The C•E•P•S Journal is an international peer-reviewed journal with an international board with an open-access. It's been published since 2011. It publishes original research papers, empirical and theoretical, from a wide variety of academic disciplines related to the field of Teacher Education and Educational Science. There are four issues per year. Issues are usually focused on specific areas but there is always space for non-focused articles and book reviews. In the year 2013 first number was focused on sustainable development and education, the second on school and its environment, the third number covered the content in research in physics education, and the last in solving mathematical problems in class. There were 27 papers and 4 book reviews published by 42 authors from 13 different countries. CEPS Journal was included for indexation to EBSCO - Education Source Publications, got a positive peer-review assessment from the Scopus and was included to some other database which we find important for the promotion of the journal to a wider set of readers.
C.04 Editorial board of an international magazine
In Slovenia, gifted education (GE) at elementary education has become more systematically organised and nationally promoted in the last ten years, after the national document “The Concept for identification and provision for gifted students in the nine-year elementary school” was approved by the National Council for General Education in 1999. The GE at elementary as well as at secondary education thus consist of two main parts, identification of the giftedness and the subsequent provision for the gifted students. The purpose of the paper is to present main empirical findings from the recent national survey on gifted education in Slovenia, in which 1451 teachers and 121 school coordinators for the GE participated. The results will focus on the professional perception of the current identification procedure; multiple criteria and different instruments for the identification will be presented by means of their strengths and shortcomings and some implications for the further optimisation of the identification procedure will be discussed.
B.03 Paper at an international scientific conference
COBISS.SI-ID: 9708105The development of spatial perception and the ability to represent spatial organizations is one of the most important goals of visual art education. An important contribution that visual art education owes to new technologies is the possibility to generate and use didactic means that base either on dynamic or on static images. In this context, the aim of the presentation was to analyze the characteristics and influence of different didactic tools – dynamic or static images in the development of pupils' spatial perception and its expression through their art works. We could conclude that it is extremely important to plan the adequate didactic tools taking into account the aims we wish to achieve from visual art education lessons: dynamic images foster a unique lived experience of space but they can also create oppression, insecurity and negative feelings, especially in pupils that find it difficult to express themselves in terms of two dimensional representations of space. This conclusions could be of importance in the case of other school subjects that deal with spatial representations.
B.05 Guest lecturer at an institute/university
COBISS.SI-ID: 9863753Students should develop adequate science competences during their primary science education. Research evidence show that students’ motivation to learn science has a significant influence on student’ science competences development. The purpose of this study is therefore to explore the development of students’ understanding of some specific biological, chemical and physical concepts and to assess their motivation to learn science while implementing PROFILES learning modules into the primary science classrooms (8th and 9th grade) in the first year of implementing the project. Altogether 989 elementary school students participated in the study. The data were collected using Motivational Learning Environment questionnaire (MoLE) and subject specific knowledge achievement tests. In each school participating students were assigned into experimental and control group. Students in the experimental group fulfilled the MoLE questionnaire prior and after the learning module implementation and knowledge achievement tests. Students assigned into the control group were exposed to traditional teaching, and they also fulfilled the MoLE questionnaire and knowledge achievement tests after the module implementation. Students were taught the same concepts in the experimental and control group. Minimum of two PROFILES modules were applied. Results show that different components of learning environment perceived by students’ before and after the implementation of PROFILES modules have not changed significantly except Relevance of the topics. Comparing students’ knowledge at all school subjects show that there are some differences between control and experimental group, but additional analysis are needed. It can be concluded that teachers should implement a three-level PROFILES model into their teaching to achieve better learning outcomes at all science subjects, but the implementation of modules could also be changed in a way that teacher would take a more active role in teaching with PROFILES modules and only collaborative learning is not focused enough for students in primary school.
B.03 Paper at an international scientific conference
COBISS.SI-ID: 9989449Probability is a mathematical content that until recently Slovenian students started to be taught at a relatively late stage of schooling in secondary school only – and even then merely on a formal level. In the new syllabus for primary school these contents are introduced as early as in the first three years' cycle of the nine-years primary school. Certainly, teaching probability at the lower stage is neither explicit nor formal, but merely a systematic achieving of experience. That is to say through sensible grading of activities the learner should acquire experience with incidental events. In doing this the child is expected to go through the following stages: accept uncertainty, be able to anticipate (for certain, perhaps, impossible), compare probabilities (more probable, less probable, equally probable etc.), before comprehending a statistical or classical definition of probability.
B.03 Paper at an international scientific conference
COBISS.SI-ID: 1536028100