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Reconsidering contemporary approaches to teaching art history : from theoretical frameworks to empirical insights
Marjana Dolšina Delač, 2026, samostojni znanstveni sestavek ali poglavje v monografski publikaciji

Opis: This chapter explores how contemporary didactic approaches can enhance the teaching and learning of art history through both theoretical reflection and empirical investigation. Building on the evolution of art-historical pedagogy from formalist to contextual paradigms, the study integrates a series of pedagogical experiments conducted within the elective university course titled Contemporary Approaches to Teaching and Learning Art History. The research aims to identify effective strategies for fostering student engagement, critical thinking, and sensory awareness in a digital educational environment. Using a small-scale qualitative methodology based on observation, reflection, and analysis of student-designed lessons, the study highlights the benefits of multisensory learning, formative assessment, flipped classroom models, and authentic learning contexts. Findings suggest that the most effective art history teaching approaches balance technological innovation with embodied, humanistic engagement, reaffirming the relevance of art history as a reflective and interdisciplinary discipline.
Ključne besede: art history didactics, contemporary teaching approaches, active student engagement, digital tools, artificial intelligence
Objavljeno v RUP: 29.07.2026; Ogledov: 124; Prenosov: 6
Celotno besedilo (1,73 MB)
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Escape rooms as an active learning didactic strategy : an analysis of motivation, knowledge, and the learning experience
Andreja Špernjak, Nika Židan, 2026, samostojni znanstveni sestavek ali poglavje v monografski publikaciji

Opis: The study investigates escape rooms as a didactic strategy that integrates active learning, collaboration, and game-based motivation in science education. Two versions of an educational escape room on the digestive system were implemented with eighth-grade students: one physical and one virtual. The research employed a comparative descriptive design with 77 participants, using a questionnaire to assess motivation, perceived knowledge, and engagement. Results indicate that both versions of the escape room enhanced students' motivation and learning satisfaction, with no statistically significant differences between the modalities. The physical version fostered more teamwork and sensory engagement, while the virtual version offered flexibility and digital interactivity. The findings confirm that escape rooms - whether physical or virtual - are effective tools for enhancing students' motivation, cooperation, and understanding of biological concepts. The study also emphasises the importance of teacher facilitation, ethical design, and structured reflection as essential components of the didactic framework.
Ključne besede: student-centred teaching, escape rooms, collaborative learning, learning motivation
Objavljeno v RUP: 29.07.2026; Ogledov: 166; Prenosov: 3
Celotno besedilo (123,59 KB)
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