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The course explores the role of mathematics and physics in contemporary society, presents selected research methods and recent achievements in different fields of mathematics and physics (for instance, graph theory, algebra, seismology, particle physics, etc.) and discusses public reports about these achievements.Then an overview of tools for communication and circulation of scientific ideas and discoveries by means of traditional (radio, TV, press) and new media is provided (world wide web, e-mail, scientific blogs and forums, movies, video recordings and video conferences, social networks, group collaboration tools, etc.).
Further, the students are provided with an introduction to different means of promotion and raising public awareness about the importance of scientific achievements in mathematics and physics. The students will be able to follow public presentations and lectures for different target audiences, workshops, debates, group experiments, competitions, contests, exhibitions, theatrical shows, artistic projects, concerts, and artistic sculptures. They will learn to adapt content to different target audiences, for example preschool, primary, secondary school youth, educated public, and general public. The students will also develop their understanding of the relation between a popularized and wide acceptable versus a scholarly and in-depth approach. They will be provided with the presentation of selected successful examples from home and international practice, such as mathematical or physical exhibitions, museums, festivals, traditional and specific situational projects (The Chain Experiment, Project MARS, world year of Physics, International year of Astronomy, Mathematics of Planet Earth, etc.).
Student will be able to integrate creative movement with the learning and teaching process as an active learning method. Through theoretical lectures and practical workshops,they will create and build various connections between physical experiences and the curriculum.
This promotes holistic and collaborative learning, imagination, and creativity.
As a result, students will know how to use different movement activities when teaching language, mathematics, science, social science and arts in kindergarten/school.
A vital condition for effective language learning refers to language learning skills. It is for this reason that students first learn different learning styles and intelligences, discover their own idiosyncratic features and then become aware of the strategies for acquiring, recalling and using vocabulary and grammatical structures and other language and in-tercultural information. Simultaneously, they upgrade their language skills and relate to teaching children through content. The students develop their meta-cognitive techniques for organising, addressing and assessing their own learning, affective strategies for creating positive emotions and attitudes, social strategies for cooperating with other students in the learning process, cognitive strategies for linking new information with the existing ones and memory and compensation strategies to be able to analyze and classify. Simultaneously, they develop their vocabulary and acquire the fundamental skills of public presentation.
Students get acquainted with the basic principles of the English phonology, and learning and teaching strategies of English pronunciation for young learners. Students get to know the main characteristics of the individual sounds in English and their production in speech (pronunciation and activities for learning and teaching the pronunciation of consonants, vowels, and consonant/vowel clusters), phonemic transcript and its use in the classroom, the characteristics of syllables, word stress and sentence stress. Students improve their pronunciation of English sounds, especially those that are different from their native language ones. They compare English sounds to their native ones and learn how to correct pupils’ and their own mistakes.
The Students will be able to be open to and reflective about varied expressions of art and culture, use knowledge and basic skills of the art education, recognize and describe basic trends, directions and techniques of different art fields (music, fine arts, dance, theatre, film), notice the diversity and resemblance in the art of different countries in Europe, motivate pupils to be interested in arts and provoke their creativity, develop aesthetic sensitivity of pupils, support pupils’ self-expression through arts, use teaching and learning methods in and through the art (learning by doing), and adjust an individual approach in art education.
The Students will be able to use science concepts, models and theories which are important for explaining and reasoning about sustainable development, plan and carry out research, record the results in various forms and explain them by using appropriate terminology, explain the relationship between the natural environment and the historical heritage of the region/country, justify the need for a rational human and social satisfaction as a condition for sustainable development, discuss the technological possibilities and consequences for sustainable development, be familiar with different types of hazards in contemporary society which are results of human activities, and transform some parts of the content into teaching units.
The student will be able to explain analyses and present historical background of some essential mathematical concepts, and describe discoveries of mathematicians by demonstrating them with examples.
The Students will be able to describe a part of the mathematical learning landscape including the thresholds of the guest country; describe differences and similarities between the landscape of his own country and that of the guest country; build some learning materials, contexts and context problems to allow primary school pupils to obtain the respective landmarks/thresholds; develop a series of lessons to allow his pupils to obtain a landmark in the mathematical landscape; distinguish the three levels in the learning process: informal, semi-formal and formal.
The student will be able to demonstrate problem-solving skills for finding the strategy by: formulating a problem, comprehending a problem, finding patterns, identifying knowledge needed for solving problems, making conjectures, generalizing, choosing appropriate representation of a problem, proving, and accompanying children in horizontal and vertical mathematization.
The Students recognize adequate language learning opportunities, such as cross-curricular approaches, CLIL, ICT, community learning. etc. The Students are able to mobilize linguistic and intercultural competences adequately in the educational context, act in a multilingual and multicultural classroom, select and develop adequate plurilingual and multicultural materials and activities, encourage and support children’s language learning strategies, use the knowledge about European language policies for fostering plurilingual education in his professional environment, make use of European tools and networks and link them with their own school contexts (initiating and participating in national and international partnerships, using ICT in language education). The students are able to reflect on the value of languages and cultures in the diverse European context, reflect on the development of his own and others’ linguistic and cultural identities and reflect on the language development processes in plurilingual contexts.
The module aims to provide students with knowledge and understanding of sociological and philosophical backgrounds of educational theories and practices in Europe and the contextual differences in a number of European countries. This will support them in setting up a pedagogical discourse and to relate it with cultural traditions and political developments. As a result students will be able to deal in a professional way with equity, diversity and communalities in the field of education.
The course offers an overview of main perspectives on human mind and related views on knowledge creation and learning. It aims at revealing the connections between brain, experience and learning to future teachers and lecturers. In collaborative setting the course guides students through the following themes:
What is neuroeducation? How does the brain learn?
Students will develop all four language skills (reading, writing, speaking and listening) in meaningful context and through the following topics:
Students will learn about the biological, psychological, sociological, historical, and cultural aspects of eating habits, and other factors that influence the human diet. They will be able to use their knowledge and understanding of human nutrition in health related fields; analyse the composition and quality of various foods and diets; analyse the nutritional habits of different groups of people; explain the risk factors of an unhealthy diet; make nutrition plans for children and adults. They will be able to cook typical cuisines of certain European countries, and will be able to select and implement appropriate methods while teaching about nutrition.
Students develop the four language skills (listening, reading, speaking and writing) with the use of various learning strategies, they broaden their vocabulary, become more aware of the language system and acquire public speaking skills. They read and listen to authentic texts and develop creativity by changing the texts or writing their own ones. They set learning aims, follow their own progress, and evaluate and assess their own work. Students get acquainted with the content of international exams (e.g. CAE, IELTS) and develop strategies for taking international language exams.
The prerequisite for effective foreign language learning is to learn how to learn a foreign language, therefore the students first get familiar with different learning styles and multiple intelligences, they find out their own
learning styles, and afterwards they become aware of strategies for vocabulary acquisition, memorising and use of vocabulary and language
structures as well as other linguistic and intercultural information. Simultaneously, they develop their language skills and acquire skills
for working with preschool children. They develop metacognitive techniques for organising, guiding and evaluating their own learning, they develop effective strategies for creating positive emotions and relationships, they develop social strategies for cooperating with other students in the learning process and cognitive strategies for connecting new information with the existing one as well as for their analysing and classification, they develop memory and compensation strategies and at the same time they expand their vocabulary in English, become aware of the language system andacquire basic skills of public speaking.
The students read, listen, watch, write, analyze and evaluate texts related to the Primary School curriculum with the main emphasis on the texts which refer to the instruction in the first and second triad of the primary school. The students acquire, notice and use the terms that are characteristic of the texts and teaching materials in English language of the following school subjects/areas: Mathematics, Human and Natural Sciences, Sport, Arts, Music etc. The students use different kinds of texts, for example, teaching materials, textbooks, journal articles, newspaper articles, audio and video recordings etc. Furthermore, they acquire and use a selected set of academic vocabulary typical of abstracts in journal articles.
The student will be able to achieve/mobilize knowledge of pedagogical terminology and apply terminology properly in various contexts, present and explain the characteristics of selected European educational systems, and refer to the historical and sociocultural context of their creation and transformation, distinguish and evaluate elements of didactic/teaching situations and to extract critical points which influence the effectiveness of teaching – and then apply changes in his plans to increase the effectiveness of the teaching and facilitate the learning process, make a critical analysis of teaching situations, its project/plan, operation and effects (pre-reflection, reflection in action, reflection over action) and cooperate in team work.
This course provides students with the basic knowledge about information and communication technology (ICT) in education, and provides an overview of certain ICT aspects used for teaching and learning. They will become familiar with the selection, design, and production process of ICT-supported learning materials; as well as with ICT-based tools used in assessments and evaluations. Another important area in the course are ICT-supported tools for communication, distance collaboration studying, and access to various informational services and resources. Students are also taught about social, ethical, health, and legal aspects when using ICT in education. The course is particularly focused on the use of ICT technology in the field of special needs education. Students will become familiar with standard and customized supporting ICT for various types of special needs.
The aim of the course is to provide students with the knowledge about basic geographical characteristics of Slovenia and comparing them with home countries of participating exchange students. The course will focus on the natural- and socio-geographical characteristics,environmental issues, school systems, ethnic identity, literature, music etc.
The module aims to provide students with knowledge about the importance of outdoor play and learning for children. The students will be able to use didactic approaches to the management of children when learning about different ecosystems, like forest, meadow, pond and stream, organize and deal with safety at outdoor activities with preschool and primary school children. They will be familiar with animal farming and cultivation of
plants in the kindergarten and in the school. The students will be able to use the method of learning about animals through direct experiences and teaching approaches which enable students to learn about the characteristics of living organisms and their needs.
Oral communication in a foreign language is one of the main goals of learning a foreign language.
In this course the students will learn about the main differences between written and spoken English, and about the characteristics of a variety of speech acts (monologue, interview), as well as about the types of speech acts (questioning, thanking, making excuses, proposing, etc.). By analysing video recordings of native speakers they will get acquainted with the importance of body language and the use of communication strategies, e.g. how to get involved in a conversation, how to change the topic of conversation, how to use fillers in a language, how to communicate with insufficient knowledge of the language, and the like.
Through various activities such as information gaps, communication games, role-plays, simulations, and discussions they will develop the above mentioned communication strategies and at the same time practise their speaking skills in English.
Students will learn about the characteristics of successful presentations, e.g. planning with regard to the target audience, topics and the time of presentation, use of visual aids and multimedia, and the like.
Some of the students' speech acts will be videotaped for better self-reflection and group analysis.