Turinys / Contents

COVER

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Cover page, GU/NSE, Vol. 19, No. 1, 2022

CONTENTS

Abstract

Contents, Vol. 19, No. 1, GU/NSE, 2022

INNOVATIVE PEDAGOGY AND THE HISTORY OF EDUCATION

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Questions about the nature of the mind and process of education originate in ancient Greek philosophers. What is the role of language? What is the relation between the structure and function in education? Are people free in their choices? Important ancient philosophers, Democritus, Plato, Aristotle and Lucretius, had tried to provide answers to these questions in different ways, while Descartes, Spinoza, Hume, Kant and many others continued where the former stopped at the end of late antiquity. Even today, in the age of technology, contemporary researchers from the fields of philosophy, cognitive science, neurobiology, and artificial intelligence ask similar, albeit technologically informed, questions. Among them are questions about the relation between human and machine or between teachers/students and learning environment and the implications they carry for solving traditional problems inside education, i.e., the problem of mental causation, or the problem of consciousness as well as various mental activities, for instance, decision-making, critical thinking and problem-solving.

USING FINE ART TO TEACH PROGRAMMING

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When people enter the gallery of contemporary art, they are met with interactive projections which fill up the room, react to the observer and take them on new adventures. Programmers, animators, architects, musicians, draftsmen, graphic artists, and engineers participate in this kind of works of art as co-creators of the work. The classic notion that an artist is someone who can draw or paint beautiful is misguided in modern art. Today the so-called artists are people who use all their knowledge and skills at their disposal to convey their message or view of the world. Art has always reflected the time in which it was created. So how do we include content in art lessons that require students to develop competencies they will need in the 21st century? Animated film as a style of artistic expression is not exactly modern but is something new in the curriculum of fine arts. I tried different techniques and procedures to teach students the concepts of creating animations. From drawn animation, stop-motion animation to computer animation. The latter has many production methods and procedures, but I think combining animation and programming the students can achieve many goals and competencies necessary for their future lives or careers. The student has to understand how the animation is created, and plan how to implement the programming code to display their wishes. Programming develops logical thinking, which allows children to break down complex problems into smaller and more manageable ones which are easier to solve. My goal for the students is they learn to use construction knowledge, collaboration, communication, and ICT in art classes and additionally learn how to program.

ENCOURAGING THE USE OF LANGUAGE LEARNING TOOLS WHEN TEACHING SLOVENE AS A SECOND/FOREIGN LANGUAGE

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Each year, more students, who do not speak Slovene as a first language, are enrolling in schools in Slovenia. Some encounter Slovene for the first time, others already know the basics and are looking to build upon their knowledge. Knowledge starting points are determined with standardized testing. Educators then base courses on the results of these tests. After successfully completing the language course, students achieve the A2 language proficiency level, which is not yet sufficient for successful class participation, so additional work is recommended. In the submission I explain, how we can make traditional lessons more engaging. We can achieve this by including language learning tools such as dictionaries, lexicons, audio databases etc. The use of these tools in the classroom, I believe, should be mandatory, as digitalization is irrevocably changing the nature of our work. In the time of e-learning, every teacher had to adapt to the use of online tools. The opportunities for additional education were many, and veritable learning communities formed. One of these opportunities is the project Inovativna pedagogika 1:1. By including foreign language students in regular classes everybody stands to gain something. It is an opportunity to encounter different cultures, build a culture of dialogue and break taboos. Many have learned that similar problems can have many causes, and that every individual needs opportunities for education and development.

UPGRADING SCIENCE WITH ENGLISH AND ICT

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The 21st century brought many changes to the Slovenian school system. The idea of teaching using more modern, active methods and forms of learning and teaching where the student follows the idea "What I hear, I forget. What I see, I remember. What I do, I understand!" was necessary. Information and communication technology development enabled all participants in learning and teaching to look outside the box and beyond the horizon. It enabled students to be more involved in the pedagogical process and encouraged their activity. The Covid-19 pandemic literally overnight changed the learning and teaching process. The students were confused and scared, and the teachers faced the professional challenge and the desire to motivate their students and reach their educational goals. Using online applications (Liveworksheets, Edpuzzle, WordItOut, Wordwall), developing reading comprehension, formative assessment, flipped learning, making videos, and multilingual teaching in combination with classic methods is a successful example of a months-long cross-curricular integration of science and English. The evaluation of the work and the students' reflection showed how vital good lesson planning is, as well as the fluidity and almost imperceptible intertwining of the two subject areas (Chemistry-English and Biology-English). Immediate feedback helped to reach the learning goals faster and better. Multilingualism is an essential step toward the school of the future. The quality of the acquired knowledge and skills was visible in the final report - the student's grades.

EDU-ESCAPE ROOM OR BRAIN TEASERS FOR STUDENTS IN GERMAN

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How to make German lessons more interesting for students? How to motivate them to work more independently, to be creative and to think critically? What else is interesting for them when they use smartphones, social networks, etc. on a daily basis? The widespread use of ICT has not only changed the daily activities and lifestyles of individuals but has also had a profound impact on education at all levels. The joint foreign languages session of secondary school students and ninth graders had to be prepared in a way that was close to them. The COVID -19 pandemic and its associated quarantine have left many of us feeling trapped in a constant state of escape. Therefore, a virtual escape room entitled "Who Stole the Goldfish?" seemed appropriate for this workshop. Using their mobile phones, students entered a virtual world where they could communicate and collaborate without boundaries. The online escape room offered a series of clues, challenges, puzzles, and visual elements that led them to the solution - the discovery of the culprit. The goals of the session were to promote problem solving and team building, develop group problem solving and listening skills, and build better communication skills for collaboration.

EARLY COMPUTER SCIENCE LEARNING WITHOUT A COMPUTER

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This work presents the activities of a teacher that creates and leads an educational process, which is co-created by students, according to their abilities. The aim of such learning process is early computer science and computational thinking education. The theoretical part explains problem-oriented teaching, computational thinking and why it should be developed already in the lower grades of primary school. Then the teaching activities are presented that enable students to learn computer science without devices. Problem oriented activities are based on a created stimulating learning environment with emphasis on critical thinking and creativity development. The activities were prepared in such a way that students of this age are familiar with the elements used.

PROJECT Bridge2Teach

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The main purpose of this project is to develop, test, revise, finalise and disseminate materials for a bridging course for mathematics teacher students and a bridging course for science teacher students, and provide workshops for teacher trainers and for university staff who deliver bridging courses to mathematics and science students. https://www.bridge2teach-project.eu

END

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End page, GU/NSE, Vol. 19, No. 1, 2022