Lupa

Search the repository Help

A- | A+ | Print
Query: search in
search in
search in
search in
* old and bologna study programme

Options:
  Reset


101 - 110 / 149
First pagePrevious page6789101112131415Next pageLast page
101.
The attitudes of educators towards picture books with homosexual content
Anita Lečei, Tina Štemberger, Majda Cencič, 2016, original scientific article

Abstract: Inclusion refers to the respectful acceptance of diverse modes of being, including sexual orientation as one of the means of its multiple expression. Aimed at the portrayal of the current trends in a highly diversified society, picture books with their explicit homosexual content are growing in popularity. It is evident, however, that the pragmatics of their kindergarten use is still controversial, largely motivated by teachers' attitude to homosexuality as such. The purpose of the presented study, undertaken among the teachers from the Istrian County, was to determine educators' orientation towards homosexually-charged picture books and identify opinion differentiating factors influencing their perception, such as teachers' service length or the degree of the respective urbanization or rurality of the area they inhabit. A questionnaire was devised as a means of data collection. The research results indicate that the pool of 127 respondents was neither fervently pro-or against both the picture books with homosexual content and their kindergarten use as such. Although with no significant statistical differences in the service length, teachers with more extensive in-service experience find it easier to accept homosexual content of the picture books in question but are more reluctant to incorporate their use into their teaching practice. As expected, the higher the level of urbanization of the area educators represent, the more accepting they are. Conversely, the more rural teachers' immersing surrounding, the lower openness to diversity on their part, translating into their diminished readiness to use the discussed homosexually explicit material. Close analytical reading of the study results reveals that for the previously mentioned inclusion to become an integral part of the teaching practice, the system of education has to undergo major changes to provide professional development opportunities for teachers and equip them with necessary tools for the skilled handling of such sensitive matter as homosexuality proves to be.
Keywords: slikanice, homoseksualnost, inkluzija, vzgojitelji, stališča
Published in RUP: 08.08.2016; Views: 5569; Downloads: 393
URL Link to full text

102.
Arhitektura v šoli, šola v arhitekturi : (uvodnik)
Majda Cencič, Eva D. Bahovec, 2012, preface, editorial, afterword

Keywords: šolski prostori, šolske zgradbe, arhitektura
Published in RUP: 30.12.2015; Views: 2850; Downloads: 46
URL Link to full text

103.
Raziskava načrtovanih novosti pri pouku v kontekstu pedagoških raziskav
Tina Štemberger, Majda Cencič, 2014, original scientific article

Keywords: poučevanje, pouk, novosti, načrtovanje, raziskave
Published in RUP: 21.12.2015; Views: 3798; Downloads: 68
URL Link to full text

104.
Tesnobnost pri pouku angleškega jezika
Mojca Žefran, Majda Cencič, 2013, original scientific article

Keywords: tesnobnost, pouk, angleški jezik, usvajanje tujega jezika
Published in RUP: 21.12.2015; Views: 4184; Downloads: 45
URL Link to full text

105.
Vpliv cenovnih pasov na management cen
Ivan Toroš, 2014, scientific monograph

Keywords: cene, cenovni pasovi, management
Published in RUP: 21.12.2015; Views: 2742; Downloads: 77
URL Link to full text

106.
107.
108.
109.
Kako dodiplomski študenti na pedagoški fakulteti zaznavajo šolski prostor kot dejavnik aktivnega učenja
Majda Cencič, 2015, independent scientific component part or a chapter in a monograph

Abstract: Aktivno učenje, povezano z izkušnjami učencev, poteka v konkretnih življenjskih okoliščinah, učenci pa z lastno aktivnostjo pridobijo novo znanje. Učno okolje mora pri tem čim bolj spodbujati učenje. Interaktivno učno okolje pa ni le spodbujevalnik učenja, ampak je tudi dejavnik učenja, saj prinaša številna sporočila, npr. kakšen odnos imamo do ekologije in trajnostnega razvoja, kako razumemo socialno kohezivnost v smislu sodelovanja s krajani, starejšimi, invalidi ipd. Šolski prostor deluje kot prikriti kurikulum, tridimenzionalni učbenik, tretji učitelj, tihi pouk ipd. Glede na drugačne poglede na šolski prostor nas je zanimalo, kakšna stališča imajo dodiplomski študenti Pedagoške fakultete v Kopru o šolskem prostoru kot dejavniku učenja in ali se stališča študentov razlikujejo glede na smer in letnik študija. V ta namen je 299 študentov vseh smeri študija v juniju 2012 izpolnjevalo vprašalnik. Iz vprašalnika, pretežno zaprtega tipa v obliki številčne ocenjevalne lestvice in lestvice stališč Likertovega tipa, smo za namen prispevka posebej analizirali tri stališča, ki se nanašajo na šolski prostor kot dejavnik aktivnega učenja. Združili smo jih v novo spremenljivko in jo za namen nadaljnje obdelave standardizirali. Podatki, obdelani na ravni opisne (srednje vrednosti, razpršenost) in inferenčne (Spearmanov korelacijski koeficient, Kolmogorov-Smirnov preizkus, regresijska analiza) statistike, kažejo, da se študenti strinjajo, da je šolski prostor dejavnik učenja, da pa na stališče o šolskem prostoru kot dejavniku aktivnega učenja bolj vpliva letnik kot smer študija.
Keywords: aktivno učenje, šolski prostor, stališča, študenti, pedagoška fakulteta Univerze na Primorskem
Published in RUP: 14.10.2015; Views: 3439; Downloads: 73
URL Link to full text

110.
Search done in 0 sec.
Back to top
Logos of partners University of Maribor University of Ljubljana University of Primorska University of Nova Gorica