|
RAZVOJ TEORIJE NADARJENOSTI IN REFLEKSIJA V PRAKSI
| THE DEVELOPMENT OF GIFTEDNESS THEORY AND REFLECTION IN PRACTICE
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.212.3
| UDC 371.212.3
|
DESKRIPTORJI: nadarjenost, talentiranost, koncepti, modeli,
polifaktorska teorija nadarjenosti, identifikacija, pospeševanje razvoja
| DESCRIPTORS: giftedness, talent, concepts, models, polyfactor
theory of giftedness, identification, accelerating development
|
POVZETEK - V zadnjih dvajsetih letih je pojmovanje
nadarjenosti dobilo nova obeležja. Izoblikovali so se koncepti, ki
presegajo prvotno enodimenzionalno opredelitev. Razvile so se polifaktorske
teorije nadarjenosti, ki poleg večdimenzionalnih psihomotoričnih konceptov
inteligence vključujejo tudi kognitivne, socialne, emocionalne, kulturne,
antropološke in druge določilnice. S tem postaja tudi diferenciacija
med pojmoma nadarjenost in talentiranost vse bolj konsistentna.
Različni koncepti, modeli in programi za pospeševanje razvoja
nadarjenih predstavljajo potrebno osnovo za konkretne pedagoške aktivnosti
znotraj rednega učnega dela kakor tudi izven njega, pri čemer pa mora
delo z nadarjenimi učenci in mladostniki temeljiti na načelu znanstveno
raziskovlne klime v okviru hevrističnih učnih pristopov. Nekateri
možni didaktični pristopi so tudi predstavljeni.
Avtor ugotavlja, da je zaradi nekaterih objektivnih, večinoma
pa subjektivnih dejavnikov razkorak med stopnjo razvitosti teorije
in dejanskimi operativnimi možnostmi nadarjenih, v primerjavi s tujimi
izkušnjami, prevelik.
| ABSTRACT - The past twenty years have witnessed
a new conception of giftedness. Concepts have been formed, which go
beyond the original one-dimensional definition. Alongside the multidimensional
and psychomotor concepts of giftedness, polyfactor theories have been
developed, which include cognitive, social, emotional, cultural, anthropological
and other dimensions of giftedness. This allows for a more consistent
differentiation between the concepts of giftedness and talent.
Various concepts, models, and programmes for accelerating the development
represent a necessary foundation for concrete pedagogical activities
internally, in regular teaching and learning settings as well as externally,
whereby work with gifted children and youth must be based on the principles
of scientific and research climate within the framework of heuristic
learning principles. The book presents applicable teaching approaches.
Due to certain objective but predominantly subjective factors, the
author finds the discrepancy between the stage of theoretical development
and actual operational opportunities for the gifted to be too large
in comparison with the situation abroad.
|
|
NEKATERI VIDIKI DRUŽBENE NEENAKOSTI NADARJENIH IN IZOBRAŽEVANJE
| ASPECTS OF SOCIAL INEQUALITY OF GIFTED PERSONS AND THEIR EDUCATION
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 316.344.232
| UDC 316.344.232
|
DESKRIPTORJI: družbena neenakost, izobraževanje, nadarjeni
učenci, družina, družba
| DESCRIPTORS: social inequality, education, gifted students,
family, society
|
| POVZETEK - Družbena neenakost je imanentna značilnost
modernih družb. Del sociologov jo opredeljuje kot neracionalno sestavino,
ki ogroža stabilnost družbenega sistema, del pa jo razume kot prispevek
h koheziji posamične družbe in je v tem smislu racionalna. Glede razlikovanja
učinkovitosti neenakosti lahko protisloven značaj družbene neenakosti
opredelimo tudi kot kazalec družbene (ne)pravičnosti. Kot racionalna
izbira za družbeni sistem v celoti je lahko na področju izobraževanja
in vzgoje v specifičnih razmerah celo dejavnik destabilizacije sistema.
Tako tudi Rawls obstoj družbene neenakosti utemeljuje z dejstvom,
da se na ta način izboljšuje položaj najmanj privilegiranih. Malnar
(1996) pa dodaja, da je zato neenakost legitimna tudi z vidika družbene
pravičnosti, a le pod pogojem, da imajo od neenakosti vsi koristi.
| ABSTRACT - Social inequality is an immanent
characteristic of modern societies. Some sociologists define it as
an irrational element, threatening the stability of a social system,
while others see it as a contribution to the cohesion of individual
society, and as such rational. With regard to the differentiation
of the effectiveness of inequality, the contradictory nature of social
inequality can also be defined as an indicator of social (in)justice.
As a rational choice for the social system as a whole, it can act
under specific conditions in the area of education as a factor of
its destabilisation. According to Rawls, the existence of social inequality
can be justified with the fact that it improves the situation of the
least privileged. Malnar (1966) adds that, therefore, inequality becomes
legitimate also from the aspect of social justice but only under the
condition that everybody profits from this inequality.
|
|
MOŽNOSTI ZAZNAVE POTENCIALNE NADARJENOSTI V PREDŠOLSKI DOBI
| ARE PARENTS AWARE OF THE POTENTIAL GIFTEDNESS OF THEIR PRE-SCHOOL CHILD?
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 159.928
| UDC 159.928
|
DESKRIPTORJI: potencialna nadarjenost, predšolski otrok, družina
| DESCRIPTORS: potential giftedness, pre-school child, family
|
| POVZETEK - Prispevek ima štiri poglavja. Pri poskusu
definiranja nadarjenosti smo izpeljali petplastno koncepcijo nadarjenosti:
dedne dispozicije in okolje vplivajo na kreativnost, sposobnosti in
osebnostne lastnosti. Opredelili smo zgodnje znake potencialne nadarjenosti,
vrste nadarjenosti in se usmerili v družino. Družina ima biološko
reproduktivno, čustveno, ekonomsko, pravno in vzgojno vlogo. Ker smo
se v naslovu usmerili v družino in prepoznavanje nadarjenosti v njej,
smo pojasnili otrokov položaj v družini in označili nekatere značilnosti
spodbudnih staršev. Raziskavo smo opravili na manjšem vzorcu štiriletnih
otrok, kjer smo z metodo opazovanja potrdili subjektivno mnenje vzgojiteljice
o potencialni nadarjenosti vzorca. Z anketnim vprašalnikom za starše
so lahko opredelili razvojne potenciale vzorca in odgovorili na zastavljeno
vprašanje.
| ABSTRACT - In the attempt to define giftedness,
we developed a five layer concept, where genetic dispositions
and the environment influence creativity, abilities and personal characteristics.
We defined the early signs of potential giftedness and the kinds of
giftedness, and examined the family, which plays a important biological,
reproductive, emotional, economic, legal and edu-cational role. As
the title suggests, we focused on the family and on the identification
of giftedness within it. We tried to explain the child's position
in the family and define certain characteristics of encouraging parents.
The research was carried out on a small sample of four-year olds.
The observation method was used to confirm the subjective opinion
of the early-years teacher about the potential giftedness of the sample.
The questionnaire for parents helped them to define the developmental
potentials of the sample and to answer the title question.
|
|
POJMOVANJE POKLICA PRI ŠTUDENTIH RAZREDNEGA POUKA NA ZAČETKU ŠTUDIJA
| HOW BEGINNING STUDENTS OF PRIMARY EDUCATION UNDERSTAND THEIR FUTURE PROFESSION
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.13/.16
| UDC 371.13/.16
|
DESKRIPTORJI: pojmovanje poklica, pouk, učiteljeva poklicna
vloga, razredna klima in motivacija, pedagoška praksa, učitelj mentor
| DESCRIPTORS: understanding the profession, lessons,
teacher's professional role, class climate and motivation, teaching practice, teacher mentor
|
POVZETEK - Temelj učiteljeve poklicne kompetence zagotovo
predstavlja kvalificirano poučevanje. Pomemben je celoten kontekst
učiteljevega poklicnega delovanja in življenja, potrebne so različne
kognitivne, praktične in moralne kompetence, ki prispevajo k učiteljevemu
razvoju in s tem k dolgoročno kakovostnemu poučevanju. Le učitelj,
ki se sam razvija, lahko v tem procesu pomaga tudi učencem. Na to,
koliko smo pripravljeni na poklicne izzive, pa med drugim vpliva tudi
naše pojmovanje poklica. V prispevku nas je zanimalo, kako pojmujejo
poklic študenti razrednega pouka na začetku študija.
Iz analize dobljenih podatkov ugotavljamo, da študenti poudarjajo
čustveno-motivacijski vidik tako pri razmišljanju o izbiri poklica
in zgledih lastnih učiteljev kot pri opazovanju učiteljev na pedagoški
praksi in vrednotenju mentorja. Prav tako izstopajoče je razumevanje
poklica kot razlaganje in posredovanje znanja.
| ABSTRACT - Quality teaching is undoubtedly
the basis of teacher's professional competence. Actually, the whole
context of teacher's professional activity and life is important.
Further, the teacher needs various cognitive, practical and moral
competencies, which all contribute to his/her development and thus
to quality teaching. Only the teacher who is prepared to develop on
his/her own can assist his/her students to do the same. How well we
are actually prepared for professional challenges depends to a great
extent on our understanding of the profession. In this connection
we wanted to find out how beginning students of primary education
understand their future profession.
The data analysis shows that in deciding about their future profession,
in having own teachers as examples, as well as in the observation
of teachers during practice or in the evaluation of their mentors
students lay great emphasis on the emotional and motivational aspects
of the profession. The understanding of the profession as being one
where knowledge is explained and transferred to the students also
proved to be an important point.
|
|
PROBLEMI TRANSFORMACIJE SOCIOLOGIJE V ŠOLSKI PREDMET - ANALIZA IN KOMPARACIJA UČBENIKOV
| THE PROCESS OF TRANSFORMING SOCIOLOGY AS A SCIENCE INTO A SCHOOL SUBJECT - TEXTBOOK ANALYSIS AND COMPARISON
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 372.83
| UDC 372.83
|
DESKRIPTORJI: sociologija, učbeniki, komparacija, vsebine,
sociološke teorije, družbena stvarnost, študija primera.
| DESCRIPTORS: sociology, textbooks, comparison, contents,
sociological theories, social reality, case study
|
| POVZETEK - Drugi del razprave o transformiranju
sociologije kot znanstvene discipline v šolski predmet opravi analizo
in primerjavo štirih socioloških učbenikov iz različnih družbenih
okolij. Izbrani so bili glede na primerljivost nivoja zahtevnosti
ter kot ustrezni referenčni okvir, na katerega se opira sam slovenski
učbenik. V komparaciji so bili upoštevani predvsem naslednji vidiki:
vključene vsebine in teoretska izhodišča, didaktično-metodična izhodišča,
opremljenost z informacijami o dodatnih virih, oblikovanost učbenika
ter povezanost med teorijo in prakso. Vključena je tudi študija primera
enega izmed obravnavanih učbenikov, in sicer tistega, ki se po pristopu
do obravnavane problematike najbolj razlikuje od ostalih treh, hkrati
pa prinaša veliko kvalitetnih informacij, ki bi lahko predstavljale
zgled v oblikovanju novejših učbenikov.
| ABSTRACT - The second part of the discussion
about the process of transforming sociology as a science into a school
subject deals with the comparison of four sociology textbooks from
different societies. The choice of textbooks was based on the criteria
of comparability as to their level, and as to their relevance for
the Slovene textbook. The comparison consists of the following points:
basic contents and theories, pedagogical principles, supporting information
about further reading sources, the connection between theory and social
life. The article presents a case study of one of the compared textbooks
which brings a lot of high quality information that could be used
as a good example in the process of preparing new textbooks.
|
|
VREDNOTENJE UČNIH CILJEV ZA PREDMETA SPOZNAVANJE OKOLJA IN SPOZNAVANJE NARAVE IN DRUŽBE V PODROBNIH UČNIH NAČRTIH
| ASSESSMENT OF TEACHING GOALS FOR THE SUBJECTS OF ENVIRONMENTAL EDUCATION AND EARLY SCIENCE AND SOCIAL STUDIES, AS THEY ARE PRESENTED IN DETAILED CURRICULA
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 372.48:371.214
| UDC 372.48:371.214
|
DESKRIPTORJI: kurikularna prenova, podrobni učni načrt,
predmet spoznavanje okolja, predmet spoznavanje narave in družbe
| DESCRIPTORS: curricular renovation, detailed curriculum,
environmental education, early science and social studies
|
| POVZETEK - Spremenjena strategija načrtovanja kurikuluma
spoznavanja okolja zahteva spremembe tudi v učiteljevem načrtovanju.
Zanimalo nas je, kako učitelji v podrobnih učnih načrtih načrtujejo
učne cilje in ali prihaja glede tega do pomembnih razlik v primerjavi
s predmetom spoznavanje narave in družbe. Najbolj se razlike v analiziranih
podrobnih učnih načrtih med predmetoma izkazujejo v samem mestu zapisa
učnih ciljev v podrobnih učnih načrtih, v njihovi časovni opredeljenosti
in s tem povezanem številu učnih ciljev ter v njihovi korelaciji z
drugimi predmeti. Večjih razlik med predmetoma pa ni opaziti v razmerju
zastopanosti posameznih vrst učnih ciljev in v nivoju zapisa učnih
ciljev.
| ABSTRACT - The changed strategy of planning the
curriculum for environmental education requires also a change in teacher's
planning. We were interested in how teachers plan their goals and
whether any significant differences in comparison with the subject
of early science and social studies could be observed. The differences
are most significant in the actual place of noting the teaching goals
in the detailed curricula, in the time plan and the number of goals
connected with it and, finally, in the correlation with other subjects.
There are no major differences between the two subjects as to the
representation of individual kinds of teaching goals and in the level
of the notation thereof.
|
|
ANALIZA UPORABNOSTI KLJUČA ZA DOLOČANJE ALG
| ANALYSIS OF THE APPLICABILITY OF THE ALGAE IDENTIFICATION KEY
|
| Pregledni znanstveni članek
| Review
|
| UDK 582.263
| UDC 582.263
|
DESKRIPTORJI: slikovni morfološki ključ, določanje, makrobentoške
zelene alge, slovensko obalno morje.
| DESCRIPTORS: pictorial morphological key, identification,
macrobenthos green algae, the sea along the Slovene coast
|
| POVZETEK - Avtor predstavlja analizo postopka prepoznavanja
deset makrobentoških zelenih alg, ki so najbolj značilne in dostopne
v slovenskem obalnem morju ter analizo preverjanja uporabnosti slikovnega
morfološkega ključa. V preverjanje so bili vključeni dijaki četrtih
razredov Gimnazije Koper in Gimnazije Piran ter študenti Pedagoške
fakultete v Ljubljani - enota v Kopru. Iz rezultatov odgovorov
sledi, da je slikovni morfološki ključ za nestrokovnjake, predvsem
za srednješolsko in visokošolsko populacijo uporaben.
| ABSTRACT - The author presents the analysis of the
process of identification of ten macrobenthos green algae, which are
most typical and most accessible in the sea along the Slovene coast,
and the analysis of testing the applicability of the pictorial morphological
key. The senior students of the Koper and Piran high schools and the
Faculty of Education students from Koper took part in the identification
process. The results show that for lay people and especially for the
secondary and higher education population the pictorial and morphological
key can prove very useful.
|
|
INFORMACIJSKA TEHNOLOGIJA PRI POUKU ZGODOVINE
| INFORMATION TECHNOLOGY IN TEACHING HISTORY
|
| Pregledni znanstveni članek
| Review
|
| UDK 372.893:371.68
| UDC 372.893:371.68
|
DESKRIPTORJI: poučevanje zgodovine, računalnik v izobraževanju,
izobraževalna tehnologija
| DESCRIPTORS: teaching history, computers in edu-cation,
education technology
|
| POVZETEK - Informacijska tehnologija, ki je značilnost
informacijske dobe, bo po mnenju didaktikov zgodovine imela velik
vpliv na poučevanje zgodovine. Zaradi potreb informacijske dobe morajo
dijaki pridobiti nove spretnosti in znanje, čemur mora slediti tudi
poučevanje zgodovine. S pomočjo uporabe informacijske tehnologije
se pri pouku zgodovine spodbuja samostojno individualno in skupinsko
raziskovanje preteklosti z uporabo različnih virov informacij, učenci
sprašujejo, analizirajo, argumentirajo in prihajajo do lastnih zaključkov.
Informacijska tehnologija ponuja pri pouku zgodovine v glavnem tri
možnosti, in sicer internet, CD-ROM (zgoščenke) in uporabo elektronske
pošte. Vendar uporaba informacijske tehnologije pri pouku zgodovine
ne bo nadomestila učitelja v razredu, ampak bo spremenila njegovo
vlogo v razredu. V prihodnosti bodo učitelji zgodovine bolj kot posredovalci
znanja in informacij, predvsem organizatorji, koordinatorji in nadzorovalci
učenčevega dela.
| ABSTRACT - According to the methodology of
teaching history, information technology, which is characteristic
of the information age, will have an important influence on teaching
history. Information age requires students to acquire new skills and
knowledge which should also become part of history lessons. In history
lessons, information technology can help students to investigate the
past actively, individually or in groups by using different sources
to carry out enquiries, it can also help them to analyse, give arguments
and reach their own conclusions. Information technology offers three
different possibilities: the Internet, CD-ROMs and electronic mail.
The application of information technology in teaching history will
not substitute the teacher but will change his/her role. In the future,
history teachers will not act as disseminators of knowledge but rather
as organisers, co-ordinators and supervisors of students' work.
|
|
ŠOLSKA KAZEN V 19. IN 20. STOLETJU
| PUNITIVE MEASURES IN SCHOOLS OF THE 19TH AND 20TH CENTURY
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.5
| UDC 371.5
|
DESKRIPTORJI: šolska kazen, zgodovinski pregled, razredna
stopnja osnovne šole, učenci, učitelji
| DESCRIPTORS: school punitive measures, historical review,
lower primary level, students, teachers
|
POVZETEK - V prispevku predstavljamo vrste in načine
izvajanja šolske kazni v 19. in 20. stoletju. Ugotovili smo pomemben
vpliv družbenega sistema na način kaznovanja in vrsto prevladujoče
kazni. Za vsako obdobje so značilne drugačne kazni, saj se je najpogosteje
rabljena kazen spreminjala in tako prešla od krute telesne kazni v
administrativno in demokratično usmerjene kazni.
Empirično smo preučili obstoječe stanje na področju šolskega kaznovanja,
preučili razlike v mnenjih o šolski kazni in izvrševanju le-te med
učenci 4. razredov in učitelji razredne stopnje osnovne šole. Rezultati
so pokazali, da večina učencev meni, da šolska kazen mora obstajati.
Večina učiteljev pa je prepričanih, da šolska pravila nudijo dovolj
možnosti za nemoten potek pouka.
| ABSTRACT - The article presents kinds and ways of
school punishment in the 19th and 20th century. Through history, the
societal system played an important role in the manner and kind of
predominating punitive measures. Each period is characterised by different
measures. The most frequently applied punishment changed from being
a cruel physical measure to an administrative and democratically oriented
one.
An empirical study was carried out to determine the present situation
as regards school punishment. We analysed the opinions about punishment
and its actual application as it pertains to the 4th graders and teachers
of the lower primary level. The results show that the majority of
students are convinced that school punishment must exist. The majority
of teachers, however, believes that school rules provide sufficient
possibilities for undisturbed school instruction.
|
|
ZNAČILNOSTI VZGOJE IN IZOBRAŽEVANJA OTROK S POSEBNIMI POTREBAMI V VZHODNI IN SREDNJI EVROPI
| CHARACTERISTICS IN THE EDUCATION OF CHILDREN WITH SPECIAL NEEDS IN CENTRAL AND EASTERN EUROPE
|
| Pregledni znanstveni članek
| Review
|
| UDK 376
| UDC 376
|
DESKRIPTORJI: otroci s posebnimi potrebami, Srednja in Vzhodna Evropa, integracija, inkluzija
| DESCRIPTORS: children with special needs, Central and Eastern Europe, integration, inclusion
|
| POVZETEK - V prispevku predstavljam značilnosti vzgoje
in izobraževanja otrok s posebnimi potrebami v Srednji in Vzhodni
Evropi ter procesa integracije in inkluzije. Analize posebnega izobraževanja
opozarjajo na prepreke, ki zavirajo širjenje inkluzije. V Sloveniji
tako kot v drugih državah beležimo upad števila otrok v posebnih institucijah.
Osnove nadaljnjega razvoja inkluzije so že pridobljene izkušnje, izobraževanje
učiteljev ter pridobivanje podpore v skupinah staršev, ki lahko mobilizirajo
politične sile za izboljšanje pogojev izobraževanja marginaliziranih
skupin otrok.
| ABSTRACT - The article presents the characteristics
in the education of children with special needs in Central and Eastern
Europe and the development of the integration process and inclusion.
The analysis in the field of special education reveals barriers that
inhibit the spreading of inclusion. In Slovenia, the same as in other
countries, it has been observed that the number of children in special
institutions has decreased. The important starting points for further
development of inclusion are practical experiences, teacher education
and involvement of parent groups that could mobilise political forces
in order to improve educational provisions for marginal groups of children.
|
|
OTROCI IMAJO TEŽAVE - KAKO JIH REŠUJEJO?
| CHILDREN EXPERIENCE DIFFICULTIES - HOW CAN THEY SOLVE THEM?
|
| Poročilo
| Report
|
| UDK 159.92-053.5
| UDC 159.92-053.5
|
DESKRIPTORJI: razredna stopnja, šolski parlament, reševanje težav
| DESCRIPTORS: lower primary level, school parliament, solving difficulties
|
| POVZETEK - Avtorica poroča o pripravi in izpeljavi
šolskega parlamenta s posebnim ozirom na razredno stopnjo. Tematika
parlamenta se nanaša na področje težav mladih in na reševanje le-teh.
| ABSTRACT - The author reports how the school parliament
is prepared and then carried out at the lower primary level. The parliament
theme is about the difficulties of young people and their solution.
|