Nastava i Vaspitanje最新文献_第10页

Analysis of English language test tasks for seventh and eighth-graders in Serbia according to Bloom's Taxonomy 根据布鲁姆分类法分析塞尔维亚七、八年级学生的英语语言测试任务

Nastava i Vaspitanje Pub Date : 2019-01-01 DOI: 10.5937/NASVAS1901035G

Tatjana Glušac, Vesna Pilipović, Nataša Marčićev

{"title":"Analysis of English language test tasks for seventh and eighth-graders in Serbia according to Bloom's Taxonomy","authors":"Tatjana Glušac, Vesna Pilipović, Nataša Marčićev","doi":"10.5937/NASVAS1901035G","DOIUrl":"https://doi.org/10.5937/NASVAS1901035G","url":null,"abstract":"Cognitive processes are the foundation of the cognitive domain of critical thinking. Even though developing these processes is an educational priority in many countries, including Serbia, the concept itself and the ways in which these cognitive actions can be assessed are left to teachers to discover. The aim of this paper is to investigate what cognitive processes are required of seventh and eighth-graders in Serbia in order to complete the tasks included in English language tests. The authors collected 14 tests, designed by 14 English language teachers, for each grade. The authors analyzed the tasks and determined the levels of cognitive complexity required for completing them according to Bloom's Taxonomy for the cognitive domain while relying on the descriptions of these levels and the instructions for task classification. Generally speaking, very few tasks target higher-order thinking levels. Moreover, the teachers seem to include more cognitively demanding tasks in tests for seventh-graders. The findings raise several questions that would be worth considering in the immediate future: To what degree are English language teachers acquainted with cognitive processes and their implementation in teaching practice? Do they possess the requisite knowledge and skills for constructing tests that would successfully assess the students' ability to perform at different levels of cognitive complexity in the foreign language?","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71016688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Parents' awareness of the areas of professional activity of early childhood education specialists 家长对幼儿教育专家专业活动领域的认识

Nastava i Vaspitanje Pub Date : 2019-01-01 DOI: 10.5937/NASVAS1901089M

Marija Marković, Zorica Stanisavljević-Petrović, Anastasija Mamutović

{"title":"Parents' awareness of the areas of professional activity of early childhood education specialists","authors":"Marija Marković, Zorica Stanisavljević-Petrović, Anastasija Mamutović","doi":"10.5937/NASVAS1901089M","DOIUrl":"https://doi.org/10.5937/NASVAS1901089M","url":null,"abstract":"This paper presents a study on the awareness of parents (N=736) of the areas of professional activity of early childhood education specialists in preschools. The study used the rating scale method and a five-point rating scale (PAESP - the Professional Activities of Education Specialists in Preschools), constructed for the purposes of this research. The data obtained were processed using the SPSS program, and are presented in textual and tabular form. The results indicate that parents are partially acquainted with preschool professionals' areas of activity. With regard to age, the findings suggest that younger parents tend to be better informed; they also suggest an inverse relationship between parents' education level and their level of awareness of preschool professionals' areas of activity, with university educated parents being less aware of the possibility of consulting preschool education specialists in order to obtain information about the means and methods used in education compared to parents with secondary or tertiary level education. The implications of the research point to the need for informing parents about the areas of activity of education specialists in preschools through a systematic approach aimed at supporting the development of preschool children.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71016956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The importance of the social component of problem-solving activities in problem-based learning 在基于问题的学习中，解决问题活动的社会成分的重要性

Nastava i Vaspitanje Pub Date : 2019-01-01 DOI: 10.5937/nasvas1902195b

Nevena Bulajić

{"title":"The importance of the social component of problem-solving activities in problem-based learning","authors":"Nevena Bulajić","doi":"10.5937/nasvas1902195b","DOIUrl":"https://doi.org/10.5937/nasvas1902195b","url":null,"abstract":"This paper explores the ways in which problem-based learning is implemented and its effect on student performance. We conducted a parallel group study of primary school students in grades 5 to 8 to examine the effect of problem-based learning on students' scores on a math test. The assessment of the effect of problem-based learning using an experimental study is a reliable means of verifying the results of earlier research in this area, but also contributes to pedagogical research in terms of assessing the importance of the effect of this type of instruction on the development of various modern skills and competencies. In addition to the principal, experimental method and testing technique, we have employed the descriptive method and the technique of systematic observation in order to identify the manner in which problem-based learning is organized and implemented. The sample consisted of 480 students in grades 5-8 and 14 teachers in two primary schools in the municipality of Niksic. The results indicate that the majority of teachers in the experimental groups (E-groups) adequately implemented problem-based learning. Differences between E-groups were identified with regard to the way in which students were incentivized, communication between the subjects, and the form of instruction, resulting in differences in performance between E-group students and control group (C-group) students on knowledge tests. Problem-based learning was found to be more effective when students worked on problems in a group format through cooperation and collaboration rather than working on problems individually. We therefore highlight the advantages of group work when implementing problem-based learning, which promotes the development of three areas of competencies in the modern age, as defined by the National Research Council committee in 2011: the cognitive, the interpersonal and the intrapersonal.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71017363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The attitudes of physical education teachers towards the grading of students 体育教师对学生评分的态度

Nastava i Vaspitanje Pub Date : 2019-01-01 DOI: 10.5937/nasvas1903393s

Zara Sekulović, Aleksandar Gadžić

{"title":"The attitudes of physical education teachers towards the grading of students","authors":"Zara Sekulović, Aleksandar Gadžić","doi":"10.5937/nasvas1903393s","DOIUrl":"https://doi.org/10.5937/nasvas1903393s","url":null,"abstract":"Physical education instruction as a specific context entails a certain system of assessment which is used to establish the level and pace of progress of students' performance and development as well as their dedication, which represents a special challenge for teachers in terms of grading. Our research aimed to examine teachers' attitudes to grading students in physical education instruction. The sample comprised 60 physical education teachers in primary and secondary schools (22 female and 38 male). All data were processed using basic descriptive statistics, that is, the Mann-Whitney U test. The results of the study suggest that the majority of physical education teachers regard numerical assessment in their subject as the most objective form of assessment. This is especially true of male teachers, a higher percentage of whom agreed with the statement relative to their female colleagues. Physical education teachers with more years of service differ from their younger colleagues in the level of support for numerical assessment, displaying significantly greater reservations about numerical assessment than their younger colleagues. We believe that it would be useful to implement new trends in grading, or, more precisely, in assessing students' knowledge, skills and dedication in the context of physical education, moving towards different forms of \"integrated assessment\".","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conceptualisation of higher education: The neoliberal approach 高等教育的概念化:新自由主义方法

Nastava i Vaspitanje Pub Date : 2019-01-01 DOI: 10.5937/NASVAS1901007D

Anđela Đuković

引用次数: 0

Problem-based learning activities and students' performance in biology classes 基于问题的学习活动与学生在生物课上的表现

Nastava i Vaspitanje Pub Date : 2019-01-01 DOI: 10.5937/nasvas1902179n

N. Nikolić, Radovan Antonijević

引用次数: 0

The pedagogical aspects of using multimedia presentations in the classroom: Case study Serbia 在课堂上使用多媒体演示的教学方面:个案研究塞尔维亚

Nastava i Vaspitanje Pub Date : 2019-01-01 DOI: 10.5937/NASVAS1901107T

I. Tasic, D. Glusac, D. Karuović

引用次数: 0

Eighth grade students' attitudes to studying and school 八年级学生对学习和学校的态度

Nastava i Vaspitanje Pub Date : 2018-01-01 DOI: 10.5937/NASVAS1801039B

M. Budič, Ranko Rajović, N. Radulović

引用次数: 0

Reading in English: Inference skills of young language learners 英语阅读:青少年语言学习者的推理能力

Nastava i Vaspitanje Pub Date : 2018-01-01 DOI: 10.5937/NASVAS1802285S

M. Savić

引用次数: 2

The effects of students' meta-cognitive abilities and gender on the development of their foreign language skills 学生元认知能力和性别对外语技能发展的影响

Nastava i Vaspitanje Pub Date : 2018-01-01 DOI: 10.5937/NASVAS1801147S

Jelisaveta Šafranj, Aleksandra Gojkov-Rajić, Marija Katic

{"title":"The effects of students' meta-cognitive abilities and gender on the development of their foreign language skills","authors":"Jelisaveta Šafranj, Aleksandra Gojkov-Rajić, Marija Katic","doi":"10.5937/NASVAS1801147S","DOIUrl":"https://doi.org/10.5937/NASVAS1801147S","url":null,"abstract":"This study of meta-cognitive abilities and their impact on the development of foreign language skills makes a significant contribution to research into foreign language teaching and learning in general. The study presented in this paper was carried out on a large sample of university students in Serbia, illustrating its relevance to this educational setting. The study looks at the use of metacognitive strategies examined through the Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990) as well as the effects of gender on the development of students’ language skills, as reported through self-assessment. Five out of nine elements of meta-cognitive strategy were found to be predictive of self-assessment of language skills. This finding supports the assumption that the use of meta-cognitive strategies is important in building language skills. However, the study failed to discover evidence of differences in learning strategy use between genders, since only one out of nine elements was found to be statistically significant. The study found a relationship between gender and students’ perception of their own language skills. Men scored higher than women on all four variables, which means they assessed their own language skills better than the women did. The pedagogical implications are to consider didactic instructions that would encourage students to identify a problem in foreign language learning and to realize the ways in which actions are regulated, which would lead to a solution of the problem.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"123 3 1","pages":"147-162"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71015236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0