This study explored the differences between eight-year elementary school pupils (before the curriculum reform) and nine-year elementary school pupils (soon after the curriculum reform) in Slovenia, as regards specific chemistry knowledge and motivation to learn chemistry. Altogether, 191 elementary school pupils participated in the study. The results show that pupils of nine-year elementary school are not significantly better at chemistry knowledge test scores than eight-year elementary school pupils. Similar results were obtained when comparing intrinsic motivation. The results also show that those students who exhibit a higher level of intrinsic motivation to learn chemistry do not perform better at the test as a whole, but the correlation is low, although statistically significant, between motivation and pupils' performance at solving selected problems presented in this paper. Results show that students develop different misconceptions of selected chemical concepts. Based on the results of this study, some guidelines for teachers are suggested.
Abstract:In the present study, we examined the psychometric properties of scores on the newly developed Slovenian version of the Adolescent and Adult Time Inventory-Time Attitudes Scale (AATI-TA) in a sample of 182 Slovenian adolescents. The 30-item AATI-TA assesses positive and negative attitudes towards the past, present, and the future. Time attitudes are particularly important in adolescence due to their association with various educational and psychological outcomes. The AATI-TA is a robust instrument and AATI-TA scores have already been validated in several national contexts worldwide. Due to language differences between Slovene and English, a 24-item version of the AATI-TA was examined in Slovenia. As hypothesized, scores on the 24-item Slovenian version of AATI-TA were internally consistent and structurally valid. Moreover, meaningful correlations between time attitudes and positivity, a basic disposition determining individual well-being, provided evidence of concurrent validity. The results suggest that the Slovenian version of the AATI-TA will be useful in Slovenian research examining time attitudes. Povzetek: V raziskavi smo ugotavljali psihometrične značilnosti slovenske različice inštrumenta Inventar o času za mladostnike in odrasle -Lestvica stališč do časa (AATI-TA) na vzorcu 182 slovenskih mladostnikov. Lestvica vsebuje pozitivna in negativna stališča do preteklosti, sedanjosti in prihodnosti. Ta stališča so še posebej pomembna za obdobje mladostništva, saj so povezana z različnimi izobraževalnimi in psihološkimi izidi. AATI-TA je robusten instrument, ki je že bil validiran v različnih nacionalnih kontekstih po vsem svetu. Kot je bilo predpostavljeno, so bili slovenski rezultati notranje konsistentni in strukturno veljavni. Lestvica stališč je izkazala tudi ustrezno sočasno veljavnost, saj se je pokazala smiselna povezanost med stališči do časa in pozitivnostjo; slednja je opredeljena kot dispozicija, ki določa posameznikovo blagostanje. Rezultati kažejo, da bo slovenska različica AATI-TA koristen inštrument za raziskovanje stališč do časa.
KeywordsKljučne besede: Inventar o času za mladostnike in odrasle -Lestvica stališč do časa AATI-TA, časovna perspektiva, mladostništvo, pozitivnost, validacija
Hace unos años los programas centrados en el alumno hicieron que una parte del debate en didáctica de lenguas extranjeras discurriera en torno al nuevo papel del profesor. Los cambios metodológicos introducidos han hecho su labor mucho más compleja, de manera que se ha impuesto una nueva discusión sobre cómo desarrollar la competencia docente para abordar las nuevas tareas. Este artículo pretende revisar los cambios producidos y aproximarse a las propuestas de la enseñanza reflexiva para enriquecer el conocimiento profesional mediante la toma de conciencia por parte del docente de su propia concepción de la enseñanza. Palabras clave: papel del profesor, creencias del profesor, enseñanza reflexiva, competencia docente. New Tasks for the Teacher of Spanish as Foreign Language: a Reflection on Teaching Beliefs ABSTRACT: Some years ago, the student-centered programs caused part of the debate related to the teaching of foreign languages to focus on the new role of the teacher. The introduced methodological changes have made the work of the teacher much more complex and resulted to a discussion on how to develop the teacher competences in order to allow tackling the new tasks. This paper aims to review some of the changes and to discuss the reflective teaching and enrich professional knowledge by making teachers aware of the learning-teaching process conception
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