<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vlasta Hus</style></author><author><style face="normal" font="default" size="100%">Kordigel Aberšek, M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">QUESTIONING AS A MEDIATION TOOL FOR COGNITIVE DEVELOPMENT IN EARLY SCIENCE TEACHING</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cognitive development</style></keyword><keyword><style  face="normal" font="default" size="100%">early natural and social science education</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school</style></keyword><keyword><style  face="normal" font="default" size="100%">questioning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1405173206.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In this article are presented the results of an empirical study, which tried to find the explanation for the relatively unsatisfactory results of Slovene pupils in the Trends in International Mathematics and Science study (TIMSS) in the area of early natural science. Questions from teachers and those from children in the process of teaching the school subject of Environmental Studies in the first grade of nine-year primary school were examined and also the communication that the teacher, as a mediator of a learning process, initiates with children. More precisely: the quantity and quality of teachers’, and consequently also of children’s questions. 18 teaching hours in two elementary schools were observed and recorded with the defined protocol during the teaching of three thematic topics. The results show that teachers ask too many questions and that those questions are at lower taxonomic levels. The research also showed that children seldom ask questions and that these are also generally at lower taxonomic levels. These types of questions cannot be used as a mediation tool and consequently do not stimulate the cognitive processes of pupils.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">6-16 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vlasta Hus</style></author><author><style face="normal" font="default" size="100%">Boris Aberšek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EARLY SCIENCE TEACHING IN THE NEW PRIMARY SCHOOL IN SLOVENIA</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">empirical study</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404286992.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Focusing the problem of rapidly disappearing interest for natural science and technical studies the Slovene school system began to reform natural science and technical teaching from the beginning - from the primary level. The article presents the results of the empirical study, which monitored the changes of quality in early science teaching on primary level after changes of school system at the end of the millennium.
        We have discovered that in most aspects the Environmental Studies teaching is of better quality (because it is more student oriented, the quality of knowledge is better etc.) if compared to the teaching of the Natural and Social Sciences regarding the observed didactic components. This can be seen as a result of different conceptual and didactic structures of the Environmental Studies and additional continuous work and team work of the teaching staff. Furthermore, it is due to a better material basis/financial status of the Environmental Studies lessons, a lower number of pupils in the class and also to the phenomenon of innovation. The fact that the pupils feel better and the teachers, as well as nursery nurses have a more positive attitude towards the subject, is very stimulating. The results of our research should, above all, contribute to the quality of planning, implementation and evaluation of the teaching of the Environmental Studies in the first year, as well as in the following two years of the nine-year primary school programme. We also consider them useful in the education of the future teachers and nursery nurses of the Environmental Studies in the primary school education.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">58-65</style></section></record></records></xml>