Razvoj in validacija kompetenčnega profila za poučevanje in učenje raziskovalne integritete

Since research integrity is not external to research but an integral part of it, it should be integrated into research training. However, several hindrances regarding contemporary research integrity education exist. To address them, we have developed a competency profile for teaching and learning research integrity based on four assumptions: 1) to include all levels of study (BA, MA, and PhD); 2) to integrate research integrity into research education itself; 3) to address research integrity issues in context-specific practices; and 4) to pay particular attention to the ‘grey zone’ or questionable research practices. To assess the validity of the content of the competency profile and to determine if some adjustments to the profile are needed, we translated the competencies of the profile into items of a measurement instrument (a questionnaire) and conducted a survey amongst University of Ljubljana students that allowed us to 1) obtain information about students’ attitudes toward issues of integrity in research; 2) analyse differences in these attitudes among BA, MA, and PhD students; and 3) statistically validate the competency profile and suggest possible improvements. The results showed that 1) students are highly aware of research integrity issues, as scores were high on all items assessed. However, there were some deviations to lower scores, especially in relation to questionable research practises, confirming our assumption that the ‘grey zone’ issues are those that should be particularly addressed and given special attention in contemporary research integrity education. 2) The differences in the attitudes of BA, MA, and PhD students showed that higher-level students showed significantly more awareness of integrity issues than lower-level students did, suggesting that research integrity issues should be given special attention at the BA study level. 3) The measurement characteristics showed that the reliability of the questionnaire was very high, suggesting a good overall structure of the competency profile. The principal component analysis also confirmed the four-field structure of the Competency profile (Values and Principles, Research Practise, Publication and Dissemination, and Violations). However, the analysis also showed that the substructure of the four main areas of the profile did not fully match the results of the factor analysis, suggesting that the distribution of competencies in the competency profile could be reconsidered, especially in the area of Research Practice. The most recent developments in the field of research integrity also suggest that the competency profile should be updated with issues regarding the impact of artificial intelligence on research integrity. (DIPF/Orig.

Poučevanje glasbene umetnosti na daljavo v osnovnošolskem izobraževanju med epidemijo covid-19

Namen raziskave je bil ugotoviti raven digitalne pismenosti in izkušnje učiteljev glasbene umetnosti v osnovnošolskem izobraževanju s poučevanjem na daljavo v obdobju pred razglasitvijo epidemije covid-19 in po njej. Izsledki potrjujejo dvig ravni digitalne pismenosti v navedenem obdobju in kažejo na pozitivne izkušnje z uporabo informacijsko-komunikacijske tehnologije v praksi

5xPRO_T2_13.9.2023_NIB_PPT izbor slik

Izbor slik z usposabljanja Financiranje programa Obzorje Evropa s poudarkom na shemi Evropskega raziskovalnega sveta (ERC), ki ga je 13. 9. 2023 v okviru projekta 5xPRO organiziral Nacionalni inštitut za biologijo. Dogodek je organiziran v okviru projekta 5xPRO - Konzorcij projektnih pisarn za krepitev odličnosti, interdisciplinarnosti in mednarodne vpetosti slovenskega raziskovalnega prostora, ki ga sofinancirata Republika Slovenija, Ministrstvo za visoko šolstvo, znanost in inovacije ter Evropska unija – NextGenerationEU

PROFILES - WP3: Stakeholders involvement and interaction. PROFILES Curricular Study on Science Education : Interim Report on the third round of the UL, Slovenia working group

The outcomes of this study will serve the development of innovative learning environments (WP4) and the preparation of continuous teacher training courses (WP5) “aiding the implementation and dissemination of PROFILES ideas, intentions and objectives to facilitate the uptake of innovative science teaching and the enhancement of scientific literacy” (PROFILES Consortium, 2010, p. 20). Promoting scientific literacy is only possible if the complexity of the scientific literacy construct is taken account of in content, method and conception. Therefore, the empirically identified aspects of desirable science education from round 1 were in the second part of round 2 considered in relation to content, method and conception

Developing and validating the competency profile for teaching and learning research integrity

Ker raziskovalna integriteta ni nekaj ločenega od raziskovanja, ampak njen sestavni del, jo je treba vključiti v usposabljanje na področju raziskovanja. Obstaja pa več ovir v povezavi s sodobnim izobraževanjem o raziskovalni integriteti.Since research integrity is not external to research but an integral part of it, it should be integrated into research training. However, several hindrances regarding contemporary research integrity education exist

Developing and Validating the Competency Profile for Teaching and Learning Research Integrity

Since research integrity is not external to research but an integral part of it, it should be integrated into research training. However, several hindrances regarding contemporary research integrity education exist. To address them, we have developed a competency profile for teaching and learning research integrity based on four assumptions: 1) to include all levels of study (BA, MA, and PhD); 2) to integrate research integrity into research education itself; 3) to address research integrity issues in context-specific practices; and 4) to pay particular attention to the ‘grey zone’ or questionable research practices. To assess the validity of the content of the competency profile and to determine if some adjustments to the profile are needed, we translated the competencies of the profile into items of a measurement instrument (a questionnaire) and conducted a survey amongst University of Ljubljana students that allowed us to 1) obtain information about students’ attitudes toward issues of integrity in research; 2) analyse differences in these attitudes among BA, MA, and PhD students; and 3) statistically validate the competency profile and suggest possible improvements. The results showed that 1) students are highly aware of research integrity issues, as scores were high on all items assessed. However, there were some deviations to lower scores, especially in relation to questionable research practises, confirming our assumption that the ‘grey zone’ issues are those that should be particularly addressed and given special attention in contemporary research integrity education. 2) The differences in the attitudes of BA, MA, and PhD students showed that higher-level students showed significantly more awareness of integrity issues than lower-level students did, suggesting that research integrity issues should be given special attention at the BA study level. 3) The measurement characteristics showed that the reliability of the questionnaire was very high, suggesting a good overall structure of the competency profile. The principal component analysis also confirmed the four-field structure of the Competency profile (Values and Principles, Research Practise, Publication and Dissemination, and Violations). However, the analysis also showed that the substructure of the four main areas of the profile did not fully match the results of the factor analysis, suggesting that the distribution of competencies in the competency profile could be reconsidered, especially in the area of Research Practice. The most recent developments in the field of research integrity also suggest that the competency profile should be updated with issues regarding the impact of artificial intelligence on research integrity

PROFILES - WP3: Stakeholders involvement and interaction. PROFILES Curricular Study on Science Education : Interim Report on the third round of the UL, Slovenia working group

The outcomes of this study will serve the development of innovative learning environments (WP4) and the preparation of continuous teacher training courses (WP5) “aiding the implementation and dissemination of PROFILES ideas, intentions and objectives to facilitate the uptake of innovative science teaching and the enhancement of scientific literacy” (PROFILES Consortium, 2010, p. 20). Promoting scientific literacy is only possible if the complexity of the scientific literacy construct is taken account of in content, method and conception. Therefore, the empirically identified aspects of desirable science education from round 1 were in the second part of round 2 considered in relation to content, method and conception

Nadarjeni učenci s posebnimi potrebami : zbornik povzetkov / Strokovni posvet za socialne, specialne in rehabilitacijske pedagoge, učitelje ter druge strokovne delavce v izobraževanju, Ljubljana, 22. 11. 2013

Namen današnjega posveta je bolje razumeti značilnosti in učne potrebe nadarjenih učencev s posebnimi potrebami oziroma učence s t.i. dvojno ali večkratno izjemnostjo, da bi jih v šoli lahko ustrezno spremljali in spodbujali pri učenju. Različne raziskave po svetu namreč kažejo, da se številni sicer nadarjeni učenci izgubijo v šolskem sistemu in ne uresničijo svojih učnih potencialov preprosto zato, ker ob njihovih posebnih potrebah, na primer specifičnih učnih težavah, vedenjski problematiki ali drugih prima njkljajih, visoko nadpovprečni potenciali ostajajo neprepoznani

Nadarjeni učenci s posebnimi potrebami : zbornik povzetkov / Strokovni posvet za socialne, specialne in rehabilitacijske pedagoge, učitelje ter druge strokovne delavce v izobraževanju, Ljubljana, 22. 11. 2013

Namen današnjega posveta je bolje razumeti značilnosti in učne potrebe nadarjenih učencev s posebnimi potrebami oziroma učence s t.i. dvojno ali večkratno izjemnostjo, da bi jih v šoli lahko ustrezno spremljali in spodbujali pri učenju. Različne raziskave po svetu namreč kažejo, da se številni sicer nadarjeni učenci izgubijo v šolskem sistemu in ne uresničijo svojih učnih potencialov preprosto zato, ker ob njihovih posebnih potrebah, na primer specifičnih učnih težavah, vedenjski problematiki ali drugih prima njkljajih, visoko nadpovprečni potenciali ostajajo neprepoznani