Metrics

  • citations in SCIndeks: 0
  • citations in CrossRef:0
  • citations in Google Scholar:[]
  • visits in previous 30 days:22
  • full-text downloads in 30 days:3

Contents

article: 1 from 141  
Back back to result list
Analysis of Textbook use in 4th and 5th grades of primary school
University of Maribor, Faculty of Education, Maribor, Slovenia

emailmilena.grmek@um.si
Abstract
A modern trend in quality textbooks is to stimulate different areas of student development social , cognitive, moral, and emotional, considering students' learning specifics. Textbooks are adapted to students if they consider their developmental level, experience and level of understanding ; use appropriate language; encourage reading through comprehension, and include illustrations in the text (Marentič Požarnik, 2016). The quality of learning resources that students can also use to learn independently is important. The main purpose of the Slovenian project The Quality of Slovenian Textbooks (KaUč) is to develop textbook quality indicators for practical use in validation and evaluation processes. As part of the KaUč project, an empirical research was conducted on the research sample of 505 students, with its research aim to analyse the use of textbooks and workbooks in 4th and 5th grades of primary school. Based on the performed analyses, we can determine that the use of printed textbooks prevails in all educational subjects. Textbooks are most often used for the first foreign language subject, science and technology, and for social studies.
References
*** (2015-2017) Pravilnik o potrjevanju učbenikov. Official Gazette of RS, No 34/2015, 27/2017
Ersoy, F., Şahin, T. (2012) Examination of social studies textbooks in terms of approaches of values education. Educational Sciences: Theory & Practice, 12 (2), 1547-1558. Retrieved November 25, 2020. from www: https://files.eric.ed.gov/fulltext/EJ987860.pdf
Hadar, L.L. (2017) Opportunities to learn: Mathematics textbooks and students' achievements. Studies in Educational Evaluation, 55, 153-166. Retrieved March 11, 2021. from www: https://www.sciencedirect.com/ science/article/abs/pii/S0191491X17300949
Herlinda, R. (2014) The use of Textbook in teaching and learning process: A case study of two EYL teachers. Retrieved February 12, 2021. from www: https://pdfs. semanticscholar.org/bbb2/76b93aa1dcfe4b5648a90ddf098b32cdb0e2.pdf
Ivanuš-Grmek, M. (2003) Učbeniški kompleti v prvem triletju devetletne osnovne šole. Sodobna pedagogika, 54 (5), 74-89
Jurman, B. (1999) Kako narediti dober učbenik: na podlagi antropološke vzgoje. Ljubljana: Jutro
Kovač, M., Šebart, K., Krek, J., Štefanc, D., Vidmar, T. (2005) Učbeniki in družba znanja. Ljubljana: Univerza v Ljubljani, Pedagoška fakulteta, Center za študij edukacijskih strategij
Kreuh, N., Kač, L., Mohorčič, G. (2011) Izhodišča za izdelavo e-učbenikov. Ljubljana: Zavod Republike Slovenije za šolstvo, Retrieved November 25, 2020. from www: http://www.dlib.si/stream/URN:NBN:SI:doc-XZNAX2LS/86256557-d2eb-46a9-9fb6-c268dbdf6ad7/PDF
Kukanja-Gabrijelčič, M. (2015) Učbenik po meri učenca?: mednarodna primerjalna analiza vprašanj in nalog v učbenikih za zgodovino. Annales: analiza istrske in mediteranske študije = annali di Studi istriani e mediterranei = Annals for Istrian and Mediterranean studies, 25 (2), 385-398. Retrieved November 11, 2020. from www: http://www.dlib.si/details/URN:NBN:SI:doc-MHBW4NAM
Lau, K.H., Lam, T., Kam, B.H., Nkhoma, M., Richardson, J., Thomas, S. (2018) The role of textbook learning resources in e-learning: A taxonomic study. Computers & Education, 118, 10-24. Retrieved March 11, 2021. from www: https://www.sciencedirect.com/science/article/pii/S0360131517302403
Malić, J. (1991) Vloga učbenika pri pouku. in: Željko, J. [ed.] Učbeniki danes in jutri: prispevki s srečanja avtorjev učbenikov DZS Bled, 11 September 1991, Ljubljana: DSZ, (33-40)
Marentič, P.B. (2019) Psihologija učenja in pouka - od poučevanja k učenju. Ljubljana: DZS
Palló, G. (2006) Encyclopedia as Textbook. Science & Education, 15 (7-8), 779-799. Retrieved February 12, 2021. from www: https://link.springer.com/article/10.1007%2Fs11191-004-1998-9
Skela, J. (1993) Vloga učbenika v izobraževalnem procesu in njegova evalvacija. in: Štrukelj, I. [ed.] Jezik tako in drugače, Ljubljana: Društvo za uporabno jezikoslovje Slovenije, 200-211
Skela, J. (2008) Vrednotenje učbenikov angleškega jezika z vidika kognitivne teorije učenja. in: Skela, J. [ed.] Učenje in poučevanje tujih jezikov na Slovenskem: pregled sodobne teorije in prakse, Ljubljana: Tangram, 154-178
Štefanc, D. (2005) Učbenik z vidika didaktične teorije: značilnosti, funkcije, kakovost in problematika potrjevanja / The textbook from the aspect of didactic theory: Characteristics, function, quality and problems of approving. Sodobna pedagogika, 56(4): 172-185
Turk, Š.M. (2006) Učbenik kot prvina učnega procesa. Vzgoja in izobraževanje, 37 (5), 31-34
van den Ham, A.K., Heinze, A. (2018) Does the textbook matter: Longitudinal effects of textbook choice on primary school students' achievement in mathematics. Studies in Educational Evaluation, 59, 133-140. Retrieved March 11, 2021. from www: https://www.sciencedirect.com/science/article/pii/ S0191491X18301007
Židan, A. (1996) Metadidaktično poučevanje in učenje družboslovja. Ljubljana: FDV
 

About

article language: English
document type: Original Scientific Paper
DOI: 10.5937/inovacije2103014I
received: 26/06/2021
accepted: 04/09/2021
published in SCIndeks: 06/11/2021
Creative Commons License 4.0

Related records

No related records