1. |
2. Stališča študentov do umetne inteligenceAndreja Klančar, Aleksander Janeš, 2025, independent scientific component part or a chapter in a monograph Abstract: Namen prispevka je predstaviti stališča študentov izbranih fakultet Univerze na Primorskem do rabe umetne inteligence (UI), njihovo dejansko rabo UI ter raven ozaveščenosti o UI. V raziskavo je bilo vključenih 195 rednih dodiplomskih študentov dveh izbranih fakultet Univerze na Primorskem (105 z UP PEF in 90 z UP FM). V okviru raziskave smo preučili tudi povezanost teh dejavnikov in prihodnje rabe UI ter preverili, kateri izmed dejavnikov je pri tem najmočnejši napovedni dejavnik te rabe. Analiza rezultatov korelacije je pokazala, da je prihodnja namera uporabe UI najmočneje povezana z dejansko rabo, nato s stališči, povezava z ozaveščenostjo o UI ni statistično pomembna. Analiza rezultatov regresije je dodatno potrdila, da je uporaba UI statistično najmočnejši napovednik prihodnje uporabe slednje.
Keywords: umetna inteligenca, stališča študentov, ozaveščenost o UI, uporaba UI, trajnostni vidik, management znanja
Published in RUP: 20.11.2025; Views: 174; Downloads: 8
 Full text (121,39 KB)
This document has more files! More... |
3. |
4. |
5. |
6. |
7. An empirical study on basic and conceptual knowledge, procedural knowledge and problem solving among primary school studentsAmalija Žakelj, Tina Štemberger, Andreja Klančar, 2025, original scientific article Abstract: 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.
Keywords: decimal numbers, basic and conceptual knowledge, procedural knowledge, problem-solving knowledge, arithmetic, mathematics
Published in RUP: 11.07.2025; Views: 584; Downloads: 6
Full text (469,56 KB)
This document has more files! More... |
8. Innovative teaching methods in higher education : the case of University of PrimorskaTina Štemberger, Andreja Klančar, 2025, independent scientific component part or a chapter in a monograph Abstract: 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.
Keywords: higher education, innovative teaching method, challenges, digital tools
Published in RUP: 30.06.2025; Views: 640; Downloads: 10
Full text (173,36 KB)
This document has more files! More... |
9. |
10. |
