@article {1604,
	title = {ONLINE READING IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCHOOL STUDENTS },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {836-850},
	abstract = {Learning environments and teaching methods have been constantly changing over the past decades. As the shift in the learning environment is primarily toward a physical to an online learning environment, this study examines how to enable younger students to select appropriate content for learning in digital learning environments that they can then successfully read and evaluate using appropriate strategies. The study is based on 54 in-depth case studies. Using the Internet reciprocal teaching method (IRT), 54 implementers trained 54 primary school students from first to fifth grade in basic computer skills, Internet information searching, and website navigation, as well as analysing data obtained using the TICA Phase 1, 2, and 3 Checklists, the implementers{\textquoteright} report, and the children notes in a text editor. Triangulation of the data in combination with selected statistical methods shows that there are differences in the use of the method between students according to age. While the latter can use an unadopted form of the method, younger students need some adjustments, which are suggested in the light of previous research. },
	keywords = {digital literacy, e-reading, internet reciprocal teaching, online learning, primary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.836},
	url = {https://oaji.net/articles/2022/457-1672601156.pdf},
	author = {Maja Kerne{\v z}a and Kordigel Aber{\v s}ek, M.}
}
@article {1020,
	title = {THE EFFECTIVENESS OF DISTANCED E-LEARNING IN TEACHERS{\textquoteright} EDUCATION: A CASE STUDY IN SLOVENIA},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {16-30},
	abstract = {In the last two decades a remarkable shift from conventional forms of teaching toward e-learning happened on all levels of education. This shift included also teachers{\textquoteright} permanent, lifelong education. The purpose of the study was to find and compare the effectiveness of conventional workshop and an e-learning module in teachers{\textquoteright} lifelong/permanent professional training. A study included 30 mother tongue teachers. The aim of the teachers training course curriculum was focused in their competence for developing students{\textquoteright}/reader{\textquoteright}s reception metacognition (RRM), a competence which is a prerequisite for differentiation/individualization in the process of implementation of literature curriculum in the frame of mother tongue education. Pre- intervention and post- intervention teaching practice of both groups of teachers were observed and compared to find out, which form of lifelong education influenced participants{\textquoteright} teaching practice in a more effective way. The qualitative and quantitative analysis of data, gained in e-module and compared with those, gained in the traditional workshop education, shows a significantly bigger effect of education on the case study participants teaching practice for the group of teachers, which participated in traditional educational form {\textendash} a workshop.},
	keywords = {distanced e-learning, lifelong learning, reader{\textquoteright}s reception metacognition, teachers{\textquoteright} training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.72.16},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1221616},
	author = {Milena   Kerndl and Kordigel Aber{\v s}ek, M.}
}
@article {919,
	title = {THE IMPACT OF RECEPTION LITERATURE ON READING COMPETENCE IN CHILDREN WITH MILD MENTAL RETARDATION},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {58-66},
	abstract = {The study investigated the impact of children{\textquoteright}s literature reception on literacy at children with mild mental retardation in the process designed on the adapted receptive model of children{\textquoteright}s literature didactics. An experiment of a one-group pretest-posttest design was conducted on the sample of seven children with mild mental retardation. In the period of one semester their literacy program was supported with children{\textquoteright}s literature education according to the adapted model of receptive children{\textquoteright}s literature didactics. After that, their reading competence was tested with the Assessment scheme of reading competence (Pe{\v c}jak at. al., 2011), which was focused on two dimensions of the reading process: reading comprehension and the quantitative and qualitative data of students{\textquoteright} reading performance. Among the last one a) reading speed was measured, b) reading rhythm was observed, c) reading mistakes were counted and classified, d) reading accurateness was observed and e) reading expression was measured. The results show the positive impact of the adapted model of receptive children{\textquoteright}s literature didactics on students{\textquoteright} reading competence {\textendash} the reading speed, the reading rhythm the accurateness of reading performance and the reading expression improved and the number of reading mistakes decreased. },
	keywords = {adapted model of children{\textquoteright}s literature didactics, children with mild mental retardation, functional literacy, literature reception},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.58},
	url = {http://oaji.net/articles/2015/457-1422203837.pdf},
	author = {Ana Koritnik and Kordigel Aber{\v s}ek, M.}
}
@article {757,
	title = {NEUROSCIENCE, WORLD WIDE WEB AND READING CURRICULUM},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {66-73},
	abstract = {Neuroscience has proved a malleable nature of our brain. The way of thinking is changing lifelong and not only in early childhood. New media as television, video games, and the Internet change students{\textquoteright} cognitive skills. New visual-spatial skills, such as iconic representation and spatial visualization are developed. But parallel to these changes new weaknesses occur. Those are in higher-order cognitive processes, as abstract vocabulary, mindfulness, reflection, inductive problem solving, critical thinking, and imagination (Greefield, 2009). Those are the reasons why reading curriculum in contemporary educational system should focus on two groups of aims: deep online reading and linear literature reading. By deep reading is meant the sophisticated processes that propel comprehension and that include inferential and deductive reasoning, analogical skills, critical analysis, reflection, and insight. By linear literature reading is meant primarily reading of fiction, which develops the imagination, inductive analysis, critical and abstract thinking.},
	keywords = {cognitive skills, linear reading, reflexive reading of fiction},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.66},
	url = {http://oaji.net/articles/2014/457-1413728109.pdf},
	author = {Kordigel Aber{\v s}ek, M.}
}
@article {755,
	title = {TEACHERS{\textquoteright} COMPETENCE FOR DEVELOPING READER{\textquoteright}S RECEPTION METACOGNITION},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {52-61},
	abstract = {In recent years metacognition has emerged as a major focus of research interest in cognitive psychology. There has been a growing recognition that metacognition or self awareness including awareness of ourselves as learners helps us to learn more effectively. Also metacognition on self awareness of readers helps the reader to reconstruct a deeper understanding of a text, he is reading. Different kind of texts needs different reading strategies and consequently different ways of metacognitive thinking, which have to be developed in the frame of school curriculum. Literature curriculum should in this context develop reader{\textquoteright}s reception metacognition. The article draws upon research currently being undertaken in Slovene schools on teachers{\textquoteright} competence to develop the readers{\textquoteright} reception metacognition of children as readers in schools. It presents the results of the study, where the lack of knowledge about reader{\textquoteright}s reception metacognition and the lack of knowledge about the strategies for developing reader{\textquoteright}s reception metacognition were established. The article also presents the results of teachers training course for developing reader{\textquoteright}s reception metacognition on teacher{\textquoteright}s competence for developing reader{\textquoteright}s reception metacognition.},
	keywords = {horizon of expectation, metacognitive thinking, teaching competence},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.52},
	url = {http://oaji.net/articles/2014/457-1413728008.pdf},
	author = {Milena   Kerndl and Kordigel Aber{\v s}ek, M.}
}
@article {696,
	title = {WEB GRAPHIC ORGANIZERS AS AN ADVANCED STRATEGY FOR TEACHING SCIENCE TEXTBOOK READING COMPREHENSION},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {87-99},
	abstract = {This paper presents the results of the 5 months experiment in which the influence of using a web graphic organizer in the science literacy curriculum was observed. The interest of the study was focused on the quality and quantity of learning/understanding the explicatory text description from the science textbook. The experiment included students at the age of 8-9 years. Science and L1 class were integrated for this purpose: teachers were instructed to use web graphic organizer as a tool for visualizing the text structure on the level of concrete cognitive operations. The results show the effect of using the web graphic organizer on students{\textquoteright} competence to find out what in the science textbook text is important, on the level of text comprehension and on the competence of comparing new information with the previous knowledge.},
	keywords = {categorization of concepts, reading comprehension, science textbooks},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.87},
	url = {http://oaji.net/articles/2014/457-1409840284.pdf},
	author = {Marija Ropi{\v c} and Kordigel Aber{\v s}ek, M.}
}
@article {633,
	title = {DOES INTELIGENT E-LEARNING TOOLS NEED MORE PEDAGOGICAL METHODOLOGY OR ICT},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {9-17},
	abstract = {Evolution in computer and other information communication technologies have made also possibilities to develop intelligente computer-aided learning tools for enhanced learning. Today, most researchers in the field of educational technology seem to be preoccupied with either heuristic, the development of Artificial Intelligence application, or the epistemology, philosophy concerned with the nature and scope (limitations) of knowledge and representation or varius learning theories such as constructivism and conectionism by computer program. The enthusiasm to develop technologicall advanced learning tools resulted in technologies with limited application. The need to develop simple computer-based tools to assist instruction and demonstrate its impressiveness to enhance learning is most important, but those tools desperetly need to be designed with epistemological (didactical) knowledge and integrated into a pedagogical framework. 
 The paper presents researc connected with the design and use of an interactive computer-aided learning tool for enhanced learning and the impact of an interactive computer-aided e-learning tool on students learning achievement. The study was motivated by the need to evaluate the use and effectiveness of computer-aided learning applications as they are used in the instructional environment. The mayor research questions that guided this study are: Does the e-learning tool have a measurable effect on students learning? And what is the impact of the e-learning tool usage on students{\textquoteright} performance? The results of the study proof the impact of usage e-learning tools on students{\textquoteright} performance at knowledge assessment. While using the prepared e-learning tool, the score and the time of complete interactive session were measured.},
	keywords = {education, ICT, intelligente learning tools},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.09},
	url = {https://oaji.net/articles/2014/457-1408435570.pdf},
	author = {Boris Aber{\v s}ek and Kordigel Aber{\v s}ek, M.}
}
@article {434,
	title = {INFORMATION COMMUNICATION TECHNOLOGY AND E-LEARNING CONTRA TEACHER},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {8-18},
	abstract = {This article presents the results of a pilot research about interaction between e-learning/teaching paradigms and {\textquotedblleft}classical{\textquotedblright} ones, where a {\textquotedblleft}human{\textquotedblright} teacher is the central element. With other words, we analyzed relation between e-teacher and the human one. Because the presented results are gained in a pilot research and so the sample was relatively small, we would like to show how, with the help of statistical methods the reliability of the results can be increased. In our research work we developed different tools and with this pilot research we would like to test, if this tools:
 {\textbullet} are precisely enough and specially if they
 {\textbullet} give us enough reliable results.
 Results of our research in this paper will point out two important conclusions, namely:
 1. the students need (human) teacher and e-material (or e-teacher/tutor) is simply not enough, especially if we would like to reach higher cognitive, long lasting knowledge, and
 2. with appropriate selected statistical methods, also with small sample, we can obtain enough reliable results.},
	keywords = {e-learning, human teacher, ICT},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594527},
	author = {Boris Aber{\v s}ek and Kordigel Aber{\v s}ek, M.}
}
@article {266,
	title = {CHILDREN{\textquoteright}S LITERATURE, TEACHERS AND INTEGRATIVE EDUCATION: THEORY AND SCHOOL REALITY},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {44-55},
	abstract = {The paper represents the results of a quantitative research performed at the Faculty of Education, University of Maribor. The aim of the project was to establish the implementation of the concept of integrative education, which was recommended for the first triennium of elementary education in Slovenia in the 90s. The essence of Slovene integration concept should be the following: focusing on the structure and the process of child{\textquoteright}s assimilation as well as accommodation in/of the structure, his/her ability to communicate the content of the structure and his/her ability to express the process of changing the structure.
 Our results show that the majority of teachers follow the recommended curriculum guidelines for integration as the main didactical concept for teaching in the first triennium of elementary school taught as a part of the compulsory Teacher training program - teaching in the first triennium. Nevertheless a big proportion of elementary school teachers (year 1-3) are not entirely aware of the criteria that should be used for integration in the educational process. The same elementary school teachers have difficulties (aware or unaware) with the process of planning and performing the integration concept in the classroom.},
	keywords = {integrative education, mother tongue education, teacher training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668526.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Marija Ropi{\v c} and Vlasta Hus}
}
@article {171,
	title = {SCIENCE LITERACY: HOW TO TEACH?},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {9-16},
	abstract = {On primary level children get very little opportunity for training in reading explicatory and informational texts. However, such kind of texts predominate the school and private life of older children and adults. The use of informational text in content area reading is of course commonplace in science education once children have passed the learning-to-read stage and are fully reading to learn. Primary level should prepare them for learning from explicatory text and for searching information as well. In this article the way, how to begin to develop science literacy skills shall be explained. Such science literacy in the framework of which, students on primary level should learn how to learn science from explicatory texts and how to find information in explicatory and informational texts to solve the tasks they are confronted with in their science class. },
	keywords = {international assessment of literacy, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392297877.pdf},
	author = {Kordigel Aber{\v s}ek, M.}
}
@article {88,
	title = {VISUAL LITERACY {\textendash} ONE OF 21ST CENTURY LITERACIES FOR SCIENCE TEACHING AND LEARNING},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {9-17},
	abstract = {For understanding information and explanation while learning about the nature (so: biology, chemistry, physics...) via ICT the student must have developed skills implied in the terminus 21st century literacy, which implies so called computer literacy, media literacy, information literacy and above all visual literacy. Visual literacy in needed for perception of visual data in the multimedia text, to understand them and to interpret them correctly. But that is not all, for reading longer texts where words and images have an (equal) important role the student needs metacognitive strategies and specific metacognitive strategies implied in the conception of new literacy{\textquoteright}s too. This new and old literacy and new and old metacognitive strategies must be taught in the 21st century school in the frame of mother tongue lessons and in the frame of science lessons.},
	keywords = {information literacy, metacognitive strategies, multiliteracy},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1503128163.pdf},
	author = {Kordigel Aber{\v s}ek, M.}
}
