Page 282 - Mitja Sardoč, Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2018. Digitalna knjižnica, Dissertationes 26
P. 282
r aziskovanje v vzgoji in izobr aževanju
tions, future primary school teachers generated highly appropriate tasks
(they were suitable in over 80 % of cases for the multiplication equation and
in over 90 % of cases for the addition equation). Fourth graders were sli-
ghtly less successful (33 % correctness for multiplication equation and 67
% correctness for addition equation). We wanted to find out also whether
the students are able to find a connection between different mathemati-
cal operations, which would in our case indicate their use of the inversion
principle. We found out that students use the inversion principle for both
types of mathematical operations (addition and subtraction, multiplicati-
on and division). Nevertheless, fourth graders use the inversion principle
for multiplication more often than for addition, which could be explained
by the theory of realistic mathematics. Based on the results of this resear-
ch, we conclude that students' level of understanding of mathematical con-
cepts can be measured by the word problem, which they are asked to create
according to the symbolic representation given by the teacher. Finally, we
provide also some directions for teaching, which could improve students
understanding of the connection between different mathematical contents.
Key words: mathematics, word problems, inversion principle, future prima-
ry school teachers, pupils
Darko Štrajn, Sabina Autor, Tina Šešerko
Pouk zgodovine in medijska družba v projektu E-Story
Pedagoški inštitut skupaj s predstavniki še šestih držav sodeluje v projek-
tu E-story - Media and History. From cinema to the web. (Mediji in zgo-
dovina. Od filma do spleta.) Projekt v shemi Erasmus+ vodi bolonjski Isti-
tuto storico Parri. V času 36 mesecev – dokončanje projekta je predvideno
v jeseni 2018 – v projektu razvijamo razumevanje prezentacij zgodovine v
medijih, delujemo na področju razvoja medijskih kompetenc učiteljev zgo-
dovine in si, končno, prizadevamo za digitalno dostopnost virov za pouk
zgodovine predvsem na ravni srednjih šol. Teoretska spoznanja, na kate-
rih temelji projekt, upoštevajo medijske in spletne kanale tako širjenja ved-
nosti o zgodovini kot tudi spreminjanje dojemanja zgodovinskih dejstev.
Posebej pomembno je tudi to, da mediji in splet učinkujejo na percepcijo
pri učenkah in učencih. V prispevku prikazujemo poglavitna dognanja in
ugotovitve opisov in analize medijskih ter internetnih vsebin, ki se nana-
šajo na zgodovino ter vizualne medije v Sloveniji. Navajamo pa tudi zani-
mive podrobnosti v primerjavi z drugimi sodelujočimi državami. Ena od
zastavljenih nalog projekta je namreč oblikovanje “Observatorija” (E-Story
282
tions, future primary school teachers generated highly appropriate tasks
(they were suitable in over 80 % of cases for the multiplication equation and
in over 90 % of cases for the addition equation). Fourth graders were sli-
ghtly less successful (33 % correctness for multiplication equation and 67
% correctness for addition equation). We wanted to find out also whether
the students are able to find a connection between different mathemati-
cal operations, which would in our case indicate their use of the inversion
principle. We found out that students use the inversion principle for both
types of mathematical operations (addition and subtraction, multiplicati-
on and division). Nevertheless, fourth graders use the inversion principle
for multiplication more often than for addition, which could be explained
by the theory of realistic mathematics. Based on the results of this resear-
ch, we conclude that students' level of understanding of mathematical con-
cepts can be measured by the word problem, which they are asked to create
according to the symbolic representation given by the teacher. Finally, we
provide also some directions for teaching, which could improve students
understanding of the connection between different mathematical contents.
Key words: mathematics, word problems, inversion principle, future prima-
ry school teachers, pupils
Darko Štrajn, Sabina Autor, Tina Šešerko
Pouk zgodovine in medijska družba v projektu E-Story
Pedagoški inštitut skupaj s predstavniki še šestih držav sodeluje v projek-
tu E-story - Media and History. From cinema to the web. (Mediji in zgo-
dovina. Od filma do spleta.) Projekt v shemi Erasmus+ vodi bolonjski Isti-
tuto storico Parri. V času 36 mesecev – dokončanje projekta je predvideno
v jeseni 2018 – v projektu razvijamo razumevanje prezentacij zgodovine v
medijih, delujemo na področju razvoja medijskih kompetenc učiteljev zgo-
dovine in si, končno, prizadevamo za digitalno dostopnost virov za pouk
zgodovine predvsem na ravni srednjih šol. Teoretska spoznanja, na kate-
rih temelji projekt, upoštevajo medijske in spletne kanale tako širjenja ved-
nosti o zgodovini kot tudi spreminjanje dojemanja zgodovinskih dejstev.
Posebej pomembno je tudi to, da mediji in splet učinkujejo na percepcijo
pri učenkah in učencih. V prispevku prikazujemo poglavitna dognanja in
ugotovitve opisov in analize medijskih ter internetnih vsebin, ki se nana-
šajo na zgodovino ter vizualne medije v Sloveniji. Navajamo pa tudi zani-
mive podrobnosti v primerjavi z drugimi sodelujočimi državami. Ena od
zastavljenih nalog projekta je namreč oblikovanje “Observatorija” (E-Story
282
