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V okviru magistrskega dela sem se osredotočila na področje zaposlovanja oseb z ovirami v Sloveniji, poseben poudarek je namenjen zaposlitveni integraciji oseb z MAS (motnja avtističnega spektra). Pri zaposlovanju oseb z MAS je treba upoštevati več dejavnikov, eden izmed pomembnih in ključnih dejavnikov predstavljajo seveda delodajalci. Prav »mostu« od brezposelnosti do delodajalca in posledično zaposlitve je v omenjenem magistrskem delu namenjene največ pozornosti. V okviru raziskovalnega dela naloge je vključen raznolik spekter delodajalcev. Uporabljena je kvantitativna oblika raziskave. Podatke sem zbirala s pomočjo anketnega vprašalnika. Delodajalec je bil v okviru raziskave mišljena tista oseba, ki ima v določenem podjetju vlogo odločevalca pri zaposlovanju kadrov. V okviru raziskave nas je predvsem zanimalo, koliko delodajalci poznajo specifike avtizma, kakšna je njihova pripravljenost za zaposlovanje oseb z MAS, kakšna so stališča delodajalcev do oseb z MAS in kakšni so morebitni razlogi, ki osebam z MAS otežujejo vključevanje na trg dela. As part of my Master's thesis, I focused on the field of employment of people with disabilities in Slovenia, with special emphasis placed on the employment integration of people with ASP (Autism Spectrum Disorder). There are several factors to consider when hiring people with ASP, one of the important and key factors being, of course, employers. It is the "bridge" from unemployment to the employer and consequently employment that I would pay the most attention to in the mentioned research project. In the research part of the assignment, I involved a diverse range of employers. I used a quantitative form of research. I collected the data using a survey questionnaire. In the context of the survey, an employer was a person who has the role of a decision-maker in the employment of human resources in a certain company. In the research, I was mainly interested in how much employers know about the specifics of autism, what is their willingness to hire people with ASP, what are the attitudes of employers towards people with ASP and what are the possible reasons that make it difficult for people with ASP to enter the labor market.

Na področju izobraževanja vse večji pomen za kakovostno učenje ima neposredna izkušnja. V naši raziskavi smo ugotavljali, kako osnovnošolci ocenjujejo čustvi strahu in gnusa do določenih živali, kako prisotnost ali odsotnost neposrednih izkušenj z živalmi vpliva na izražanje strahu pri učencih in ali dekleta izražajo višji strah do živali kot fantje. Vrednotili smo tudi učinek števila neposrednih izkušenj na izražanje stališč učencev do živali in ali se stališča učencev do živali razlikujejo glede na spol in starost učencev. V ta namen smo pripravili vprašalnik, s pomočjo katerega smo pridobili čim bolj objektivno sliko o posameznih skupinah. V raziskavi je sodelovalo 329 učencev dveh osnovnih šol. Ugotovili smo, da učenci imajo kar dosti neposrednih izkušenj z večino živali (več kot 50%). Učenci so ocenili da se najbolj bojijo živali, ki bi lahko povzročile fizične poškodbe (morski pes, škorpijon, medved, kača), gnusijo pa jim se predvsem tiste živali, ki se jim zdijo sluzaste in na videz neprijetne (ščurek, pajek, podgana, klop, škorpijon, krastača, meduza, kača, žaba, polž). Dekletom se v povprečju vse vrste živali bolj gnusijo in se jih bolj bojijo kot fantje. Prisotnost ali odsotnost neposrednih izkušenj z živalmi tudi pomembno vpliva na izražanje strahu do živali. Učenci, ki so imeli stik z večjim številom živali, so v povprečju pokazali tudi bolj pozitiven odnos do živali. Na izražanje stališč do živali vplivata spol (dekleta izražajo bolj pozitivna stališča do živali, čeprav so izkazala večji strah do le-teh) in starost učencev (mlajši učenci izražajo bolj pozitivna stališča do živali kot starejši učenci). Menimo, da je pomembno, da učenci že v času osnovnošolskega izobraževanja pridobijo čim več informacij o določeni živali in neposrednih izkušenj z njo ter razvijejo pozitivna stališča do nje. In the field of education, direct experience is becoming increasingly important for quality learning. Our research explored how primary school pupils asses their feelings of fear and disgust to certain animals, how the presence or absence of direct experience with animals affects pupils' expression of fear, and whether girls express higher fear of animals than boys. The effect of the number of direct experiences on the expression of pupils' attitudes towards animals and whether pupils towards animals differ according to the gender and age of pupils was also evaluated. To this end, we prepared a questionnaire in order to obtain as objective picture of the individual groups as possible. A total of 329 pupils from two primary schools took part. We found that pupils have quite a lot of direct experience with most animals (more than 50%). Pupils estimated that they are most afraid of animals that could cause physical injuries (shark, scorpion, bear, snake), but they are especially disgusted by those animals that they find slimy and seemingly unpleasant (cockroach, spider, rat, tick, scorpion, toad, jellyfish, snake, frog, snail). On average, girls are more disgusted by all kinds of animals and more afraid of them than boys. The presence or absence of direct experience with animals also has a significant impact on the expression of fear of animals. On average, pupils who had contact with a larger number of animals also showed a more positive attitude towards animals. The expression of attitudes towards animals is influenced by gender (girls express more positive attitudes towards animals, although they have shown greater fear of them) and the age of pupils (younger pupils express more positive attitudes towards animals than older pupils). We believe that it's important that pupils acquire as much information about a particular animal and direct experience with it as possible during primary education and develop positive attitudes towards it.

Specialni in rehabilitacijski pedagogi, ki svoje delo opravljajo na mestu učitelja v prilagojenem izobraževalnem programu devetletne osnovne šole z nižjim izobrazbenim standardom, se srečujejo z otroki, ki pri delu potrebujejo več usmerjanja in pomoči. Prizadevanje za čim večjo samostojnost učenca je ena izmed temeljnih nalog osnovnošolskega izobraževanja učencev. Cilj učiteljev je – med drugim – razvijanje različnih spretnosti in sposobnosti pri učencih, s katerimi bodo le-ti vstopali v čim bolj samostojno življenje. Z usvajanjem teh veščin, ki jih vključujejo v vsakdanje življenje, postajajo otroci vedno bolj odgovorni, krepi se njihova samopodoba, v šolskem prostoru pa predstavljajo pogoj za uspešno sledenje pouku in učenju. S poučevanjem v šoli učitelj pomembno prispeva k otrokovemu mišljenju in razvoju. Če želimo izboljšati kakovostni proces učenja veščin, moramo opolnomočiti strokovne delavce o pomenu samostojnosti pri učencih. Z raziskavo smo želeli ugotoviti, kakšna so stališča učiteljev do samostojnosti učencev, predvsem na področju skrbi zase in pri šolskem delu. Z vprašalnikom smo zajeli 48 učiteljev, ki imajo izkušnje z učenjem v prvem vzgojno-izobraževalnem obdobju osnovne šole s prilagojenim izobraževalnim programom z nižjim izobrazbenim standardom. Rezultati so pokazali, da je učiteljem najpomembneje, da so učenci samostojni na področju skrbi zase, še posebej tistim učiteljem z manj delovnimi izkušnjami. Podatke, ki smo jih pridobili v naši raziskavi, smo oblikovali kot priporočila, in sicer v obliki brošure, tj. katere veščine samostojnosti se učitelju zdijo pomembne, da jih učenec obvlada za čim boljše funkcioniranje v šolskem prostoru. Te informacije bodo v pomoč učencem, staršem in vsem strokovnim delavcem na šoli. Specialized and rehabilitative educators, who take positions of teachers in adapted educational programmes in a 9-year elementary school system with a lower educational standard, work with students who need more help and guidance with their schoolwork. Attempting to achieve higher and higher levels of independence in students is one of the key tasks of elementary school education. Developing different skills and abilities in students to enable them to enter life as independent as possible is one of many tasks teachers try to achieve. By mastering these everyday abilities, students become more and more responsible, their self-esteem begins to grow, and they can begin to follow and learn properly in the classroom. The teacher has an important impact on the student's thinking and development. If we wish to improve the quality of the skill learning process, we can empower the educators about the meaning of independence in students. The purpose of the research was to figure out the teachers' point of view regarding the students' independence, especially in the fields of self-care and schoolwork. The questionnaire was handed out to 48 teachers with experience in teaching in the first educational elementary school period in an adapted educational programme with a lower educational standard. The results have shown that teachers (especially those with less experience) value the students' independence in self-care the most. The data we have obtained has been organised into reports in a form of a brochure. These reports include information on which skills teachers find most valuable in their students for them to function in the classroom as good as possible. This information will be useful to students, parents, and all teaching staff employed at school.

Mobilnost je vse večji izziv sodobnega sveta. Eden izmed modelov nove mobilnosti je tudi souporaba vozil. O souporabi vozil (angl. carsharing) govorimo kot o storitvi, ki uporabnikom omogoča, da si vozilo izposodijo in zanj plačajo samo takrat, ko ga potrebujejo, pri čemer sta najem in uporaba izjemno enostavna in običajno potekata preko priročne aplikacije. Souporaba vozil je nastala na ideji finančne dostopnosti in priročnosti. Nudi ugodno alternativo lastništvu avtomobila, predvsem tistim, ki letno prevozijo manj kot 10. 000 kilometrov. S svojo diplomsko nalogo sem želel ugotoviti, kakšna so stališča mladih od 18 do 30 let do souporabe vozil. Poleg osnovnega vprašanja, ali mladi souporabo vozil sploh poznajo, sem želel raziskati še kakšna so njihova stališča do souporabe vozil na področjih cenovne ugodnosti, skrbi za okolje in praktičnosti uporabe ter kako se njihova stališča razlikujejo glede na spol, trenutni zaposlitveni status in kraj bivanja. V raziskavi je sodelovalo 120 mladih, ki so bili v povprečju stari nekaj več kot 24 let. Ugotovil sem, da večina sistem souporabe vozil pozna in da so njihova stališča do slednjega nevtralna do pozitivna. Najbolj pozitivna so bila stališča z vidika skrbi za okolje, nevtralna pa so bila glede praktičnosti uporabe. Med različnimi skupinami glede na spol, status in kraj bivanja, ni prišlo do pomembnejših razlik v stališčih. Souporaba vozil je izjemno hitro rastoče področje, zaradi česar velja nanj ostati pozoren tudi v prihodnosti. V svoji diplomski nalogi navajam tudi nekaj predlogov in usmeritev za nadaljnje raziskovanje. Mobility is a growing challenge of the modern world. One of the models of the new mobility is carsharing. Carsharing is a service that allows users to rent and pay for a vehicle only when they need it. The renting process is user friendly and is usually done through a convenient mobile application. Carsharing is based on the idea of affordability and convenience and offers a favorable alternative to car ownership, especially for those who drive less than 10,000 kilometers a year. In my research, I was interested in the attitudes of young people aged 18 to 30 towards carsharing. I researched if they are familiar with the concept and what their attitudes towards carsharing in the areas of affordability, environmental concerns and practicality of use are, and how their views differ according to gender, current employment status, and place of residence. My research involved 120 young people who were, on average, just over 24 years old. I found that most people know the vehicle sharing system and that their attitudes towards it are neutral to positive. The most positive views were from the point of view of environmental care, and they were neutral in terms of practicality of use. There were no significant differences of opinion between the different groups according to gender, status and place of residence. Vehicle sharing is an area that is growing extremely fast, which is why it is worth keeping an eye on it in the future. I also list some suggestions and guidelines for further research.

Znanje splošne javnosti o posameznih živalskih vrstah ter njihova stališča do njih pomembno vplivata na ohranjanje in varovanje teh vrst. Zaradi tega smo opravili raziskavo, v kateri smo želeli preučiti znanje in stališča osnovnošolcev o evrazijskem risu (Lynx lynx). V raziskavi smo uporabili anketni vprašalnik s preizkusom znanja. Anketirali smo učence z dveh področij v Sloveniji, ki se razlikujeta glede na prisotnost risa na tem območju (Dolenjska in Gorenjska). Zanimalo nas je, kakšno je celotno znanje učencev o evrazijskem risu, ali so opazne razlike v znanju glede na spol, območje bivanja in starost učencev ter kako znanje in območje bivanja vplivata na izoblikovanje stališč pri učencih. Ugotovili smo, da je splošno znanje učencev o evrazijskem risu nizko, predvsem na področju ekologije. Razlik v znanju med spoloma nismo opazili, prav tako nismo opazili razlik v znanju glede na območje bivanja učencev. Razlike v znanju smo opazili glede na starost učencev, in sicer so imeli učenci 8. razreda manj znanja, učenci 7. in 9. razreda pa več znanja. Glede na stopnjo izraženega znanja smo ugotovili, da imajo učenci z več znanja bolj pozitivna stališča do risa, večjo pripravljenost za učenje o risu ter nižji strah pred njim, kot učenci z manj znanja. Glede na območje bivanja razlik v stališčih nismo opazili. Tako učenci z Dolenjske kot učenci z Gorenjske imajo pozitivno izražena stališča do evrazijskega risa. Za ohranjanje risa na območju Slovenije so pomembna pozitivna stališča s strani vseh interesnih skupin. Izoblikovanje pozitivnih stališč pa je pomembno že pri mladostnikih, zato predstavlja uvajanje učnih vsebin o evrazijskem risu v času osnovnošolskega šolanja dobro izhodišče za izoblikovanje pozitivnih stališč pri učencih. People’s knowledge and attitudes towards animals are an important factor in the conservation and protection of these species. The present study examines the knowledge and attitudes towards Eurasian lynx (Lynx lynx) in lower secondary school students coming from two regions in Slovenia, i.e. Dolenjska and Gorenjska, which differ in lynx occurrence. Students’ knowledge and attitudes were assessed by means of a questionnaire consisting of knowledge test and attitudinal scale, and compared according to gender, age and place of residence. We wanted to know if the amount of knowledge and the place of residence affects the attitude of the students. The results show that the students’ knowledge about the Eurasian lynx, its ecology in particular, is poor. No gender-related differences were detected in their knowledge and there were also no differences in the knowledge of the students living in the lynx occurrence area, i.e. Dolenjska, and those coming from Gorenjska where lynx is not present. However, it was established that eighth-grade students possessed of the least knowledge about the Eurasian lynx, whilst there was no difference in the degree of knowledge between the seventh and ninth graders. The survey results lead to the conclusion that the students with more knowledge are more willing to learn about the lynx, demonstrating less fear and more positive attitudes towards the Eurasian lynx than the students with lesser knowledge. With regard to the place of residence, no differences were identified as both groups of students showed positive attitudes towards the Eurasian lynx. It is therefore imperative that the content of the Eurasian lynx be introduced into the learning process as knowledge can be an important factor in establishing positive attitudes towards this species, which is crucial for the protection and conservation of the Eurasian lynx in Slovenia.

Veliko avtorjev se je v zadnjem desetletju posvetilo raziskavam stališč do posameznih živali, ki človeku predstavljajo nevarnost, mednje uvrščamo tudi kače. Kače imajo edinstveno življenjsko zgodovino in so pomemben člen v prehranjevalni verigi za ohranjanje ravnovesja v ekosistemih. Kače so plenilci in tudi plen številnih vretenčarjev in nevretenčarjev. V preteklosti so bile predstavljene kot vir občudovanja in tudi strahu, uporabljali so jih za različne verske obrede in v medicini. Vse kače v Sloveniji so zakonsko zavarovane in uvrščene na rdeči seznam ogroženih živalskih vrst. Stališča opisujejo kot skupek prepričanj, vedenj in občutkov. Stališča ljudi do živali razvrščamo v naslednje kategorije: naturalistično, ekološko, humanistično, moralno, znanstveno, estetsko, utilitarno, dominionistično, negativno in nevtralno. Stališča ljudi do narave in organizmov oblikujejo različni dejavniki, kot so: starost, spol, osebne izkušnje, etična pripadnost in aktivnosti v naravi. Prav tako lahko šola veliko prispeva k pozitivnemu odnosu ljudi do kač. Učenci se o kačah učijo predvsem v 7. razredu, kjer spoznajo tudi njihovo zgradbo in delovanje ter njihov pomen za ekosistem. Na odnos učencev do kač lahko vpliva tudi neposredna izkušnja, ki so je učenci lahko deležni v naravi, okolici doma, živalskem vrtu in v šoli. V sklopu magistrskega dela smo raziskali stališča osnovnošolcev do kač v povezavi z njihovo pripravljenostjo za varovanje, ter neposredno izkušnjo. Raziskava je kvantitativna, v njej so sodelovali učenci od 6. do 9. razreda iz dveh slovenskih osnovnih šol. Vsi učenci so del neslučajnostnega namenskega vzorca. Za namen raziskave smo uporabili anketni vprašalnik. Stališča osnovnošolcev do kač in njihov namen varovanja kač smo merili v obliki 5-stopenjske Likertove lestvice. Rezultati raziskave so pokazali, da so stališča učencev usmerjena v pozitivno smer. Glede na spol so fantje pokazali pozitivnejša stališča kot dekleta. Glede na starost so učenci imeli bolj ali manj enaka stališča do kač, izstopali so učenci 7. razreda. Ugotovili smo, da prihaja do pozitivne povezanosti med stališči in namenom varovanja. Tisti učenci, ki so izražali pozitivna stališča, so pokazali večjo težnjo k varovanju kač. Rezultati so pokazali tudi pozitivni vpliv neposredne izkušnje na stališča. Na koncu nas je zanimala še povezava med stališči učencev do kač in znanjem o njih. Rezultati so pokazali, da so učenci z dobrim znanjem imeli pozitivnejša stališča. Over the last decade, many authors have devoted themselves to research into attitudes towards individual animals that pose a danger to humans. This group of animals also included snakes. Snakes have a unique life history and are an important link in the food chain to maintain balance in the ecosystem. They are predators and also prey for many vertebrates and non - vertebrates. In the past, they were depicted as a source of admiration and fear, they were used in religious ceremonies and in medicine. All snakes in Slovenia are protected by law and listed by IUCN Red List. In general, attitudes are described as a set of beliefs, behavior and feelings. People’s attitudes towards animals are divided into the following categories: naturalistic, ecological, humanistic, moralistic, scientistic, esthetic, utilitarian, dominionistic, negativistic and neutralistic. People attitude towards nature and organisms is shaped by various factors such as age, gender, personal experience, ethical affiliation and activities in nature. The school can also contribute a lot to a student's positive attitude towards snakes. Students learn about snakes mainly in the 7th grade, where they also learn about their structure, function and importance for the ecosystem. The student’s attitude towards snakes can also be influenced by direct experiences with snakes in nature, around the home, in the zoo and at school. In this survey we investigated the student’s attitude towards snakes. Pupils from 6th to 9th grade from two different primary schools in Slovenia participated. All students were part of a non-random purpose pattern. A survey questionnaire was used for the purpose of the research. The attitudes of primary school children towards snakes and their purpose of protecting snakes were measured using of 5 – point Likert scale. The results showed that student’s attitude is positive. Based on gender, the male students showed more positive attitude then the female students. Depending on age, the students had more or less the same attitudes. We found that there is a positive correlation between the attitudes and the purpose of snake protection. Those students who expressed positive attitudes showed a greater tendency for snake protections. The results also showed a positive influence of direct experience on attitudes. Finally, we wanted to know if there is a connection between the student’s attitude towards snakes and their knowledge about snakes. The results showed that students with good knowledge had a more positive attitudes.

Gensko spremenjeni organizmi (GSO) so ena izmed najbolj perečih družbeno-znanstvenih tem, ki postaja vedno bolj aktualna. Z vse večjim napredkom na področju biotehnologije in vse širšim spektrom njihove uporabnosti postaja ta tematika zanimiva ne le za znanstveno sfero, pač pa tudi za splošno javnost in medije. Problem, ki ga opažajo mnoge študije pa je ta, da je ozaveščenost in znanje javnosti o GSO oziroma biotehnologiji nasploh precej slabo. Prav tako pa večina poroča o tem, da imajo običajno tisti, ki imajo več znanja s tega področja, bolj pozitiven odnos do GSO. V naši raziskavi nas je zanimalo znanje in stališča ter sprejemanje GSO študentov različnih naravoslovnih smeri (biologija, biotehnologija, mikrobiologija) in študentov pedagoške smeri (biologija z vezavo). Študenti so najprej izpolnili vprašalnik, nato smo zanje izvedli predavanje na temo GSO, zatem pa so vprašalnik izpolnili še drugič. Ugotovili smo, da med študenti obstajajo razlike v znanju in stališčih ter sprejemanju GSO. Največ znanja so imeli študenti naravoslovnih smeri, manj pa študenti pedagoške smeri. Pričakovano so imeli najbolj pozitiven odnos do GSO in jim bili najbolj naklonjeni študenti biotehnologije, najmanj pa študenti pedagoške smeri. Potrdili smo pozitivno korelacijo med znanjem in stališči do GSO ter znanjem in sprejemanjem GSO. Po izvedenem predavanju so se razlike v znanju med študenti zmanjšale, sprejemanje je v splošnem naraslo, stališča do GSO pa se niso bistveno spremenila. Genetically modified organisms (GMOs) are one of the hottest socio-science topics that has become increasingly popular in recent years. With new knowledge and advances in the field of biotechnology and the expansion of the spectrum of their use, GMOs are an interesting topic not only for scientists, but also for the general public and the media. However, the problem that many researchers have noted is that public awareness and knowledge of GMOs and biotechnology in general is very low. Most studies have also concluded that those with more knowledge tend to have a more positive attitudes towards GMOs. The aim of this study was to examine the knowledge of, attitudes towards and acceptance of GMOs among students of various science courses (biology, biotechnology, microbiology) and among pre-service teachers. We conducted a first survey among the students, then organised a lecture on GMOs for them and later conducted a second survey among the same students. We found that there are differences in knowledge of, attitudes towards and acceptance of GMOs among students of different courses. The students of the science courses had more knowledge than pre-service teachers. As expected, biotechnology students showed the most positive attitudes and the highest degree of acceptance of GMOs, while pre-service teachers showed the lowest level of acceptance. The positive correlation between knowledge and attitudes and between knowledge and acceptance of GMOs was confirmed. After the lecture, the differences in knowledge decreased and acceptance of GMOs in general raised, whereas attitudes remained almost the same.

V magistrskem delu smo predstavili rezultate opravljene raziskave o stališčih srednješolcev do gensko spremenjenih organizmov (GSO) in o njihovih interesih za to tematiko. V ta namen so dijaki 1. in 2. letnika iz petih različnih šol dvakrat rešili enak vprašalnik – prvič pred obravnavo teme o GSO, drugič po njej. Vprašalnik je vseboval vprašanja o poznavanju in virih informacij o GSO ter petindvajset trditev, ki so jih anketiranci ovrednotili in s tem izrazili interese ter stališča do GSO. Izračunali smo povprečno vrednost stališč dijakov pred obravnavo teme, ki je znašala 2,86 (SD = 0,439), kar je bilo statistično značilno bolj negativno od nevtralnega stališča. Primerjava tega rezultata s povprečjem rezultata po obravnavi teme o GSO je pokazala statistično značilno bolj pozitivno vrednost stališča po učenju o GSO pri pouku. Nadalje smo z metodo ANOVA z mešanim načrtom ugotovili, da vzrok za spremembo stališč ne izhaja iz učiteljevega podajanja snovi. Dijaki so bili že pred obravnavo učne vsebine, ki se nanaša na GSO, zainteresirani za to temo, interes pa se statistično značilno ni spremenil oziroma se je ohranil. Ugotavljamo, da pouk o GSO v srednji šoli vpliva na stališča dijakov do GSO, interese za GSO pa ohrani. In this master thesis, we present results of a study on the attitudes toward and interests in genetically modified organisms (GMOs) among high-school students. First and secondyear students participated in the study by filling in a questionnaire twice - before and after the classroom discussion on GMOs. The questionnaire consisted of questions on knowledge and sources of information on GMOs and twenty-five statements assessing the respondents' interests and attitudes towards GMOs. We calculated the mean value of the total score for attitude 2.86 (SD = 0.439), which was statistically significantly more negative than the neutral opinion. Further on, we compared this result with the mean value of the overall assessment of the attitude score after students have been informed about GMOs. We found that the latter was statistically significantly more positive. Using the mixed design ANOVA method, we found that teachers do not change their students’ attitudes. Our results show that the high-school students were interested in GMOs even before they have studied GMOs in the classroom. However, their interest has remained statistically significant even after that. To conclude, the education of students on GMOs influences the students' attitudes, but does not change their interest in GMOs.

Varstvo in ohranitev okolja je ključno za trajnostni razvoj in kvaliteto življenja ljudi. Izobraževalne ustanove, predvsem šole, so pomembne pri ozaveščanju in razvoju pozitivnih stališč do okolja. V naši raziskavi je sodelovalo 372 učencev in dijakov iz štirih osnovnih in dveh srednjih šol. Z vprašalnikom smo preverili okoljsko znanje učencev, njihova stališča do okolja in ali se vedejo okolju prijazno. Namen je bil preveriti stopnjo znanja o okolju, stališča do okolja, pogostost okolju prijaznega vedenja in morebitne povezave med znanjem, stališči in vedenjem. Ugotovili smo, da učenci in dijaki ne dosegajo zadovoljive stopnje znanja o okolju (60 % pravilnih odgovorov na testu). Navkljub temu pa so imeli srednješolci boljše rezultate na testu znanja kot osnovnošolci. Oboji izkazujejo dokaj pozitivna stališča do okolja, čeprav so srednješolci izkazali bolj pozitivna stališča do okolja kot osnovnošolci. Fantje so izkazali bolj pozitivna stališča do okolja kot dekleta. Večina udeležencev se vede dokaj okolju prijazno, nismo pa zaznali razlik v vedenju po spolu, niti po starosti. Med stopnjo znanja in stališči ni bilo korelacije. Prav tako nismo zaznali povezave med stopnjo znanja in okolju prijaznim vedenjem. Stališča o okolju in okolju prijazno vedenje pa so med seboj v šibki pozitivni korelaciji. Protection and conservation of the environment is a key to sustainable economical development and quality of life. Educational institutions, especially schools, are important for raising awarness and developing positive attitudes towards environment. 372 students from four primary and two secondary schools participated in our research. Using a questionaire, we checked the level of environmental knowledge of students, their attitudes towards environment, frequency of their environmentally friendly behaviour and possible correlations between knowledge, attitudes and behaviour. Results show that students have below satisfactory level of environmental knowledge (60 % on the test). However, secondary school students had better results on the test than primary school students. Both show positive attitudes towards environment, although again, secondary school students showed more positive attitudes than primary school students. Boys showed more positive attitudes towards environment than girls. Most of the participants behave environmentally friendly and we didn't find any differences in behaviour regarding gender or age. There was no correlation between environmental knowledge and attitudes. There was also no correlation between knowledge and environmentally friendly behaviour. However, there was a weak correlation between attitudes towards environment and environmentally friendly behaviour.

Izhodišča: Pacienti z akutnim srčnim popuščanjem pogosto iščejo pomoč na urgenci, kjer se zdravstveni delavci s takšno boleznijo srečujejo v zgodnjem ali poznem oz. zadnjem stadiju in prav pri slednjem, se morajo bolj osredotočiti na nudenje paliativne oskrbe takšnim pacientom. Namen zaključnega dela je ugotoviti, kakšno je poznavanje, dojemanje in odnos zdravstvenega delavca na urgenci in kardiološkem oddelku do paliativne oskrbe pri pacientih s srčnim popuščanjem, ter morebitne ovire. Metode: Uporabili smo kvantitativno metodologijo z metodo anketiranja. Pri tem smo izvedli presečno deskriptivno raziskavo, ki je potekal meseca avgusta 2019. Rezultati: S pomočjo raziskave, smo ovrgli hipotezo 1, da med urgenco in kardiološkim oddelkom obstajajo statistično signifikantne razlike v znanju izvajanja paliativne oskrbe med zdravstvenim osebjem in hipotezo 2, da zdravstveno osebje na urgenci prepozna več ovir za nudenje paliativne oskrbe v primerjavi z zaposlenimi na kardiološkem oddelku, saj je bila statistična signifikanca pri vseh vprašanjih večja od 0,05. Hipotezo 3, smo delno potrdili, saj obstaja le eno stališče, kjer je bila ugotovljena povezava. To stališče je bilo: »Kardiologija, splošna medicina in interna medicina se lahko učijo iz strokovnega znanja o medicini za paliativno oskrbo« (p

V zadnjem desetletju je družbena odgovornost postala pomemben element za delovanje družbe, v kateri živimo. Med drugim se je njena vloga povečala tudi na področju trženja in blagovnih znamk. Zato me je v diplomski nalogi zanimalo, kako dejstvo, da je določena blagovna znamka družbeno odgovorna, vpliva na obnašanje potrošnika. Pri tem sem poskušala predvsem ugotoviti vplive na stališča potrošnikov do družbene odgovornosti in ali nato stališča vplivajo na nakupno namero posameznika. Empirični del sem zasnovala na kvalitativni raziskavi na vzorcu slovenskih potrošnikov, kjer so rezultati pokazali pozitivno povezanost postavljenih spremenljivk. Rezultati so pričakovano pokazali, da večja, kot bodo pričakovanja do družbene odgovornosti blagovne znamke, boljša bodo tudi stališča. Prav tako imajo tudi družbeni vplivi na podlagi pridobljenih rezultatov pozitiven vpliv na stališča potrošnikov. Nenazadnje pa se je izkazalo tudi, da bolj kot bodo stališča do družbeno odgovornih znamk močna, večja bo tudi nakupna namera. Po drugi strani pa ni bilo mogoče potrditi pozitivnega vpliva pričakovanj na nakupno namero. Analiza podatkov je namreč pokazala, da pričakovanja direktno nimajo neposrednega vpliva na nakupno namero, lahko pa med njima, kot mediator, posredujejo stališča. Over the last decade, social responsibility has become an important element in the functioning of the society in which we live. In addition, its role has also increased significantly in the areas of marketing and branding. Therefore, in my thesis, I was interested in how the fact that a particular brand is socially responsible affects consumer behavior. In doing so, I mainly tried to determine the influences on consumer's attitudes towards social responsibility and whether attitudes affect an individual’s purchase intention. I based the empirical part on qualitative research from a sample of Slovenian consumers, where the results indicated a positive relationship between the set variables. The results showed that the higher the expectations for brand social responsibility is, the better the attitudes will be. Based on the results obtained, social influences also have a positive impact on consumer attitudes. Last but not least, the attitudes are the ones that affect the purchase intention. On the other hand, it was not possible to confirm the positive impact of expectations on the purchase intention. The analysis of the data showed that expectations do not have a direct impact on the purchase intention, however, attitudes can act as a mediator between them.

Purpose: The purpose of this research was to assess police officers’ views and their current practice in dealing with victims and to test differences in their attitudes regarding their gender, personal experience of victimization and years of professional experience. Design/Methods/Approach: A questionnaire based on the UN Declaration of Basic Principles of Justice for Victims of Crime and Abuse of Power was applied to two generations of police officers (N=155), who attended the victimology course. Descriptive statistics, discriminant analysis and chi-square test were used. Findings: Police officers mostly agree with good standards in treating victims’ rights. Discriminant analysis revealed no significant difference regarding police officers’ gender and personal experience of victimisation. Chi-square test revealed differences regarding years of professional experience in 3 of 31 analyzed items. Research limitations: The results are not generalizable since convenient sample was used. Another question to be considered is police officers’ attendance of the victimology course (although the questionnaire was carried out on the first class of students), which might lead police officers into giving socially desirable answers. Practical implications: This research gives valuable information to police strategic structures regarding the evaluation of the current practice and the creation of protocols and education programs. Originality/Value: This is the first research on this topic in Croatia. It gives insight into police officers’ views, and their current practice in treating victims. Namen prispevka: Namen te raziskave je bil oceniti stališča policistov glede njihove sedanje prakse pri delu z žrtvami in preveriti razlike v njihovih stališčih glede na spol, osebne izkušnje viktimizacije in število let poklicnih izkušenj. Metode: Za anektiranje dveh generacij policistov (N=155), ki so se udeležili tečaja viktimologije, je bil uporabljen vprašalnik, ki temelji na Deklaraciji ZN o osnovnih načelih pravičnosti za žrtve kaznivih dejanj ali zlorabe moči. Uporabljeni so bili opisna statistika, diskriminantna analiza in χ2 test. Ugotovitve: Policisti se v glavnem strinjajo, da se pri obravnavanju pravic žrtev uporabljajo dobri standardi. Diskriminantna analiza ni pokazala pomembnih razlik glede spola in osebnih izkušenj viktimizacije policistov. Glede števila let poklicnih izkušenj policistov pa je χ2 test pokazal razlike v treh od enaintridesetih analiziranih primerov. Omejitve raziskave: Ker je bil uporabljen priložnostni vzorec, rezultatov ni mogoče posploševati. Potrebno bi bilo upoštevati dejstvo, da so bili policisti slušatelji pri predmetu Viktimologija (čeprav je bilo anketiranje izvedeno na začetku predavanj), kar pa bi lahko privedlo do tega, da so policisti odgovarjali družbeno zaželeno. Praktična uporabnost: Raziskava nudi dragocene informacije policijskemu vodstvu na strateški ravni pri ocenjevanju sedanje prakse in pri oblikovanju protokolov in izobraževalnih programov. Izvirnost/pomembnost prispevka: To je prva raziskava na to temo na Hrvaškem. Nudi vpogled v stališča policistov in njihovo sedanjo prakso pri obravnavanju žrtev.

V magistrski nalogi smo predstavili pomen potrošništva s poudarkom na potrošništvu družin in predšolskih otrok. Ugotovili smo, da je ključno orodje za spodbujanje potrošništva oglaševanje, zato je pomembno, da so otroci in starši medijsko in potrošniško pismeni. Pomembno je predvsem, da znajo vrednotiti, analizirati, kritično ocenjevati medije, razumeti njihov namen in oglaševalske taktike. V teoretičnem delu smo bolj podrobno raziskali teme, kot so vrste oglaševanja, psihološki kriteriji oglasov, značilnosti in učinkovitost oglaševanja za otroke ter pasti oglaševanja. V empiričnem delu smo izvedli raziskavo stališč staršev in vzgojiteljev o oglaševanju, ki je namenjeno otrokom. Raziskava je potekala na vzorcu staršev in strokovnih delavcev v predšolski vzgoji (N = 272). Namen raziskave je bil analizirati stališča staršev in vzgojiteljev o oglaševanju v predšolskem obdobju. V vprašalnik smo vključili tri sklope: sklop stališč, vezanih na etičnost oglaševanja, sklop stališč o oglaševanju in vplivu na družino ter sklop stališč o učinkovitosti oglaševanja na otroke. Rezultati so pokazali, da strokovni delavci sicer izražajo nekoliko bolj kritična stališča do vsebin vseh treh sklopov, vendar statistično pomembnih razlik med njimi in starši ni, kar nakazuje, da bi morali strokovni delavci, zaposleni na področju predšolske vzgoje, okrepiti svoje strokovno znanje o medijski in potrošniški pismenosti. In the masters’ dissertation we presented the meaning of consumerism with the emphasis on consumerism of families with pre-school children. We concluded that that a key tool to encourage consumerism is advertising and therefore it is important that both the parents and the children are literate in media and consumerism. It is crucial that they have the ability to value, analyse and critically observe the media, understand their meaning and advertising tactics. In the theoretical part we focused on exploring themes such as types of advertising, psychological criteria of advertisements, the characteristics and effectiveness of advertising for children and the catches of advertising. In the empirical part of the paper we conducted a research of beliefs of parents and pre-school caregivers on advertising in the pre-school period of development. The research was executed based on a pattern of parents and pre-school educators (N = 272). The purpose of the research was to analyse the beliefs of both parties on advertising to children in early childhood. The questionnaire measures three dimensions: beliefs on advertising from an ethical perspective, beliefs on advertising and the influence on the family, beliefs on the effectiveness of advertising for children. The results revealed that the educators have a slightly more critical attitude in all measured sections but there are no statistically significant differences between the two groups. This shows that there should be an emphasis on improving the professional awareness on media and consumerism literacy with educators in the pre-school field.

Spolnost je ena izmed občutljivejših tem v družbi, povezana z mnogimi tabuji, zato je razumljivo, da v povezavi z motnjo v duševnem razvoju (MDR) naleti še na toliko bolj odklonilen odnos in nerazumevanje (Hrastar, 2013 Nojić, 2007). Zaradi znižanega intelektualnega delovanja ter možne socialne in gibalne nespretnosti lahko napačno predpostavimo, da je razvoj oseb z MDR prav tako okrnjen na področju spolnosti (Hrastar, 2013). Namen raziskave je bil ugotoviti, kakšna stališča do spolnosti oseb z MDR imajo starši teh oseb, strokovni delavci, ki se z osebami ukvarjajo ter laična slovenska javnost. Proučeno je bilo tudi, kako na stališča vplivajo starost, izobrazba, spol udeležencev, udeležba na izobraževanju o spolnosti, leta delovnih izkušenj ter spol oseb z MDR. V raziskavo je bilo vključenih 212 udeležencev laične javnosti, 112 strokovnih delavcev iz centrov za usposabljanje, delo in varstvo in 39 staršev. Udeleženci so bili stari od 18 do 75 let. Uporabljen je bil Vprašalnik stališč do spolnosti oseb z motnjo v duševnem razvoju (Cuskelly in Gilmore, 2007). Udeleženci so svoja stališča podali na 6-stopenjski Likertovi lestvici. Udeleženci so imeli najbolj pozitivna stališča do ne-reproduktivnega spolnega vedenja, kot je npr. samozadovoljevanje. Sledijo spolne pravice (poroka, partnerska zveza, pravica do spolne vzgoje) in zmožnost nadziranja spolnih impulzov. Najmanj pozitivna stališča so imeli do starševstva. Le do slednjega so se udeleženci med sabo v stališčih statistično pomembno razlikovali, pri čemer je imela najbolj pozitivna stališča laična javnost, nato strokovni delavci in najmanj pozitivna starši. Kot pomemben dejavnik se je izkazala udeležba na izobraževanju o spolnosti oseb z MDR pri strokovnih delavcih. Do neke mere so se stališča udeležencev povezovala tudi z izobrazbo, starostjo in spolom udeležencev. Delovne izkušnje strokovnih delavcev in spol oseb z MDR na stališča udeležencev niso imeli pomembnega vpliva. Sexuality is one of the more sensitive topics in society. It is linked to many taboos. Therefore, it is understandable that, in connection with intellectual disability (ID), it encounters even more negative attitudes and misunderstandings (Hrastar, 2013 Nojić, 2007). Due to the reduced intellectual functioning and possible social and physical discomfort, it can be wrong to assume that the development of people with ID is also impaired in the field of sexuality (Hrastar, 2013). The purpose of the research was to find out what attitudes towards the sexuality of persons with ID have parents of these persons, professional personnel who deal with them, and general Slovene public. It also examined how attitudes are influenced by age, education, the gender of the participants, participation in sexuality education, years of work experience, and gender of people with ID. The survey included 212 participants from the general public, 112 professional personnel from institutes for education, work, and care, and 39 parents. The participants were 18 to 75 years old. The Sexuality Attitudes Questionnaire for Persons with Mental Disabilities was used (Cuskelly and Gilmore, 2007) and the participants presented their views on the 6-point Likert scale. The participants had the most positive attitudes towards non-reproductive sexual behavior, such as masturbation. These attitudes were followed by sexual rights (marriage, partnership, and right to sexual education) and the control of sexual impulses. The least positive were the attitudes towards parenthood. Only to the latter, the participants differed statistically in their attitudes with the most positive views being held by the general public. Less positive attitudes were held by the professional personnel and the least positive by the parents. The participation of the professional personnel in the sexuality education of persons with ID has proven to be an important factor. To some extent, the participants' attitudes were also related to the participants' education, age, and gender. The years of work experience of the professional personnel and the gender of the individuals with ID did not have a significant impact on the participants' attitudes.

Vsebine botanike so v splosno-izobrazevalnih programih vkljucene predvsem pri predmetu biologija, a v primerjavi z vsebinami o zivalih predstavljajo za ucence manj zanimivo tematiko, kar se kaze tudi v pomanjkanju interesa za ucenje in pomanjkljivem znanju. Prakticno delo ima pri poucevanju naravoslovnih vsebin pomembno mesto. Prakticno delo lahko ucitelji vkljucijo v pouk kot osnovno metodo za pridobivanje znanja ali kot primer ponazoritve teoreticne obravnave. Podatkov o tem, kateri od dveh pristopov je bolj ucinkovit, nismo nasli. Zato smo v nasi raziskavi primerjali, kako omenjena pristopa vplivata na znanje dijakov o razmnozevanju in razsirjanju rastlin in kaksna so njihova stalisca do rastlin. Oblikovali smo anketni vprasalnik, ki je vkljuceval tudi preizkus znanja. V raziskavo smo vkljucili dijake drugih letnikov splosne gimnazije v Ljubljani, ki so anketni vprasalnik izpolnili dvakrat. Najprej je izpolnjevanje potekalo pred poukom, nato pa so enak vprasalnik izpolnili se en teden po obravnavi snovi. Izpolnjevanje je bilo anonimno, nas vzorec je zajemal 114 dijakov, ki so sestavljali dve skupini, ki sta se razlikovali v zaporedju uporabe ucnih metod. Pri obeh skupinah je pouk potekal v sklopu blok ure. V prvi skupini je najprej potekala frontalna razlaga, ki ji je sledila metoda prakticnega dela v obliki samostojne vaje po vnaprej napisanih navodilih. V drugi skupini je bilo zaporedje pouka ravno obratno, samostojnemu delu je sledila frontalna razlaga snovi. Po statisticni obdelavi podatkov se po pouku niso pojavile bistvene razlike v znanju dijakov glede na zaporedje uporabe ucnih metod. Po pouku so dijaki izkazali vec znanja kot pred poukom. Nekoliko boljsi rezultat so dosegli dijaki prve skupine, a so te razlike majhne. Ugotovili smo, da dijaki ne razlikujejo med pojmoma razmnozevanje in razsirjanje rastlin. Vecina dijakov ima tezave s prepoznavanjem zgradbe semena in njegove vloge, tega pa ne znajo povezati s spolnim razmnozevanjem. Bistvenih razlik v znanju med spoloma nismo zaznali. Vecina dijakov je po pouku razlikovala med pojmoma oprasitev in oploditev. Ceprav se dijaki zavedajo pomena rastlin v naravi in onesnazevanja okolja ter jih skrbi pretirano izsekavanje gozdov, je njihov interes za ucenje o rastlinah dokaj nizek. Pouk, kjer spoznavajo rastline, se jim zdi dolgocasen in se raje ucijo o zivalih. Menimo, da lahko njihova stalisca in znanje izboljsamo predvsem z vkljucevanjem neposredne izkusnje z rastlinami. Preko lastne izkusnje bi dijaki spoznavali vsebine o rastlinah in njihovem delovanju in hkrati razvijali pozitiven in odgovoren odnos do rastlin in do narave. Plant science or botany covers a part of the biology lessons in the educational program, but in comparison with the topic of animals it is less interesting for the students, which is reflected in a lack of interest in learning and a lack of knowledge. Practical work has an important place in teaching natural sciences. It can be included by teachers in their teaching as a basic method for acquiring knowledge or as an example of illustrating theoretical content. We did not find information on which of the two approaches is more effective when teaching about plants. Therefore, in our study, we compared how these approaches affect students' knowledge of plant reproduction and propagation, and their attitudes toward plants. We designed a questionnaire that also included a knowledge test. The survey included second year students from one upper secondary school in Ljubljana who completed the survey questionnaire twice. The questionnaire was completed before and one week after instruction. Our sample consisted of 114 students, who formed two groups that differed in applied teaching methods sequence. In both groups, lessons were taught as a block lesson. In the first group, a frontal teaching was followed by a method of practical work in the form of an labwork following pre-written instructions. In the second group, the sequence of lessons was reversed. After the statistical analysis of the data, no significant differences in students' knowledge emerged after the lessons regarding teaching methods sequence. After class, all students showed more knowledge than before class. The first group of students achieved slightly better results, but these differences are small. We found that students do not differentiate between the concepts of plant reproduction and propagation. Most students have difficulty recognizing the parts of a seed and its role, and they are not able to relate this to sexual reproduction. No significant gender differences were detected in students knowledge. After class, most students distinguished between pollination and fertilization. Although students were aware of the importance of plants in nature and of environmental pollution and are concerned about excessive deforestation, their interest in learning about plants was rather low. They find the lessons about plants boring and they prefer to learn about animals. We believe that their attitudes and knowledge can be improved primarily by incorporating direct experience with plants. Through direct experiences, students would learn about plants and their functioning, and at the same time they could develop positive attitudes toward plants and nature.

Fotosinteza je najpomembnejši biokemijski proces na Zemlji in ena najbolj zahtevnih tem za poučevanje, saj je široka in konceptualno zapletena. Učenci si procese pri fotosintezi težko predstavljajo, ker so abstraktni in potekajo na molekularni ravni. V nalogi smo želeli raziskati znanje o fotosintezi, spoznati stališča do biologije in fotosinteze ter ugotoviti pojmovanje hrane med udeleženci biotehniškega izobraževanja ter na osnovi tega pripraviti model učne enote o fotosintezi, s katero bi izboljšali tako znanje o fotosintezi kot tudi stališča do biologije in fotosinteze. V raziskavi je sodelovalo 1014 dijakov in študentov s treh biotehniških šol in trinajstih biotehniških izobraževalnih programov v Sloveniji. Podatke smo zbrali s preizkusi znanja o fotosintezi in vprašalniki o stališčih. Pripravili smo učno enoto o fotosintezi ter jo izvedli na vzorcu 330 dijakov in študentov, in sicer po klasični metodi (kontrolna skupina) in po metodi konceptualne spremembe (eksperimentalna skupina). Ugotovili smo, da se udeleženci zavedajo pomena fotosinteze za življenje na Zemlji, njihovo znanje o fotosintezi pa ni zadovoljivo (manj kot 60 % doseženih točk), še posebej glede glavne funkcije fotosinteze. Ugotovili smo, da je z ustrezno načrtovano učno enoto po metodi konceptualne spremembe možno doseči boljše znanje o fotosintezi kot s klasično učno metodo. Dosežek dijakov in študentov se je po klasični učni metodi izboljšal za 6,1 %  po učni metodi s konceptualno spremembo za 24,3 %  in je bil statistično značilno višji pri vseh testnih vprašanjih. Tudi njihova stališča do biologije in pouka biologije so bila po pouku z metodo konceptualne spremembe statistično značilno bolj pozitivna kot po klasični metodi. Photosynthesis is the most important biochemical process on Earth and, given its broadness and conceptual complexity, one of the most challenging topics to teach. Students have difficulties understanding the photosynthesis processes because they are abstract and take place at the molecular level. The aim of this thesis was to explore the knowledge of photosynthesis, to discover the attitudes towards biology and photosynthesis, and to identify the conception of food among students of biotechnical education. That was the basis for preparing a model of a unit on photosynthesis to improve both knowledge about photosynthesis and attitudes towards biology and photosynthesis. The study involved 1014 students from three biotechnical schools and from thirteen biotechnical education programs in Slovenia. Data were collected through photosynthesis knowledge tests and attitude questionnaires. We have prepared a teaching unit on photosynthesis and conducted it on a sample of 330 students, using the classical teaching method (control group) and the method of conceptual change (experimental group). We found that participants are aware of the importance of photosynthesis for life on Earth, but their knowledge of photosynthesis is not satisfactory (less than 60% of points achieved), especially regarding the main function of photosynthesis. We have found that with an appropriately planned learning unit about photosynthesis, a better knowledge of photosynthesis can be achieved than with the classical teaching method. The classical teaching method improved the achievement of students by 6.1%, while according to the method of conceptual change the achievement of students improved by 24.3% and was statistically significantly higher in all issues. Their attitudes towards biology and biology lessons were also statistically significantly more positive after the method of conceptual change than after the classical teaching method.

Namen magistrske naloge je bil raziskati in ugotoviti, v kolikšni meri in na kakšen način se učitelji, ki poučujejo tuji jezik v osnovni šoli, poslužujejo konstruktivističnih pristopov poučevanja pri svojih urah. Prav tako je namen ugotoviti, kako dobro učitelji, ki poučujejo tuji jezik v osnovni šoli, poznajo konstruktivistične pristope in kolikokrat se jih poslužujejo. V raziskavi so sodelovali učitelji, ki poučujejo tuji jezik na različnih osnovnih šolah po Sloveniji. Skupaj je sodelovalo 102 učiteljev vseh treh vzgojno-izobraževalnih obdobij. Uporabili smo deskriptivno in kavzalno neeksperimentalno metodo empiričnega pedagoškega raziskovanja. Podatke smo pridobili s pomočjo anonimne spletne ankete in jih obdelali s statističnim programom SPSS, rezultate pa prikazali tabelarično. Uporabili smo naslednje metode: frekvenčno distribucijo (f, f %), osnovno deskriptivno statistiko (aritmetična sredina), Hi-kvadrat preizkus hipoteze neodvisnosti, Kruskal-Wallis preizkus in kategorizacijo vprašanj odprtega tipa. Ugotovili smo, da je konstruktivistični pristop poučevanja pri pouku tujega jezika v osnovni šoli dokaj dobro sprejet med učitelji. Zavedajo se, da omenjeni pristop ponuja veliko različnih dejavnosti, ki učencem omogočijo boljše znanje, razvoj znanja, kreativnost in samostojnost pri učenju. Pa vendar so rezultati pokazali, da učitelji ne vključujejo konstruktivističnega pristopa v pouk redno, ampak samo občasno. Kot razloge so navedli prenatrpan urnik in učni načrt, pri katerem je težko vsakodnevno uporabljati raznolik pristop. Ugotovili smo, da ni bistvenih statistično značilnih razlik v uporabi in poznavanju konstruktivističnega pristopa glede na vzgojno-izobraževalno obdobje ter na delovno dobo učiteljev. The purpose of this master's thesis was to research and determine to what extent and in what way teachers, who teach a foreign language in a primary school, use constructivist teaching approaches in their classes. The purpose was also to find out how well teachers who teach a foreign language in a primary school are familiar with constructivist approaches and how often they use them. The study involved teachers who teach a foreign language in various primary schools in Slovenia. Altogether 102 teachers from all three educational periods participated. We used descriptive and causal non-experimental methods of empirical pedagogical research. We obtained the data using an anonymous online questionnaire. We processed them with the SPSS statistical program, and the results were presented in tables. We used the following methods: frequency distribution of variables (f, f %), basic descriptive statistics (arithmetic mean), Hi-square test of independence hypothesis, a Kruskal-Wallis test and categorization of open-ended questions. We established that the constructivist approach in foreign language teaching in primary schools is well received by teachers. Teachers know that the approach offers many different activities that enable students to gain better knowledge, develop creativity and autonomy of learning. However, the results show that teachers do not regularly use the constructivist approach in the class, only occasionally. As a reason, they mentioned an overfilled schedule and a curriculum that made it difficult to apply a diversified approach on a daily basis. We found no statistically significant differences in the use and knowledge of the constructivist approach based on work experience of the teachers and the educational period.

Domestic violence is recognized as a public health problem with a high prevalence in the general population. Healthcare professionals play an important role in the recognition and treatment of domestic violence. Hence, conducting research on factors that facilitate or inhibit appropriate actions by healthcare professionals is of the upmost importance. The objective of the study was to examine the relationship between healthcare professionals' attitudes toward the acceptability of domestic violence and their responses when dealing with victims of domestic violence.The sample consisted of 322 healthcare professionals (physicians, dentists, nursing staff and other healthcare workers; 85.2% female), who completed a questionnaire, assessing their attitudes towards domestic violence, experience, behaviour and perceived barriers in recognizing and treating domestic violence in the health care sector. The study was cross-sectional and used availability sampling.The results showed no significant differences in domestic violence acceptability attitudes when comparing groups of healthcare professionals who reported low or high frequency of domestic violence cases encounters. Furthermore, we found that domestic violence acceptability attitudes were negatively associated with action taking when the frequency of encounters with domestic violence cases was high and medium. However, the attitudes were not associated with action taking when the frequency of encounters with domestic violence cases was low.The results highlight the important role of attitudes in action taking of healthcare professionals when it comes to domestic violence. This indicates the need for educational interventions that specifically target healthcare professionals' attitudes towards domestic violence.Nasilje v družini (NVD) je javnozdravstveni problem, ki ga označuje visoka prevalenca v splošni populaciji. Zdravstveno osebje ima pomembno vlogo pri prepoznavi in obravnavi NVD. Posledično je raziskovanje faktorjev, ki prispevajo k primernim odzivom zdravstvenega osebja ob prepoznanem NVD, ključnega pomena.Namen te študije je bil preveriti odnos med stališči zdravstvenega osebja o sprejemljivosti nasilja v družini in njihovimi odzivi ob obravnavi žrtev NVD.Končni vzorec je sestavljalo 322 strokovnjakov s področja zdravstva (zdravniki, zobozdravniki, osebje zdravstvene nege in ostali delavci v zdravstvu; 85,2 % žensk). Udeleženci so izpolnili vprašalnik, ki je ocenjeval njihova stališča do NVD, izkušnje, odzive in zaznane ovire pri obravnavi NVD v zdravstvu. Študija je bila prečna. Vključen je bil priložnostni vzorec.Rezultati niso pokazali pomembnih razlik v stališčih o sprejemljivosti nasilja, ko smo primerjali skupine zdravstvenih delavcev, ki se z nasiljem srečujejo pogosto, ter tiste, ki se z obravnavo NVD srečujejo redko.Rezultati so pokazali tudi, da se stališča o sprejemljivosti NVD negativno povezujejo z ustreznimi odzivi zdravstvenega osebja pri obravnavi žrtev NVD. Ta odnos je bil najbolj izražen v primerih, ko se je zdravstveno osebje z žrtvami NVD srečevalo bolj pogosto. Stališča o sprejemljivosti NVD se z odzivi zdravstvenega osebja niso pomembno povezovala v primerih, ko je zdravstveno osebje poročalo o redkih oziroma neobstoječih stikih z NVD v njihovi praksi.Rezultati nakazujejo na pomembno vlogo stališč o sprejemljivosti nasilja pri ustreznem odzivu zdravstvenega osebja ob obravnavi žrtev NVD. To nakazuje na potrebo po izobraževanjih, ki se specifično ukvarjajo s stališči zdravstvenega osebja do NVD.