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This study surveys pupils and teachers to examine perceptions of open instruction and its didactic strategies, especially problem-based and research-based learning. Data from 1,536 primary school pupils (Grades 7 and 9) and 263 teachers show common agreement on the most and least used strategies, yet statistically significant perception differences. Better learning performance is also linked to perceptions of specific strategies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/perceptions-of-didactic-strategies-among-pupils-and-teachers-in-primary-school/598419/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/perceptions-of-didactic-strategies-among-pupils-and-teachers-in-primary-school/598419.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching approaches does the study focus on?","Question",{"text":112,"@type":113},"The paper examines open instruction as an umbrella concept combining active and learner-centred didactic strategies, then concentrates on pupils’ and teachers’ perceptions of specific didactic strategies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the survey conducted and who participated?",{"text":117,"@type":113},"The study surveyed 1,536 primary school pupils in Grades 7 and 9 and 263 of their teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"Which didactic strategies were reported most and least often?",{"text":121,"@type":113},"Both groups most commonly cited problem-based learning and research-based learning, while project-based learning was reported least frequently.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598419,1792171344,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","DOI: [https://doi.org/10.26529/cepsj.1491](https://doi.org/10.26529/cepsj.1491)  \nPerceptions of Didactic Strategies among Pupils and Teachers in Primary School  \nMonika Mithans*1, Joca Zurc2 and Milena Ivanuš Grmek3  \n• The quality of educational work is inextricably linked to many factors atthe system, school, teacher, and student levels. This research was carried out within the project ‘Education of Teachers as a Factor of Providing High-quality Life-long Learning in the Learning Society/The Society of Fast Socio-economic Changes and Unsure Future’, funded by the Slovenian Research Agency. This paper provides a basic overview of the characteristics of open instruction, an umbrella term that combines active and learner-centred didactic strategies. The empirical section focuses on the use of didactic strategies. The survey was carried out with 1,536 primary school4 pupils in Grades 7 and 9 and 263 of their teachers. Both pupils and teachers cited problem-based learning and research-based learning as the most commonly used didactic strategies, while projectbased learning was the least frequently used. Despite the agreement on the most and least frequently used didactic strategies, there are statistically significant differences between pupils’ and teachers’ perceptions of all selected didactic strategies. Teachers reported that they used these strategies more often than was perceived by their pupils. We also found a statistically significant impact of better learning performance on the perception of certain didactic strategies. The results of the study raise new research questions, especially in the design of more detailed analyses ofthe use of didactic strategies in pedagogical practice.  \nKeywords: academic performance, didactic strategies, primary school, pupil activity  \n1 *Corresponding Author. Faculty of Education, University of Maribor, Slovenia; [monika.mithans1@um.si](monika.mithans1@um.si).  \n2 Department of Education, Faculty of Arts, University of Maribor, Slovenia.  \n3 Faculty of Education, University of Maribor, Slovenia.  \n4 Slovenian basic education lasts nine years. Students enter primary school at the age of 6 and complete it at the age of 15.  \nZaznavanje strategij pouka med učenci in učitelji vosnovni šoli  \nMonika Mithans, Joca Zurc in Milena Ivanuš Grmek  \n• Kakovost vzgojno-izobraževalnega dela je neločljivo povezana s števil-nimi dejavniki na ravni sistema, šole, učiteljev in učencev. Raziskava, katere del predstavljamo v tem prispevku, je potekala v okviru projekta Izobraževanje učiteljev kot dejavnik zagotavljanja kakovostnega vseživljenjskega učenja v učeči se družbi/v družbi hitrih družbeno-gospodarskih sprememb in negotove prihodnosti, ki ga je financirala Javna agencija za raziskovalno dejavnost Republike Slovenije (ARRS) . Prispevek ponuja grob pregled značilnosti odprtega pouka, ki kot nadpomenkazdružuje aktivne in v učence usmerjene strategije pouka. V empiričnem delu smo pozornost usmerili v preučevanje pogleda učencev in učiteljevna uporabo strategij pouka v pedagoški praksi. V raziskavi je sodelovalo 1.536 uč[encev 7. in 9. razreda](encev 7. in 9. razreda) osnovne šole in 263 njihovih učiteljev. Ugotovili smo, da učenci in učitelji kot najpogosteje uporabljeni strategiji pouka navajajo problemski in raziskovalni pouk, najredkeje pa se pomnenju obojih pojavlja projektni pouk. Kljub enotnosti o najpogostejein najredkeje uporabljenih strategijah pouka med učenci in učitelji prihaja do statistično značilnih razlik v zaznavanju vseh strategij pouka. Učitelji namreč navajajo, da omenjene strategije uporabljajo pogosteje, kot to zaznavajo njihovi učenci. Ugotovili smo tudi statistično značilen vpliv boljšega učnega uspeha na zaznavanje nekaterih strategij pouka. Izsledki naše raziskave odpirajo nova raziskovalna vprašanja, predvsem pri načrtovanju podrobnejših analiz uporabe strategij pouka v pedagoški praksi.  \nKljučne besede: učni uspeh, strategije pouka, osnovna šola, aktivnostučencev  \nIntroduc","cbCaitCS3wtpSBq6","https://ap.wps.com/l/cbCaitCS3wtpSBq6","pdf",198486,22,"English","# Introduction\n# Purpose of the Study\n## Didactic Strategies in Primary Education\n# Empirical Findings\n## Most and Least Used Strategies\n## Differences Between Pupils and Teachers\n## Impact of Learning Performance\n# Research Questions and Future Analyses","[{\"question\":\"What teaching approaches does the study focus on?\",\"answer\":\"The paper examines open instruction as an umbrella concept combining active and learner-centred didactic strategies, then concentrates on pupils’ and teachers’ perceptions of specific didactic strategies.\"},{\"question\":\"How was the survey conducted and who participated?\",\"answer\":\"The study surveyed 1,536 primary school pupils in Grades 7 and 9 and 263 of their teachers.\"},{\"question\":\"Which didactic strategies were reported most and least often?\",\"answer\":\"Both groups most commonly cited problem-based learning and research-based learning, while project-based learning was reported least frequently.\"}]","Perceptions of Didactic Strategies among Pupils and Teachers in Primary School | PDF",1792086896,55]