rUMBa
Repozitár Univerzity Mateja Bela v Banskej Bystrici
- výsledky edičnej činnosti UMB (monografie, zborníky, časopisy)
- výsledky publikačnej činnosti akademických pracovníkov UMB publikované u iných vydavateľov
- výučbové materiály
- iné dokumenty súvisiace s činnosťou univerzity a jej prezentáciou verejnosti.
Vitajte na stránke inštitucionálneho repozitára Univerzity Mateja Bela v Banskej Bystrici (ďalej len UMB). Je budovaný za účelom sprístupnenia výsledkov vedeckovýskumnej a pedagogickej činnosti členov akademickej obce UMB. Jeho vybudovaním sa univerzita prihlásila k podpore otvorenému prístupu a prijala politiku otvorenej vedy. Veríme, že tento krok pomôže zvýši prestíž našej univerzity aj za hranicami Slovenska.
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Repozitár je spravovaný Univerzitnou knižnicou UMB v spolupráci s Ústavom automatizácie a komunikácie UMB.
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Posledné príspevky
Námety na vyučovanie geografie s využitím didaktických hier
(Belianum. Vydavateľstvo Univerzity Mateja Bela v Banskej Bystrici, 2026) Škodová, Martina; Weissová, Dominika; Figuliová, Kristína; Franková, Simona; Grilusová, Alexandra; Gubóová, Tamara; Kukoľová, Katarína; Kyseľ, Martin; Nemček, Andrej; Pjatáková, Tatiana; Šinková, Tamara; Tarabová, Kristína
Metodická príručka prináša súbor 27 rôznorodých aktivít, ktorých cieľom je spestriť vyučovanie geografie, prebudiť zvedavosť žiakov a podporiť ich hlbšie porozumenie učivu. Vznikla ako reakcia na potrebu priniesť do vyučovacích hodín viac zábavy, pohybu, spolupráce, diskusie a tvorivosti. Navrhnuté didaktické hry boli vytvorené tak, aby mali praktické využitie vo vyučovaní geografie na základnej škole. Hry je možné flexibilne využívať v rôznych fázach vyučovacej hodiny – ako motivačný prvok, hlavnú aktivitu pri osvojovaní učiva alebo formu opakovania a upevňovania poznatkov. Zámerom metodickej príručky je ponúknuť učiteľom praktickú inšpiráciu a podporiť ich pri tvorbe podnetných a aktivizujúcich vyučovacích hodín.
Jubilujúci Zdenko Dobrík
(Slovenská akadémia vied : Bratislava, 2026) Lauková, Jana
Teaching experience and its influence on gymnastics in Slovak primary schools
(Univerzita Palackého v Olomouci, 2026) Kremnický, Juraj; Marko, Michal; Adamčák, Štefan; Atiković, Almir
This study investigated the role of teaching experience in delivering gymnastics content in Slovak primary schools, offering evidence for future interventions and curriculum development. A total of 1 246 primary school teachers participated in a cross-sectional, quantitative study using an online questionnaire. Participants were divided into two cohorts: teachers with ˂ 10 years (N = 508) of teaching experience and teachers with ≥ 10 years (N = 738) of teaching experience. Descriptive statistics and chi-square tests (χ²) were used to identify significant differences between the groups across various indicators. Both cohorts identified Gymnastics and Dance as among the most demanding areas of Physical Education curriculum. Teachers with ≥ 10 years of teaching experience more frequently used traditional gymnastics apparatus, whereas teachers with ˂ 10 years of teaching experience tended to adopt non-traditional or mixed approaches. Significant differences were found in apparatus use (p < .01) and perceived challenges in specific thematic units (p < .01). Smaller but still significant differences were also observed in the evaluation of material (technical) conditions (p = .02), with most teachers in both groups rating them as “Sufficient” or “Good” and equipment preferences (p = .05). Teaching experience influences teaching gymnastics in Slovak primary schools. While teachers with ≥ 10 years of teaching experience adhere more to traditional methodology, teachers with ˂ 10 years of teaching experience are more inclined toward innovative and blended practices. Despite pedagogical differences, both groups face systemic limitations in infrastructure and equipment. The findings underscore the need for differentiated professional development and improved material support to enhance gymnastics education at the primary level.
On the specifics of parish prose as a genre of spiritual realism
(Intitut slavianovedenija Rossijskoj akademii nauk : Moskva, 2026) Cintula, Igor
The article is devoted to an interpretation of parish prose as a distinctive genre phenomenon within Russian literature of spiritual realism. The study is situated in the contemporary context of a reassessment of the literary heritage of the twentieth century, undertaken beyond former ideological constraints and with due consideration of the religious-philosophical, existential, and cultural factors of the period. The methodological premise of the research is the understanding of spiritual realism as a particular type of artistic thinking, within which realist poetics are combined with an orientation toward the metaphysical and religious-moral foundations of human existence. Special attention is given to the genre of “parish prose,” which is examined as a form of artistic expression focused on the everyday life of an Orthodox parish, the spiritual experience of clergy and laity, moral choice, repentance, and the inner transformation of the individual. The article analyzes the genre and stylistic features of this type of prose, including the chronicle-like mode of narration, an emphasis on documentary authenticity, a confessional and memoiristic character, narrative simplicity, and the predominance of skaz-like storytelling. The unity of the vertical (human–God) and horizontal (human–human) dimensions, which determines the concept of personality in parish prose, is emphasized. The study concludes that parish prose represents a unique phenomenon in Russian literature, capable not only of preserving but also of developing the traditions of spiritual realism, actualizing them within the conditions of the contemporary cultural situation. The results of the research may be applied in literary studies, courses on the history of Russian literature and religious culture, as well as in the analysis of contemporary prose. The materials of the article contribute to a deeper understanding of the mechanisms of genre formation and the role of spiritual experience in the writer’s artistic thinking. This, in turn, expands the interpretative possibilities of the genre and confirms its significance in the current literary process and in shaping the value orientations of the modern reader within the context of the spiritual and moral quests of contemporary Russian society.
Supporting and limiting factors in inclusive education in pre-primary and primary schools: an overview of empirical findings in the Slovak context
(Slovenská Vzdelávacia a Obstarávacia : Nitra, 2026) Pavko, Martina
Inclusive education in pre-primary and primary schools depends on the interplay of several interconnected factors at the levels of the teacher, the school, and the broader support system. This paper is a review study aimed at identifying and analysing the factors that support and limit inclusive education, with a focus on the Slovak context. A search for empirical studies was conducted in the Scopus, Web of Science, and Google Scholar databases. Based on predefined criteria, 14 empirical studies were included in the final analysis. The findings were organised into three thematic areas: factors at the teacher level, factors at the school level and school-based support, and the Slovak context as an interpretative framework for the implementation of inclusive education. The analysis showed that inclusive practice are supported by positive teacher attitudes, practical experience, professional preparedness, collaboration with specialist staff, and the functioning of school support mechanisms. The main limiting factors included insufficient professional preparation, uncertainty in differentiated instruction, a lack of specialist staff, administrative burden, and broader systemic barriers. The results suggest that inclusive education cannot be understood as the result of a single isolated factor, but rather as a complex process.