Prehliadanie podľa Autor "Trnka, Marian"

Teraz sa zobrazuje 1 - 5 z 5
  • Obrázok miniatúry
    Položka
    Pre-literacy skills of children from socially disadvantaged background
    (Filodiritto Publisher : Bologna, 2025) Cabanová, Mariana; Trnka, Marian
    Preliteracy skills are foundational competencies that prepare children for acquiring reading and writing in primary education. These include key skills such as oral language, phonological and phonemic awareness (awareness of sounds), knowledge of the alphabet, and an understanding of basic print concepts (e.g., that print runs from left to right and from top to bottom on a page). In this study, we present the results of a diagnostic assessment of children’s preliteracy skills at the end of pre-primary education. The results showed that pupils from socially disadvantaged backgrounds (SDB) scored statistically significantly lower than their peers from the majority population. For this reason, it is essential to provide intensive educational support from the very outset of schooling. However, professional development is essential for teachers to be able to provide this kind of support
  • Obrázok miniatúry
    Položka
    The challenges of learning tasks from perspective of children from marginalised Roma communities
    (inScience Press : Lisabon, 2025) Hušlová Orságová, Mária; Vančíková, Katarína; Trnka, Marian
    Slovakia is a country of permanent or temporary residence for many nations and ethnic groups, which oftentimes do not have the possibility to receive education in their own language. One of the most controversial linguistic minorities on this front are children from the Roma community, which are commonly marginalised due to different living conditions as well as socio-economic standards. Both these factors highly contribute to segregation of Roma children from the Slovak majority and negatively affect their cultural experience. When entering the formal education system, Roma children do not possess the same linguistic competence of Slovak language as pupils from the major population. In this paper, the authors analysed the textbooks in Slovak: commonly used in the first two grades of elementary schools and attempted to identify the most frequent words, phrases and sentences that children from the Roma community usually encounter in written form, while being educated. By doing so, the authors would like to increase their potential comprehensibility for pupils from marginalised Roma communities. The findings of this research provide a basis for the development of an effective language programme for the second language acquisition of Slovak and urges the Slovak school system to develop a comprehensive national strategy, which would provide adequate language support for children from linguistic minorities.
  • Obrázok miniatúry
    Položka
    The distribution of active verbs in task instructions in primary education textbooks
    (Filodiritto Publisher : Bologna, 2025) Čiliaková, Ružena; Trnka, Marian; Brozmanová, Monika
    Proficiency in the language of instruction is one of the fundamental prerequisites for the cognitive and academic development of students with a different mother tongue. Understanding instructional verbs used in learning tasks is a key condition for students’ success in solving these tasks correctly. Empirical findings suggest that students who do not sufficiently comprehend task instructions are at a higher risk of academic underachievement [1], [2]. This study focuses on the analysis of active verbs in instructional tasks found in textbooks for the first and second grades of primary school. Specifically, it examines the frequency and variation of active verbs in task instructions across three educational domains: language, mathematics, and science. The analysed sample comprised over 1,600 tasks, from which more than 13,500 sentences containing active verbs were extracted and examined as individual analytical units. The research employed a quantitative methodology, complemented by qualitative procedures. The quantitative component enabled the mapping of verb distribution with an emphasis on frequency. The qualitative component, using the method of constant comparison, facilitated the identification of unique verbs and their categorization within instructional discourse. The results show that students are exposed to more than 1,000 grammatical forms and over 600 unique active verbs during the first two years of schooling. The analysis also revealed significant inconsistencies in the use of instructional verbs, particularly reflective-abstract commands, which can hinder task comprehension. The findings highlight the need for greater linguistic consistency in instructional task design and underscore the importance of targeted language support for students with a different mother tongue, focused on the systematic acquisition of the school’s instructional language.
  • Obrázok miniatúry
    Položka
    The nature of learning tasks from perspective of children from marginalised Roma communities
    (inScience Press : Lisabon, 2024) Hušlová Orságová, Mária; Vančíková, Katarína; Trnka, Marian
    The Slovak Republic is a country of permanent or temporary residence for many nations and ethnic groups. The dominant language in schools is Slovak and although members of national minorities have the legal right to be educated in their mother tongue, this is not the case. The most controversial group is children from marginalised Roma communities, whose mother tongue is different from that of the majority society. The different living conditions that characterise their environment and the high degree of segregation from the majority affect their cultural experience. When entering institutionalised education, they face failure and misunderstanding. The complex language of school can affect their adaptation to school, as well as their success. Statistics show that these children often repeat the first year of school. Based on these facts, we decided to investigate the nature of language, which, according to sociocultural theory, is a fundamental determinant of a pupil's cognitive development. The object of analysis is the textbooks for the first two years of primary education. We aim to identify the most frequent words in the written lessons and to assess their potential comprehensibility from the perspective of children living in marginalised Roma communities. The results indicate the validity of the basic thesis of the French sociologist Pierre Bourdieu's theory of cultural reproduction. It seems that the dependence of school performance on the socioeconomic situation of the pupil's family, which has been repeatedly demonstrated in PISA measurements, may be related to the inability of the school to adapt the language to the needs of children whose linguistic code is underdeveloped. The research findings provide a basis for the development of an effective language programme for the acquisition of Slovak as a second language and call for the development of a comprehensive national strategy for the language support of children with a different mother tongue.
  • Obrázok miniatúry
    Položka
    Učenie o prírode a vede. Náčrt dimenzií učiva
    (Belianum. Vydavateľstvo Univerzity Mateja Bela v Banskej Bystrici, 2023) Trnka, Marian
    Publikácia predstavuje nový pohľad školy na prírodovedné vzdelávanie. Ide o pohľad, v ktorom toto vzdelávanie nie je o učení sa prírodovedných reálií, ale je procesom žiakovho spoznávania disku vedy. Tento pohľad je v texte odkrývaný postupne, cez predstavenie filozofických a psychologických vchodísk súčasnej didaktiky a cez odkrytie dvoch protichodných didaktických trendov: adademicky a konštruktivistický ladenej didaktiky. Ústrednou časťou textu je časť o vedecky ladenom kurikule, ktoré je autorom textu rámcované do štyroch dimenzií učiva prírodovedného vzdelávania.