
three weeks at Bavaria, the German private hotel school with full
government accreditation, which is situated next to Altoetting in
Bavaria. At this specialised hotel and restaurant training school
they were mainly acquiring foreign language skills that will play
an important part in their future career.
|