Pouk klasične kulture in književnosti je prostor, kjer dijaki poleg splošnega znanja in razgledanosti pridobivajo tudi sposobnosti čudenja, avtorefleksije, samokritičnosti in strpnosti. Proces ni ...nikoli zaključen, to za raziskovanje samega sebe velja že iz antičnih časov; kot bi rekel Kavafis, je včasih pomembna zlasti pot. Dijake po gimnaziji čaka še dolgo zorenje v »umetnosti življenja«, učiteljska prizadevanja ne obrodijo vedno takojšnjih sadov, morda občasno naletimo tudi na gluha ušesa. Važno je, da ne ustvarjamo fiktivnega prepada med snovjo in življenjem; tega se nenazadnje dijaki učijo celo preko razvozlavanja jezikovnih ugank zapletenih latinskih ali grških stavkov. Pouk klasičnih jezikov je skozi generacije izkazal in potrdil svojo vzgojno-izobraževalno vrednost. Novi časi vsekakor zahtevajo sveže učne pristope, ne pa nujno novih vsebin, saj človek išče odgovore na ista temeljna bivanjska vprašanja, kot jih je iskal v antiki.
Carrying out real-world software projects in their academic studies helps students to understand what they will face in industry, and to experience first-hand the challenges involved when working ...collaboratively. Most of the instructional strategies used to help students take advantage of these activities focus on supporting agile programming, which is appropriate for capstone courses. This is not always recommended in initial software engineering project courses, however, where novice developers run projects in teams while simultaneously taking other courses. To enhance the learning and teamwork experience in this latter instructional scenario, this paper proposes a formative monitoring method, reflexive weekly monitoring (RWM), for use in project courses that involve disciplined software processes and loosely coupled work. RWM uses self-reflection and collaborative learning practices to help students be aware of their individual and team performance. RWM was applied in a case study over nine consecutive semesters. The results obtained indicate that RWM was effective in enhancing the learning experience in the instructional scenario studied. While students in the monitored teams were more effective and coordinated, and experienced a higher sense of team belonging and satisfaction, little evidence was found of them being more productive than students working in non-monitored teams.
The public education policy of an individual country determines, among other things, the ways of documenting the educational process and children’s outcomes. This paper explores the opinion of ...preschool teachers about documenting children’s development. The sample included preschool teachers from two systems, or two different curricular approaches. One exists in the Republic of Croatia (curriculum based on the competence framework) and other in Bosnia and Herzegovina (curriculum based on normative outcomes). The measuring instrument Questionnaire of Preschool Teachers’ Opinions on Monitoring the Psycho-physical Status of Children (α= .847), was constructed for research purposes. The Questionnaire was based on relevant literature and insights into existing educational practices. On a dichotomously structured 4-level scale, preschool teachers estimated that the most important purpose of documenting children’s development is the planning of developmental incentives (M=3.63; SD= 0.495). They agree that monitoring should be continuous throughout the entire academic year (M=3.53; SD= 0.666). Likewise, preschool teachers are less inclined to one-time assessments of a children’s psycho-physical status, considering “a testing” unlikely to provide a realistic image of their development (M=1.88; SD=0.797). No correlation was found between preschool teachers’ age, length of service, and level of education. Using the t-test of independent samples, a mild/weak, but statistically significant difference in the preschool teachers’ assessment between the subsamples was determined.
