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Teachers' mediation practice: opportunities and risks for youth media behavior ; Prácticas de mediación docente: oportunidades y riesgos en el comportamiento mediático de jóvenes
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| 162 |
Prácticas de mediación docente: oportunidades y riesgos en el comportamiento mediático de jóvenes ; Teachers' mediation practice: opportunities and risks for youth media behavior
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| 163 |
Der 'Netzwerkbegriff' der Sozialen Arbeit. Theorie-Praxis-Transfer aus systemtheoretischer Perspektive
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In: Die Hochschule : Journal für Wissenschaft und Bildung 29 (2020) 2, S. 98-108 (2020)
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| 164 |
Interdisciplinary connections through transmedia narratives in art education ; Interdisciplinarne povezave s transmedijskimi pripovedmi pri umetniski vzgoji in izobrazevanju
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In: CEPS Journal 10 (2020) 4, S. 55-74 (2020)
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| 165 |
Syntaxorientierte Didaktik der Großschreibung. Ein Forschungsüberblick
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In: Didaktik Deutsch : Halbjahresschrift für die Didaktik der deutschen Sprache und Literatur 25 (2020) 48, S. 55-70 (2020)
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| 166 |
Transnational mobility of academics: some academic impacts ; Transnacionalna mobilnost akademikov: nekateri akademski ucinki
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In: CEPS Journal 10 (2020) 2, S. 77-100 (2020)
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| 167 |
Cross-curricular analysis of picture books in the fifth grade of primary school: a case study ; Medpredmetna obravnava slikanice v petem razreduosnovne sole (studija primera)
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In: CEPS Journal 10 (2020) 4, S. 165-185 (2020)
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Abstract:
Picture books discussed with pupils in primary school are considered multimodal texts, as they combine at least two communication codes (verbal and visual). A discussion involving picture books will normally be included in Slovenian language lessons, with pupils focussing mostly on the text. The visual aspect, which equally carries a message, is often neglected. The objective of the present case study that was conducted among fifth-grade primary school pupils in the 2018/19 school year was to explore how a cross-curricular approach to planning and executing the lessons in the Slovenian language and visual art can help pupils learn about the characteristics of the picture book as a multimodal text. We conducted a set of didactic activities entitled Getting to know the picture book, introducing selected picture books to pupils as part of their Slovenian language classes, which resulted in them developing their receptive skills while observing and defining the structure of the texts. In visual art classes, the pupils learned about the visual features of the picture book. As a productive response to the picture book discussed, the pupils were instructed to complete the following tasks: design a cover for their own picture book, design endpapers, illustrate their own poem, and produce their own leporello. The survey involved 21 pupils, a generalist teacher, and a researcher in art didactics. The case study was completed in five weeks. The data were obtained by means of initial and final testing, questionnaires for pupils, and participant observation. (DIPF/Orig.)
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Keyword:
Art education; Bilderbuch; Bildinterpretation; Case Studies (Education); Case study; Curriculum; ddc:370; Education; Erziehung; Fachdidaktik/musisch-künstlerische Fächer; Fachdidaktik/Sprache und Literatur; Fallstudie; Interdisciplinarity; Interdisziplinarität; Kompetenzerwerb; Kunstunterricht; Language lessons; Language skill; Language teaching; Linguistic Competence; Picture book; Pupil; Pupils; School year; School year 05; Schüler; Schul- und Bildungswesen; Schuljahr 05; Slovenia; Slowenien; Sprachkompetenz; Sprachunterricht; Visuelle Wahrnehmung
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URL: https://www.pedocs.de/volltexte/2021/21658/
http://nbn-resolving.de/urn:nbn:de:0111-pedocs-216585
https://www.pedocs.de/volltexte/2021/21658/pdf/cepsj_2020_4_Batic_LebarKac_Cross_curricular_analysis.pdf
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| 168 |
Rechtschreibung von Konsonantenclustern und morphologische Bewusstheit bei Grundschüler_innen ; Primary school children’s spelling of consonant clusters and morphological awareness
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| 170 |
Making Sense of the Hands and Mouth: The Role of Secondary Cues to Meaning in British Sign Language and English
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| 171 |
Sprachentwicklung bei kindlichen Hörstörungen: Phonetik und Phonologie. Forschungsstand für Sprachtherapie und Pädagogik
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| 172 |
Über den Einsatz und Erfolg von Unterstützter Kommunikation (UK) in der Aphasietherapie - ein systematisches Review
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| 173 |
Effects of a morpheme-based training procedure on the literacy skills of readers with a reading disability
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| 175 |
Sprachentwicklung bei kindlichen Hörstörungen: Wortschatz, Grammatik, Kommunikation und Stimme. Forschungsstand für Sprachtherapie und Pädagogik
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| 176 |
L'absence de savoir conceptuel lors de démarches d'investigation scientifique mises en œuvre en classe : une crainte devenue réalité ?
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In: ISSN: 1954-3077 ; Recherches en éducation, No 42 (2020) (2020)
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| 177 |
Elementary School L2 English Teachers’ Language Performance and Children’s Second Language Acquisition - Appendices
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| 178 |
Elementary School L2 English Teachers’ Language Performance and Children’s Second Language Acquisition
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| 179 |
Wortschatzwissen.de: ein Referenzwortschatz für den mittleren Schulabschluss
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| 180 |
Teacher's attention to characteristics of parabola sketches: differences between use of manual and automated analysis
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