2003 - LETNIK 18
POVZETKI ŠTEVILKE 1

Dr. Hodnik Čadež Tatjana

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.

Dr. Matjaž Duh

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.

Dr. Samo Fošnarič, dr. Marko Marhl, Vladimir Grubelnik

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.

Dr. Vlasta Hus

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.

Dr. Jana Bezenšek

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.

Dr. Mateja Horvat Pšunder

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.

Dr. Jurka Lepičnik Vodopivec

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.

Dr. Amand Papotnik

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.

Janja Šetor

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 Apae 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.

Nataša Vanček

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.

Romana Padovnik Rajšter

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.