51. An empirical study on basic and conceptual knowledge, procedural knowledge and problem solving among primary school studentsAmalija Žakelj, Tina Štemberger, Andreja Klančar, 2025, izvirni znanstveni članek Opis: In this paper, we present the results of an empirical study examining the achievements of Slovenian elementary school students in arithmetic, with a particular focus on decimal numbers at the levels of basic and conceptual, procedural and problem-solving knowledge. The study aimed to determine whether there are differences or correlations between students' achievements in decimal numbers at these levels of knowledge and whether performance at one level can predict performance at another. Based on an empirical non-experimental study involving 100 Slovenian elementary school students, the findings revealed significant correlations and statistically significant differences between students' achievements at the levels of basic, conceptual, procedural and problem-solving knowledge of decimal numbers. Furthermore, performance at the levels of basic and conceptual, and procedural knowledge were found to predict performance in problem-solving tasks, and vice versa. The study's results indicate that gaps in basic and conceptual or procedural knowledge are reflected in difficulties when solving complex problems, where success often depends on the accuracy of intermediate steps within the solution process.
Ključne besede: decimal numbers, basic and conceptual knowledge, procedural knowledge, problem-solving knowledge, arithmetic, mathematics
Objavljeno v RUP: 11.07.2025; Ogledov: 676; Prenosov: 7
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52. Inquiry‑based learning in Grade 9 mathematics : assessing outcomes across Gagné’s taxonomyDaniel Doz, Amalija Žakelj, Mara Cotič, 2025, izvirni znanstveni članek Opis: Inquiry-based learning (IBL) in mathematics is a student-centered approach that encourages exploration, problem-solving, and critical thinking, allowing students to actively engage with mathematical concepts and discover relationships through hands-on activities and collaborative learning. Despite the growing interest in IBL within mathematics education, which has demonstrated the efectiveness of this method on students’ achievements, less is known about its impact on Gagné’s taxonomy of knowledge (conceptual, procedural, and problem-solving knowledge). This study, based on Bruner’s instructional model, compares the efectiveness of IBL against traditional teaching methods in promoting mathematical learning across Gagné’s three taxonomies of knowledge in Grade 9 algebra content, using a sample of 258 Slovenian students (132 in the experimental group). Results show that the experimental group outperformed the control group in most areas, with no signifcant diference observed in procedural knowledge. The study suggests that IBL enhances students’ conceptual understanding and problem-solving abilities by fostering deeper engagement and critical thinking but may not have the same impact on procedural fuency, which requires repetitive practice.
Ključne besede: algebra, equations, inquiry-based learning, mathematics, problem-solving
Objavljeno v RUP: 04.07.2025; Ogledov: 859; Prenosov: 9
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53. Izzivi visokošolskih učiteljev pri spodbujanju kritičnega mišljenja – sistematični pregled literatureNataša Makovec, Jurka Lepičnik-Vodopivec, 2025, izvirni znanstveni članek Opis: Razvoj kritičnega mišljenja je ključni cilj visokošolskega izobraževanja, ob tem da je ta koncept premalo raziskan in pomanjkljivo opredeljen, predvsem z vidika načinov poučevanja in merjenja učinkov. Pregled in analiza 18 znanstvenih člankov, objavljenih v zadnjih petih letih, sta pokazala, da je mogoče izzive visokošolskih učiteljev pri spodbujanju kritičnega mišljenja v grobem razdeliti v štiri skupine, in sicer na tiste, ki so povezani z (i) usposobljenostjo učiteljev, (ii) političnimi in družbenimi razmerami, (iii) študenti in (iv) pomanjkljivo definicijo kritičnega mišljenja ter s tem povezanim metodološkim okvirom. Aktivne metode dela, kot so sodelovalno, akcijsko, problemsko in dialoško učenje ter druge metode, kjer so študenti aktivni, dokazano spodbujajo razvoj kritičnega mišljenja. Digitalizacija pri tem pomeni za učitelje izziv in hkrati priložnost za izvajanje različnih aktivnosti in metod dela s študenti, s katerimi lahko spodbujajo kritično mišljenje. Možnosti za nadaljnje raziskovanje so v preučevanju načinov spodbujanja kritičnega mišljenja pri študentih in učiteljih ter definiranju metodologije, ki bi postavila merila in kriterije za preverjanje učinkov.
Ključne besede: kritično mišljenje, visokošolski učitelji, izzivi pri poučevanju, metode dela
Objavljeno v RUP: 02.07.2025; Ogledov: 804; Prenosov: 7
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54. Innovative teaching methods in higher education : the case of University of PrimorskaTina Štemberger, Andreja Klančar, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: The paper addresses the use of innovative teaching methods in higher education, specifically at the University of Primorska (UP). In the last decades, the use of digital technologies in teaching has undoubtably changed both, teaching and learning process. However, not much research has focused on using innovative teaching methods in higher education settings, so the aims of the study were to (i) determine how frequently higher education professors use different teaching strategies and methods and tools, digital tools and generative AI tools, (ii) what kind of challenges they face in this context and (iii) which competences would they need to better implement innovative teaching methods into their teaching. Data was gathered with questionnaire which was administered in spring 2024. A total of 74 academic staff members of UP participated in the study. The results in general show that higher education professors frequently use as problem-based learning, team-based learning, and scenario-based learning, while gamification, design thinking, and cooperative learning are underutilized. They frequently use Google Drive and YouTube. The major barriers for using more innovative teaching strategies and methods are time constraints, limited access to resources and technology, and lack of pedagogical and digital skills, so they express the need for targeted training in digital tools, AI, and innovative teaching methods, as well as strategies for engaging students and managing large groups.
Ključne besede: higher education, innovative teaching method, challenges, digital tools
Objavljeno v RUP: 30.06.2025; Ogledov: 757; Prenosov: 12
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55. Using inquiry-based learning for developing university students’ digital skillsMojca Žefran, Silva Bratož, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: In recent years, the development of digital skills has been encouraged at all levels of education. For this purpose, innovative pedagogies and approaches aimed at fostering learners’ active participation, critical skills, and autonomy have been proposed. In this paper, we focus on the benefits of using the inquiry-based approach (IBL) for developing education students’ digital skills. A design-based study was conducted with a group of students (n=38) in the primary education study programme with a view to identifying students’ attitudes towards IBL as well as their experiences and challenges encountered in the process. The design-based scenario followed the 5E inquiry-based instructional model (engagement, exploration, explanation, elaboration, and evaluation). Data for this study was gathered through an online survey, a focus group discussion, and through an in-depth analysis of the IBL scenario. The results indicate that students hold positive attitudes towards IBL. The most significant challenge identified was the application of critical thinking skills to locate and evaluate relevant research sources.
Ključne besede: digital skills, inquiry-based learning, pre-service primary school teachers, critical thinking
Objavljeno v RUP: 20.06.2025; Ogledov: 947; Prenosov: 12
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57. Knowledge avoidance – consistency, taxonomy, and etiologyTomaž Grušovnik, 2025, izvirni znanstveni članek Opis: Often, our reluctance to accept new ideas is the obstacle to advancing knowledge. This reluctance also plays an important role in unethical behavior. Yet, despite being widely recognized as a major factor in moral misconduct across the ethical spectrum, knowledge avoidance is plagued by a lack of clarity about the precise nature and characteristics of the epistemic phenomena it encompasses. First, these phenomena appear to be contradictory, since avoidance usually requires knowledge of what is to be avoided, and thus avoidance of knowledge seems impossible. Second, knowledge avoidance seems to be an umbrella term that encompasses a variety of different doxastic states. And third, the reasons and motivations for knowledge avoidance seem to encompass biological factors as well as ontological and psychological aspects. Drawing on both traditional and contemporary philosophical literature, the present paper aims to shed light on all these faces of knowledge avoidance by exploring problems related to its consistency, taxonomy, and etiology. The essay concludes with an examination of the moral dimensions of these phenomena. It explores the problem of responsibility and culpability, and even the potential benefits of knowledge avoidance.
Ključne besede: knowledge avoidance, willful ignorance, denialism, biased belief formation, culpability
Objavljeno v RUP: 16.06.2025; Ogledov: 755; Prenosov: 19
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58. Adolescents’ attitudes toward educational and employment status after leaving residential care : the case of SloveniaJovita Pogorevc, Tina Štemberger, 2025, izvirni znanstveni članek Opis: This study examines adolescents’ attitudes toward education and employment following their departure from residential care (RC) centers. Data were collected from adolescents currently residing in RC centers through a structured questionnaire, which addressed four key dimensions: (i) negative attitudes toward further schooling, (ii) passive attitudes toward job searching, (iii) active job searching and (iv) aspirations for independence. A total of 95 participants took part in the study. Overall, the findings indicate that adolescents generally do not exhibit negative attitudes toward continuing their education. However, female participants demonstrated greater motivation to pursue further schooling compared to their male counterparts, and adults showed a higher readiness for continued education than minors. Respondents also expressed a strong intent to seek employment after leaving RC centers, rejecting reliance on social support. They displayed a preference for securing stable, permanent jobs aligned with their training. Additionally, the participants reported high aspirations for independent living, including securing well-paying jobs, and expressed a strong commitment to achieving these goals. Notably, this aspiration was more pronounced among minors.
Ključne besede: education, employment, residential care, youth, future
Objavljeno v RUP: 12.06.2025; Ogledov: 762; Prenosov: 5
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59. The limited role of socio-ecological indicators in temporary use of space—deficits in revitalization of degraded urban areasMatjaž Uršič, Tina Cotič, 2025, izvirni znanstveni članek Opis: Temporary use of space in degraded areas is gaining significance in spatial planning due to limitations and conflicts stemming from traditional models that overlook social (soft) environmental components. This article addresses the lack of socio-ecological indicators in contextual analyses that precede planning processes in degraded areas. Using a plural case study approach across sites in Portugal and Slovenia, it combines primary data from semi-structured questionnaires and terrain analysis with secondary sources. The findings reveal that only specific types of temporary uses foster dynamic and adaptive social networks among stakeholders. These networks enhance the social and environmental sustainability of urban areas, particularly when socio-ecological indicators are refined to account for informal practices, community engagement and cultural value. Furthermore, the study highlights how these practices contribute to social sustainability by supporting inclusive governance models and stimulating local economies. A key finding of the study is the identification of a strong link between social networks and environmental sustainability, highlighting the need to incorporate updated socio-ecological indicators into spatial planning for degraded areas. Temporary uses are not merely stop-gap solutions but also strategic tools for cultivating sustainable urban areas.
Ključne besede: temporary spaces, temporary use of space in degrated urban areas, socio-ecological indicators, social sustainability, urban redevelopment
Objavljeno v RUP: 12.06.2025; Ogledov: 787; Prenosov: 14
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