Projects / Programmes
Raziskovanje učenja in poučevanja v sodobni družbi (Slovene)
January 1, 2009
- December 31, 2012
| Code |
Science |
Field |
Subfield |
| 5.01.01 |
Social sciences |
Educational studies |
Pedagogy |
| 5.01.03 |
Social sciences |
Educational studies |
Special didactics |
| 5.01.02 |
Social sciences |
Educational studies |
Adult education |
| 5.09.00 |
Social sciences |
Psychology |
|
| Code |
Science |
Field |
| 5.03 |
Social Sciences |
Educational sciences |
Researchers (21)
Organisations (5)
Significance for science
The programme group members was engaged in activities primarily contributing to the development of social sciences, particularly to the development of pedagogical and psychological science, as well as the teacher education science. We have analyzed the basic elements of teaching, which significantly affect the quality and sustainability of the acquired knowledge of pupils and students. We have contributed to the development of special didactics of mathematics and science. We have examined the impacts of various teaching approaches on the acquisition of science and math knowledge and studentst motivation for these areas, and based on the findings we have developed and evaluated a model of science and mathematics teaching at all levels of education through the integration of learning strategies that promote participatory and individual learning, supported by effective visualization tools. Based on the synthesis of the research questions about the factors of contemporary education we have influenced on undergraduate and postgraduate teacher education, particularly as regards establishing and assuring quality, conducting research into self-evaluation and work with gifted children. The content is part of the context of globalisation and integration processes occurring all over the world, and also relates to a series of European documents on teacher education (the Lisbon Strategy, the European Network on Teacher Education Policies document, the European Commission’s document titled Common European Principles for Teacher Competences and Qualifications, the Tuning project etc.).
Significance for the country
It is crucial for Slovenia to follow international trends in educational policies and to reform its national education system accordingly in a quality and well thought-out manner. It is very important that Slovenia does not adopt foreign models uncritically – our country should take into account its own teaching tradition and assume a reflective stance towards it. Reform interventions into the education system can only be effective when adapted to Slovene national specificity and identity. The content is part of the context of globalisation and integration processes occurring all over the world. It relates to the reform of the Slovene primary and secondary education and is in line with all the projects and evaluation studies financed by the State with a view to evaluating changes in education. Content wise, the programme also refers to a series of European documents relating to teacher education (the Lisbon Strategy, the European Network on Teacher Education Policies document, the European Commission’s document titled Common European Principles for Teacher Competences and Qualifications, the Tuning project etc.). The findings of empirical research that have been conducted, were contributed to improving the quality operation of educational institutions and to better qualified professionals in education. The socio-economic development of Slovenia was promoted by designing and evaluating the models of lessons, which provide for the students’ quality and sustained knowledge. Guidelines on modern teaching approaches were integrated into teacher education at the undergraduate and postgraduate levels.
Most important scientific results
Annual report
2009,
2010,
2011,
final report,
complete report on dLib.si
Most important socioeconomically and culturally relevant results
Annual report
2009,
2010,
2011,
final report,
complete report on dLib.si
