Način ocjenjivanja svih školskih predmeta propisan je Zakonom o osnovnoj školi. Željeli smo utvrditi kakvo je mišljenje učitelja o pojedinim načinima ocjenjivanja Tjelesne i zdravstvene kulture u ...prvom i drugom trogodištu osnovne škole. Željeli smo saznati kakve su razlike u mišljenju između učitelja koji poučavaju u prvom odnosno u drugom trogodištu i učitelja s različitim radnim stažem. U uzorak je bilo uključeno 855 učitelja. Učitelji uglavnom prihvaćaju trenutno važeći način ocjenjivanja, a kao drugi najčešće predložen način ocjenjivanja su, i za prvo i za drugo trogodište, predložili ocjenjivanje riječima na trostupanjskoj skali, koje se u Sloveniji već dugo ne primjenjuje. Na osnovi navođenja prednosti i slabosti pojedinih načina ocjenjivanja možemo zaključiti da neki učitelji nemaju dovoljno znanja o namjeni ocjenjivanja Tjelesne i zdravstvene kulture. Također imaju suprotne informacije o namjeni i načinu opisnog ocjenjivanja Tjelesne i zdravstvene kulture, što je, s obzirom na to da je taj način ocjenjivanja obavezan u prvom i drugom razredu, velik problem.
Pierre M. Van Hiele created five levels of geometric thinking. We decided to identify the level of geometric thinking in the students in Slovenia, aged 9 to 11 years. The majority of students (60.7%) ...are at the transition between the zero (visual) level and the first (descriptive) level of geometric thinking. Nearly a third (31.7%) of students is at the first level whereas 4.3% of students are at the zero level. Only 1.4% of students reached the second level of geometric thinking. Students had the most difficulty with the use of appropriate geometric language, so a teaching approach to improve mathematical language was created, in an attempt to accelerate the transition to a higher level of geometric thinking. The teaching approach that proved successful was based on the use of different materials, concrete experiences, promoting the use of appropriate geometric language and motivation of students.
Accurate line strengths were obtained for the H
2
16O molecule in the 800–1750
cm
−1 region. Measurements were carried out for 974 lines including pure rotational transitions and
ν
2
,
2
ν
2
-
ν
2
,
...3
ν
2
-
2
ν
2
, and
ν
1
-
ν
2
band transitions. The absolute experimental uncertainty on the measurements, in percent of the observed line strength, is 1.5% or better for a number of lines. Line position and line intensity analyses of data pertaining to water and involving the eight first vibrational states of this molecule were also carried out. The data considered in the line position analysis were taken from the literature and involved rotational energy levels, line positions, and microwave frequencies. The data considered in the line intensity analysis involve the line strengths measured in this work, line strengths available from the literature, and Stark coefficients. The theoretical model used in both analyses accounts for anomalous centrifugal distortion effects. The unitless standard deviation achieved in both analyses is 1.2.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
In this work the spectrum of the water molecule has been the subject of extensive experimental and theoretical investigations. More than 1500 transitions have been assigned in a far infrared emission ...spectrum recorded in the 50–500
cm
−1 region and experimental rotational energies have been obtained for the second triad of interacting states, (0
3
0), (1
1
0), and (0
1
1), up to
J=10 using flame spectroscopy. These new data along with a large data set of already published experimental rotational energies, high-resolution infrared transitions, and microwave lines, involving the eight first vibrational states, have been analyzed using the theoretical formalism developed for water in a previous paper (J. Mol. Spectrosc. 206 (2001) 83), which accounts for the anomalous centrifugal distortion as well as for the Fermi- and Coriolis-type couplings.
Full text
Available for:
GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
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