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Projects / Programmes source: ARIS

Studies in pedagogy and andragogy

Periods
Research activity

Code Science Field Subfield
5.01.00  Social sciences  Educational studies   

Code Science Field
S270  Social sciences  Pedagogy and didactics 
S272  Social sciences  Teacher education 
S280  Social sciences  Adult education, permanent education 
S282  Social sciences  Comparative and historical pedagogy 
S283  Social sciences  Psychopedagogy 
S285  Social sciences  Social pedagogy 
Evaluation (rules)
source: COBISS
Researchers (14)
no. Code Name and surname Research area Role Period No. of publicationsNo. of publications
1.  09077  PhD Maksimiljan Adamič  Educational studies  Researcher  2001 - 2003  101 
2.  12274  PhD Monika Govekar Okoliš  Historiography  Researcher  2001 - 2003  322 
3.  20326  PhD Andreja Istenič  Educational studies  Researcher  2001 - 2003  325 
4.  01060  PhD Mojca Kovač Šebart  Culturology  Researcher  2001 - 2003  533 
5.  07328  PhD Boris Kožuh  Educational studies  Researcher  2001 - 2003  289 
6.  04800  PhD Ana Krajnc  Educational studies  Researcher  2001 - 2002  479 
7.  07654  PhD Robert Kroflič  Philosophy  Researcher  2001 - 2003  666 
8.  15531  PhD Nives Ličen  Anthropology  Researcher  2002 - 2003  622 
9.  00562  PhD Bara Marentič Požarnik  Educational studies  Head  2001 - 2003  831 
10.  07571  PhD Zdenko Medveš  Educational studies  Researcher  2001 - 2003  486 
11.  05079  PhD Nena Mijoč  Educational studies  Researcher  2001 - 2003  90 
12.  04839  PhD Janko Muršak  Educational studies  Researcher  2001 - 2003  415 
13.  04615  PhD Metod Resman  Educational studies  Researcher  2001 - 2003  355 
14.  18854  PhD Klara Skubic Ermenc  Educational studies  Researcher  2001 - 2003  362 
Organisations (1)
no. Code Research organisation City Registration number No. of publicationsNo. of publications
1.  0581  University of Ljubljana, Faculty of Arts  Ljubljana  1627058  97,913 
Abstract
The studies include some basic theoretical concepts and models connected to the current processes of educational reform in Slovenia. They encompass analyses at the conceptual level, system level, the level of curricular planning, teaching and learning process and assessment. Examples: how do conceptions of knowledge, learning, teaching influence processes and practices (transmission – interaction in teaching; assessment practices and active learning); how to cope with individual differences in primary and secondary schools - general and vocational (models of differentiation and diversification); the role of school counselling; models of adult education and life-long learning. International significance In the studies, the questions which are being discussed also in the international frame, are being included: how does education react to challenges of changing socialisation patterns and other social changes, increasing competition, new information and communication technology, pluralisation of values? How to cope with knowledge explosion, more diverse and increasing student population, low motivation, drop-out? How do these frame factors, including pressures, affect changes in the school system and curricula? The research themes studied so far are directly or indirectly connected to some basic questions of the on-going school reform. They aim to provide theoretical underpinning, basic concepts and also to define controversial issues and problems and seek solutions. The Slovenian experience can contribute to international exchange of important insights into processes of educational change in a specific context.
Most important scientific results Final report
Most important socioeconomically and culturally relevant results Final report
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