This study aims to substantiate the technology of forming a successful personality in primary school pupils through implementing media education, focusing on using praxeological tales. The research ...methods include theoretical analysis of literary sources, modelling, and empirical techniques such as observation, questionnaires, surveys, and experiments. The results show that praxeological tales, which reflect the basic rules and factors of achieving success, can be an effective, innovative media product in shaping successful pupils. The proposed technology model incorporates praxeological tales and other media education tools and techniques. An experimental study involving control and experimental groups of primary school pupils demonstrated that the percentage of children with a high level of successful personality development increased from 9.6% to 23.1% in the experimental groups. In contrast, the percentage of low levels decreased from 42.3% to 20.2%. The findings suggest that forming successful personalities in primary school through media education using praxeological tales can help increase pupils' media literacy, develop key life competencies, and prepare children for future self-realisation.
Recent studies in museum education focus on the quality of visitor experience to help engagement. To understand how it occurs when it comes to dealing with young visitors to modern art museums, the ...researchers studied the esthetic experience of Mark Rothko's masterpiece Untitled (1969) with 678 primary and 335 secondary students. Four dimensions-sensory, emotional, cognitive, and spiritual, are taken into consideration for the development and preliminary validation of a specific instrument to evaluate the so-called "Rothko experience." Based on quantitative data analysis, results suggest that school visitors can experience Mark Rothko's modern art intensely by perceiving changes in its color and other sensory features while making self-references to time and space vanish. Besides, cultural background makes a difference in intensely experiencing Rothko's modern art. Suggestions are made for the development of pedagogical strategies that engage young audience in museum experience of modern art.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Studies have shown that reading difficulties and low achievement motivation have a negative impact on the learning outcomes of students. This research investigated the effectiveness of cognitive ...behavioral therapy (CBT) in improving the reading skills and achievement motivation of 70 primary school students in Southeast Nigeria. The experimental group received CBT treatment. The control group received normal classroom instruction. Data were analyzed using a 2 × 3 mixed design. The results showed that CBT improved students’ reading skills and achievement motivation. Thus, CBT can be used in the treatment of reading difficulties and low achievement motivation among primary school students.
The existence of a contradictory reality at the social and educational level reveals the need to consider the idea of counseling at the group level in an appropriate organizational environment. The ...(re)discovery of such a reality highlights the correspondence and interdependence among some components associated with the counseling field. Therefore, within the framework of this project, we intend to make the approaches of an educational and also of a scientific nature more efficient in relation to the field of counseling at group level.
The importance of self-regulated learning (SRL) has become increasingly apparent. Further, technology-enhanced learning provides novel ways to support this while different technologies have changed ...the learning environments. The aim of this study was to investigate the perspectives of 5th–6th grade pupils on learning analytics and self-regulated learning during a phenomenon-based learning module in a blended learning environment. A total of 89 pupils participated in the learning module and were observed. Furthermore, ten pupils were interviewed after completing a learning module. A qualitative content analysis was conducted. The results revealed that, overall, pupils experience of self-regulated learning and learning analytics was positive. The pupils perceived the digital learning and learning analytics as functional and motivating, and some pupils stated that it helped their learning. Also, the pupils became increasingly self-directed during the study module. However, setting goals and managing to follow them appeared to be quite difficult for many of the pupils. The findings imply that a learning management system, which is built to support self-regulated learning may support the development of pupils’ self-regulation and guide their ability to learn independently as well as with their peers.
In this paper, we dealt with the environmental awareness of fourth-grade elementary school pupils from the area of Kosovo and Metohia on a sample of 170 pupils. The obtained data confirm the general ...research hypothesis and all specific hypotheses. Through the analysis of specific research hypotheses, it was found that children understand the importance of a clean environment, they like to spend time in nature, they are engaged in environmental protection, they are interested in learning about it at school, as well as through the Science course. The implications arising from the conducted research are reflected in the fact that children of younger school age from the area of Kosovo and Metohia have a highly developed environmental awareness. The obtained data open up space for further examination of the environmental awareness of pupils in lower grades, as well as examination of the factors that contribute to the development of environmental awareness.
According to the concept of developing inclusive education, the process of introducing inclusion in schools has been intensified. This is due to the training of physical education teachers to work ...with children with special educational needs during specially organized courses, whose fragmentation has not greatly increased the level of teachers’ qualifications. The research aims to scientifically justify theoretical and methodological foundations, develop and experimentally verify the methodology of training future physical education teachers for professional activities under the conditions of inclusive education, taking into account the specifics of their psychological, theoretical and practical readiness for it. Pedagogical conditions for training future physical education teachers for professional activities under the conditions of inclusive education are defined as follows: prioritizing the content of programmes and teaching methodology; improving the content, forms, methods and means required to master normative, psychological, pedagogical and correctional theoretical and practical and scientific foundations of inclusive education, as well as didactic and correctional and developmental technologies during the classes dedicated to professional teaching methodologies; consolidating professional knowledge and practical skills of students based on the simulation modelling and reflection on pedagogical experience of future physical education teachers under the conditions of inclusive education with the relevant update of the content of teaching placements. The experimental work involved 444 students majoring in physical education and sport (222 students in the experimental and the control groups). Given the summarized data of final tests, it becomes clear that the students in the EG tend to have a high level of such readiness (at the ascertaining stage – 28.6%, at the formative stage – 47.0%, the difference being 18.4%). The results of the experiment prove the effectiveness of introducing the developed methodology of training future physical education teachers for professional activities under the conditions of inclusive education.
The goal of the research was to determine the impact of an intervention program containing musical movement and dance activities on the level of pupils’ physical abilities at the elementary level of ...education in physical and sport education classes. The object of the research consisted of Ʃ63 pupils, boys (n=30) aged 10.21±0.42 and girls (n=32) aged 10.32±0.37. The content of the movement program was selected means containing music and movement, dance activities and aerobics, which were implemented for 18 weeks, twice a week, 45 min during physical and sport education. In terms of data collection methods, standardized tests for physical education practice were used. Tests were used to assess the level of motor skills: sitand- reach test, standing long jump, sit-ups in 30s, endurance shuttle run and shuttle run 4x10. The somatometry method was used. The effect of the implemented movement program was confirmed and significant positive changes in the level of the observed movement abilities were observed: the level of mobility in the joints of the trunk in boys (t=-8.471), girls (t=-9.357), explosive power of the lower limbs in boys (t=-14.459), girls (Z=-4.940), the dynamic and endurance power of the abdominal, hip and thigh muscles in boys (Z=-4.325), girls (t=-19.264), running speed in both boys (Z=-4.783), girls (t=7.095) with a large effect size, in endurance skills in both boys (Z=-4.828), girls, (Z=-5.028) also with a large effect size. Based on the results, the regular and purposeful physical activity of pupils in the school environment significantly influences the level of physical abilities, and thus physical fitness as one of the manifestations of health.
The Norwegian government approves farm-based education for pupils who do not benefit sufficiently from ordinary school. The aim of this article is to contribute knowledge on secondary school pupilsʼ ...experiences of such programs, and how they affect inner motivation for school. The article is based on qualitative interviews with thirteen pupils in years nine and ten (ages 14-16) from farms located in different regions of Norway. The pupils experienced the farmersʼ care and involvement, became part of a safe and inclusive community, were given the opportunity to try varied practical activities, experienced personal development, and gained new motivation for school. Using basic psychological needs theory and recovery theory, it is found that the pupils experienced relatedness to other pupils and to the farmers, improved their social and practical competence, and experienced autonomy (self-determination) through voluntary participation. The farmers and the community can be described as autonomy-supportive and “restitution-nourishing” and as contributing to personal development and the development of inner motivation. This strengthened the pupilsʼ self-confidence, hope for the future, and their attention in and efforts at school. The findings from the study indicate that motivation developed in one learning context (the farm) can influence the motivation for another context (ordinary school).
