Suchergebnisse

According to the results of the nationwide testing of fifth-grade students (T5), Slovak students have a problem with the problems from the thematic unit Geometry and measurement. One of the reasons may be the lack of visualization and manipulative activities during mathematics teaching. Visualization can be improved by using various computer programs focused on planar geometry. GeoGebra is one of these programs. The contribution offers the possibility of using the GeoGebra program to improve the mathematical concepts of primary education pupils.

In recent years, Hejný's method has been mentioned more and more in the field of teaching methods, which has been occurring in Slovakia since about 2010. At present, this method is used mainly in teaching mathematics in primary schools, but also in pre-primary education. The aim of the paper is to approach and within the results of national testing of T5 fifth grade pupils in Slovakia statistically compare the results of primary schools depending on the method of teaching in mathematics lessons based on available information and then reproduce the data obtained.

In the article we chronologically determine terms of inclusion, an inclusive environment. Last but not least, we pay particular attention to the prelimination of the concept of inclusive index. In this correlation, we focus on the identification of the basic components of the inclusive environment and the detection of the degree of university environment inclusiveness in the field as inclusive culture, policies, and inclusive practice based on data analysis obtained through the questionnaire tool. Attention is primarily focused on the description of the degree of university environment inclusiveness from the perspective of students preparing for pedagogical practice and teaching profession.

If the education of Roma pupils is to be effective, it should respect the peculiarities of their initial situation and offer openness, flexibility, and variability of approach. It's about the ability to formulate broader conceived and current educational goals in purviews of known individual needs of pupils and local specificities, the ability to create and utilize a multicultural educational environment. One of the necessary requirements of positive change that emerges from a reality presented in this way is the achievement of aimed and at the same time synergistic formation of cognitive, emotional and conative components of attitude of Roma pupils. The development happens primarily through intentional induction of pupil activities in the form of situations and tasks of creative nature, problem solving and use of methods, forms and aids that do not allow for the creation of thought stereotypes. One of the strategies employed in this process is cooperative learning. The article offers a theoretical and methodological determination of an actual exploratory research study aimed at cooperative learning in discourse of the specifics of socialisation of Roma pupils in the educational practice of primary schools.

ICTs represent an essential part of teaching. Except for their advantages, there are also some risks associated with them. Research confirms that they are justifiably classified as key competences. This study analyses the relationship between reading and the use of digital media in the context of the family reading research carried out. The results demonstrate a preference for a print media, when reading together with children and awareness of the value of time spent together with a loved one reading a book. The study selectively provides an illustrative overview of methods suitable for their ICT use during Slovak language lessons in the primary education.

This contribution is focuses on a specific area of digital literacy measurability, namely the ability to work with software. It presents partial results of the research, which was conducted within the project VEGA 1/0748/20 Diagnosing Digital Literacy of Primary School Teachers in the Context of Undergraduate Training and Educational Reality. It presents the area of computer and interactive whiteboard use in the context of self-assessment and real-world skills of teachers and future teachers. It also summarizes the programs that teachers in primary education use during their teaching.

Nowadays, didactic technology is also a common teacher's tool. But it is up to the teacher's skills how to use it. This paper focuses on exploring the use of ICT in primary education, with a focus on finding out how it is used in different subjects. Given the findings, we specifically focus on the subject of Slovak language and literature, where ICT is most frequently used.

The paper focused on the analysis of the digital competencies of teachers at the primary level of education. We analyze the documents related to the formation of teachers' digital competence. In the context of these documents, we discuss the framework of digital competencies presented in the "Digital Competence Framework for Citizens" and some general digital competencies that overlap in several created frameworks.

The study compares the essential theoretical background of the issue of inclusion as a phenomenon of the present. It presents the basic concepts related to the phenomenon of inclusion and inclusive education in our conditions. We look at inclusion in the study from a terminological, historical, and strategic point of view. Accepting inclusion as a standard part primarily requires a change in the thinking of all actors in the educational process and a difference in the way of organization, culture, and measures for everyday practice concerning all its participants.

The article discusses the research investigation, which offers readers the form of life stories, and narrative identities according to McAdams (1993). The research investigation continued with semi-structured interviews, data collection, and visual and content analysis. The individual life stories of the teachers were combined into narratives (according to McAdams), which revealed and then nourished the current problems of inclusive education at the primary level of education.

The aim of the paper is to briefly characterize the process of developing creativity through the art of action, which arises on the basis of a literary motif in a preschool child. In this paper, we present the basic theoretical categories as well as photographic material of the creative processing of a literary motif in action models for preschool children.

The study deals with the possibilities of rehabilitation of students with mental disabilities in combination with physical, sensory and health impairments, as well as the occurrence of the most common physical, sensory and health impairments in students with mental disabilities.

Slovak fourth grade students have been participating in the international TIMSS testing for over a decade. In our paper, we focus on the analysis of the percentage of correct answers of Slovak IV. grade students in mathematics in eTIMSS 2019, comparison of the Mathematical Framework TIMSS 2019 and TIMSS 2015 for IV. grade and comparison of the percentage of correct answers of Slovak IV. grade students from individual thematic areas of mathematics in eTIMSS 2019 and TIMSS 2015.

The article focuses on prevention and preventive activities in preschool age and also shows the findings of a survey dealing with the issue of preventive activities from the perspective of teachers of Slovak kindergartens. These are survey findings carried out in the form of a questionnaire with one open question and five closed ones. The results were evaluated differently. We used absolute and relative abundance in the open question. The closed questions respondents answered using the Likert range of options. At the end of the article, we evaluated the overall results of the survey and drew conclusions and recommendations.

The contribution presents the results of the research of the teachers' self-evaluation in the context of their skills to work with hardware (interactive table, projector data, programmable toys, etc.). The aim of the contribution is also to bring the theoretical background of the self-evaluation of teachers in the context of their digital competences.