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Search Results: 1 - 10 of 88 matches for " Vlasta Hus "
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Comparative Analysis of Cartographic Literacy in the Selected Curricula at the Primary Level  [PDF]
Vlasta Hus, Tina Hojnik
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.412107
Abstract: Basic knowledge of maps, because of its widespread use, has become a part of the individual’s modern literacy. This is why we were interested in how this kind of literacy is represented in schools, when it occurs and how it is upgraded. Based on the study of literature we have formed criteria of cartographic literacy and based on the comparative method we have compared curricula for the lower stage of primary education of two countries (England and Slovenia). We found that cartographic literacy is given most attention, as well as in content as in didactic recommendations, in the Slovene curriculum for Social Studies (second triad). But according to the pupils’ cognitive abilities, it is being introduced too late. In the English curriculum for Geography initial cartography is far more dependent on the teachers and their cartography knowledge (or lack of it) because of the general definition of objectives and lack of recommendations. A combination of such an open curriculum and teacher’s cartography knowledge (or lack of it) can push cartographic literacy a step back from other content. That is why educating teachers and paying attention to the matter either in the curriculum or in textbook sets is of utmost importance.
Semiotic Analysis of the Textbooks for Young Learners  [PDF]
Anja Sovi?, Vlasta Hus
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.74066
Abstract: Illustration is very important media. It is the media from which children learn especially when they are 5 to 6 years old. If they don’t know the meaning of illustration, they find it senseless. Illustration as any material which is used in education, should follow and support child’s cognitive development. Semiotics despite its unfamiliarity is very important part of child’s cognitive development. Different symbols are learned at different stages and there are a lot of symbols in textbook’s illustration. The semiotic analysis of three textbooks for young learners (Playway to English 1, Magic Adventure 2, Cookie and Friends) showed that these textbooks need some corrections according to child’s cognitive development and their visual perception. The textbook’s illustrations all include “motion devices” and what is ever more the same symbols represent different meanings.
Opinions of Primary Education Programme Students on the Development of Competence for Teaching Effective Learning Strategies and Methods  [PDF]
Vlasta Hus, Minka Koprivnik
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.715216
Abstract: In this article, we present the results of an empirical study, in which we attempt to study how primary education programme students assess their own competencies for teaching their pupils effective learning strategies and methods, and what time they consider is the most appropriate for such teaching. To acquire this data, we used an anonymous questionnaire. The sample included 305 students from Faculties of Education in Slovenia. We determined that most students felt competent enough to teach various learning strategies and that students thought that the best time to begin teaching pupils about effective learning was during the 1st educational period.
Didactic Games in Social Studies in Primary School  [PDF]
Polona Jan?i?, Vlasta Hus
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.812129
Abstract: This study attempts to present representation of didactic games in social studies classes in primary school. We were especially interested in origin of didactic games that teacher use. Didactic game is a game used in classes taught with game-based learning and is proven to be an effective experiential learning method in more researches by Boocock, Bognar and others. In March and April 2017,?we conducted a research among the 290 students of the 4th?and 5th?grade and 177 teachers teaching 4th?and 5th?grade about the representation of didactic games in wider aspects in the 4th?and 5th?grade of social studies classes in Slovenian primary schools. In addition, 56 social studies lessons were observed. Results revealed that there is a problem of insufficient range of ready-to-use or ready-made games designed for the subject social studies, therefore the majority of teachers had already created a didactic game by?themselves.
Slovenian Example of Bilingual Primary Education  [PDF]
Vlasta Hus, Polona Jan?i?
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.91001
Abstract: In the last 50 years, models of bilingual education with members of national minorities have been at the centre of political, social, and economic debates. Education is an important area where two languages systematically meet. This article introduces researches already made on the planning and performing classes in bilingual primary schools and presents bilingual model used in Slovene primary schools. Performing bilingual primary education in Slovenia is a challenge for teachers because they demand special organization and content to achieve their goals. Bilingual education belongs to the two-way model of preserving two languages and cultures. Bilingual classes are attended by students of two nationalities and mother tongues. Both languages are taught and have an equal status in all subjects. At the same time, both languages have an equal position as means of spoken and written communication inside and outside of the school.
Treatment of Cultural Heritage Content in the Subject Social Studies in Primary School  [PDF]
Polona Jan?i?, Vlasta Hus
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.95052
Abstract: Presented research was conducted to analyse the representation and treatment of cultural heritage content in Social Studies classes at the elementary level of primary school. 68 Social Studies lessons in primary schools in the Republic of Slovenia were observed and analysed. Cultural heritage is part of the identity of every nation. Therefore, it is of great importance that even youngest students in primary schools are acquainted with it. The content of cultural heritage can be dealt with in a number of subjects at the elementary school level. Focus of the research was treatment of cultural heritage in Social Studies in 4th?and 5th?grade of Slovene primary schools. Results showed that in the half of the observed lessons the content of the cultural heritage was integrated into the lesson. Great majority of teachers discussing the content of cultural heritage put the main focus on knowledge. For the teaching of cultural heritage content, the didactic strategies inquiry-based learning and problem-based learning were mostly used.
Future Primary School Teachers Attitudes toward Intercultural and Bilingual Education in Primary Schools  [PDF]
Vlasta Hus, Polona Jan?i? Hegedi?
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.916221
Abstract: This article analyses the attitudes of future primary school teachers, who, are currently students of the elementary education programme, toward intercultural and bilingual education. The problem is examined from three different aspects, the opinion of the students concerning the applicability of intercultural and bilingual education, advantages and disadvantages of intercultural and bilingual education and, lastly the knowledge of intercultural and bilingual education in bilingual primary schools. Interculturalism?is?a current topic?in?society today and can be presented as an ethnic-political project that aims at solving problems of co-existing in multi-ethnic societies. Intercultural education is therefore an opportunity and a reason to change educational approaches. A key element for providing lessons that include elements of intercultural education is bilingual education as well as a highly qualified primary school teacher. The research shows that the future primary school teachers believe to have good knowledge of intercultural and bilingual education and believe this way of educating to be the most appropriate and useful for the children of minorities to learn a foreign language. The participating future teachers stated students’ ability to speak more languages and gaining multi- and intercultural experiences as the advantages of intercultural and bilingual education. Half of participating future teachers do not recognize any disadvantages of intercultural and bilingual education, while others recognize additional teachers’ obligations and possible specific students’ learning problems as a potential disadvantage.
Development of ICT competences in the environmental studies subject in Slovenia
Vlasta Husa
World Journal on Educational Technology , 2011,
Abstract: Digital literacy is one of eight key competences that were defined by the European Parliament and Council as those that member states should develop as a part of their strategies for lifelong learning (Official Journal of the European Union, 2006, p.11). It would contribute to a more successful life in a knowledge society. The purpose of this paper is to Npresent the results of empirical research on the use of ICT in the lessons of the environmental studies subject in the first triennium of primary schools in the Republic of Slovenia. Data were collected through a questionnaire and according to the protocol. We found that among all of the ICT tools, teachers mostly use the computer. The majority of the teachers use the computer once a week, most often in mathematics and environmental studies subject. In the observed lessons of the environmental studies subject, less than half of teachers use the computer in the lessons. This was followed by the use of computer and the LCD projector, and the interactive whiteboard. Among the obstacles that teachers indicate when they try to include ICT in the learning process are insufficient, out of date equipment, lack of time and lack of their own competence.
IS Audit Considerations in Respect of Current Economic Environment
Vlasta Svata
Journal of Systems Integration , 2011,
Abstract: Accountancy organizations, regulatory bodies, standard setters, and other international organizations have developed guidance, articles, frameworks and resources on issues related to the global financial crisis. Now there is a clear and widely accepted need for more rigorous governance over companies′ systems of internal control. Historically there exist many different activities aiming to support effective enterprise governance (legislative acts, best practices, standards, frameworks). But all these activities may have reinforced the already-existing focus on enterprise governance, but they did not necessarily bring clarity to the topic. Therefore we can currently notice some changes aiming to improve the adoption and adaptation of best practices and standards within the area of enterprise governance. The paper discusses the changes in the Enterprise Governance of IT/IS, audit/assurance evolution, and intended Cobit improvements.
System View of Business Continuity Management
Vlasta Svata
Journal of Systems Integration , 2013,
Abstract: We are living in time where the impact on continuity still grows both on the side our personal lives and business activities. In the same time different international, regional, national, state and private organizations initiated to provide different actions and regulations in order to find the best solutions of this situation. The result is that there exist the whole set of different views over this problem. The main aim of this article is to map this situation, to provide the general framework of business continuity management (BCM) and to discuss its main parts and their mutual relationships. Special impact is given to the integration of the business and IT oriented solutions and ways of assurance initiatives helping managers to assess the implemented solutions and their compliance to the business strategy and other existing regulations.
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