Th e learning to learn competence is becoming more and more important, as it enables effi cient learning, is developing awareness and planning one's own process of learning. With empirical research, we wanted to study some of its aspects in the 4t year (undergraduate) and 1st year students (postgraduate) of the Faculties of Education in Slovenia. To establish the students' evaluation of their ways of learning and competence to teach we used a questionnaire. With the use of the research, we established the growth of evaluation of the majority of aspects, which shows that the learning to learn competence is related to a better evaluation of students' own way of learning and better marks. Reported fi ndings reveal that this competence and its aspects have a great impact on the eff ectiveness of learning and success of students.
With the curriculum reform of the basic school in the Republic of Slovenia, the experiential learning and conducting classes outside the classroom become one of the more important starting points for the subject of Environmental Studies, which is taught in the first three years. With the empirical study, we wanted to research which location is most often selected by educators for Environmental Studies outside the classroom, how often they conduct such activities, which work methods they use, how many hours out of total subject hours for Environmental Studies they dedicate to teaching outside the classroom, and in what form they wish to acquire additional knowledge on this subject. We discovered that educators, when teaching the subject of Environmental Studies outside the classroom, most often use an area located in direct vicinity of the school, and that the largest percentage of participants very often teaches the subject of Environmental Studies outside the classroom once per month. Both analyses showed certain statistically significant differences regarding the location of the school and the educator’s years of employment. The results showed that educators, when teaching the subject of Environmental Studies outside the classroom, most often use the method of direct observation, while the least used methods are work with texts and learning resources. Predominantly, educators dedicate up to 30% of total planned hours of the subject of Environmental Studies to conducting class outside the classroom. The analysis showed that educators want to obtain additional information, knowledge, and competence for teaching Environmental Studies outside the classroom primarily by examples of good practices.
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.
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