Nastava i Vaspitanje最新文献

{"title":"The Museum as a learning environment and a supplement to school learning: An example of the educational programs of the Kikinda National Museum","authors":"Dragan Kiurski","doi":"10.5937/nasvas2302277k","DOIUrl":"https://doi.org/10.5937/nasvas2302277k","url":null,"abstract":"Shifting the focus from collections to visitors, museums have developed numerous educational programs in the past few decades, addressed to a diverse audience. Special attention is paid to the school and preschool populations. Schools and kindergartens have become inseparable partners of museums, and the partnership strives to provide education with an informal character. Whet-her it is children from local schools or children who visit museums as part of school excursions, museums serve as an inspiring setting for acquiring and expanding knowledge and enriching experiences. In order to deepen relations with schools and kindergartens, the educational services of museums and galleries create special programs based on the correlation between school programs and museum collections. They do this through such forms as storytelling, workshops, quizzes, and theatrical models. The paper looks at the genesis of pedagogical work in museums and the theoretical starting points of the relationship between schools and museums, and presents the results of empirical research on this relationship and learning outcomes in the Kikinda National Museum.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71020254","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}

{"title":"Socio-demographic variables as correlates of reading interests and reception of literary works by primary school students","authors":"O. Gajić, Spomenka Budić, B. Radulović, Ranko Rajović","doi":"10.5937/nasvas2302197g","DOIUrl":"https://doi.org/10.5937/nasvas2302197g","url":null,"abstract":"Starting from the observation that in the teaching of literature, the powers of literary art that could strengthen students' interest in reading and reception of works are insufficiently used, the authors examine the influence of socio-demographic factors on the characteristics of students' interest in reading (gender, academic achievement, educational status of mother and father, language of instruction). The research involved determining the connection between the understanding of unknown and lesser-known words and expressions in passages from literary works (epic-lyrical -folk ballad and epic genre -epic and novel) with socio-demographic factors. The research was carried out using the survey research method, the technique used was a survey, and the instrument was a questionnaire. The sample consisted of 478 5th-grade students from elementary schools in the Republic of Serbia, where classes are taught in Serbian and Hungarian. The following statistical tests were applied: the chi-square (ch²) test, one-factor analysis of variance, t-test (t) of independent samples, phi (Phi) coefficients and Cramer's V indicator within the program IBM SPSS 20.0. The research results showed that students' reading interests significantly correlate with socio-demographic factors, especially gender, academic achievement, father's and mother's educational status, while the mother's educational status is also related to library member-ship. It can be stated that students have difficulties with unknown and less familiar words and expressions (foreign words, dialectal words, localisms and archaisms) while reading literary works, and that the language of instruction is a significant socio-demographic factor that is related to the sum of perceived words and their understanding. It is concluded that it is possible to create an environment that stimulates students' reading interests, which opens up space for modern methodical systems and procedures for interpreting unknown words and expressions in the literary-communicative context of literature teaching.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71020531","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}

{"title":"Deep music pedagogy and four-ways-of-being","authors":"N. o'Brien","doi":"10.5937/nasvas2302189b","DOIUrl":"https://doi.org/10.5937/nasvas2302189b","url":null,"abstract":"The core dynamics of human development are mirrored in the relationship between verbal and non-verbal experience and communication. This topic is a focus of research not only in developmental psychology, analytical psychology and psychoanalysis, but also in pedagogy and music education. Deep music pedagogy, introduced in this paper, provides a theoretical framework for the exploration of the music nature of the self in educational contexts. The concept of the self is based on the development of four senses of the self, with emphasis on non-verbal and verbal dynamics and the psychoanalytic perspective of the music nature of the self. These essential dynamics are studied in this article as four ways of (music) being and articulated as four educational standards for music education. Deep music pedagogy lays the foundation for music education employing the full developmental and educational potential of the music nature of the self.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71020373","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}

{"title":"Education and creative industries","authors":"Jovana Miljković, Bojan Ljujić, Dubravka Mihajlović","doi":"10.5937/nasvas2302219m","DOIUrl":"https://doi.org/10.5937/nasvas2302219m","url":null,"abstract":"Creative industries represent a contemporary business and political concept which does not have sufficient scientific elaboration beside the significant role it has within economic affairs in developed countries. Although there is no consensus about which activities should be included in the concept of creative industries, clear indications that education is strongly linked to those are evident. The theoretical research was carried out with the aim of obtaining an answer to the research question: what is the relationship between the phenomena of the creative industry and education? By conducting content analysis of relevant scientific research, the characteristics of creative industries were abstracted, and then, by using the comparative method, the actual and potential relationship between education and selected characteristics of creative industries was examined. The research results indicate that education possesses all the characteristics of creative industries, and that there is a two-sided connection between creative industries and education: (1) education appears as a prerequisite for the genesis and development of creative industries and (2) creative industries support education being recognized as a function of education. Regarding the abovementioned connection, at least two complex directions of practical action arise, aimed at meeting relevant phenomena in reality: the first indicates the necessity of optimizing education that would further support the flows of creative industries, while the second implies the creation and articulation of stronger aspirations of the industries themselves that would make education more immanent in its nature. The limitation of this work is that the phenomena of creative industries and education are not considered in their totality, but only in their apparent form -the value dimension of the relevant phenomena was neglected, and therefore the results of this research should be regarded with caution.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71020102","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}

{"title":"Making sense: digital kindergarten during Covid-19 lockdown","authors":"Dragana Purešević, Nevena Mitranić","doi":"10.5937/nasvas2301027p","DOIUrl":"https://doi.org/10.5937/nasvas2301027p","url":null,"abstract":"With the outbreak of the COVID-19 pandemic, especially during the period of lockdown, great changes in education have occurred, and preschool education has not remained an exception. The biggest change in education during lockdown was the switch from live contact to a digital context in which learning took place. On the one hand, this has led to a large number of studies that have included perspectives of the system, families, and teachers, and their perceptions about education during the lockdown, but on the other hand, there was a very small number of studies which were focused on the perspective of children, and none of them included the perspective of preschool children. In this paper, we mapped all recognized (non)sense of the digital learning experience in kindergarten during the 52 days of COVID-19 lockdown in Serbia. Thirteen children from different parts of Serbia were co-researchers in this paper, and they were consulted about some specific topics such as activities that were realized and how relationships with peers and educators were established in a digital environment. We strived to establish the connections with possible reasons for the lack of meaning and relevance of digital learning not just for children but for all actors in contemporary education by using a postqualitative approach to data interpretation.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71020061","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}

{"title":"Values of pre-service music teachers in Turkey","authors":"Sibel Çelik","doi":"10.5937/nasvas2302253c","DOIUrl":"https://doi.org/10.5937/nasvas2302253c","url":null,"abstract":"The aim of this study is to investigate the representation of values among pre-service music teachers. The study group consisted of 278 pre-service music teachers studying at state universities in different regions of Turkey. The study was conducted using an instrument for measuring teachers' values which had already been applied in other research. Generally speaking, the most important values for pre-service music teachers are social values, freedom, career, intellectual and honor of humanity, while the least important values are spiritual and romantic. It might be concluded that there is a significant difference in the sub-dimensions honor of humanity, and career values and spirituality in favor of girls and in favor of those aged 27 and over. Significant differences were found in the sub-dimensions of materialistic values in favor of participants whose parents have a higher income, and romantic values in favor of participants with parents with a medium and low-income level. As regards materialistic values, a sub-dimension of the values scale, it was observed that students with illiterate fathers and students with undergraduate fathers differed significantly. The relationships between the sub-dimensions of the value scale are statistically significant and positive (p<0.01). Only the relationship between the romantic values and futuwwat/munificence & courage sub-dimensions decreased at the (p<0.05) level. In accordance with these findings the paper offers recommendations for improving preservice teacher education so that teachers can critically asses and reconsider their own values, but also tend to develop values that are in accordance with contemporary educational standpoints.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"97 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71020168","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}

{"title":"Approaches to family-school relationships: Examples from Serbia and Australia","authors":"Natalija Ljubičić","doi":"10.5937/nasvas2201047l","DOIUrl":"https://doi.org/10.5937/nasvas2201047l","url":null,"abstract":"Strong communication and cooperation between the family and the school is one of the most important factors contributing to students' learning, identity and well-being. This research aimed to support Serbian policy makers and school authorities to engage more effectively with families as children transition to the first years of school. By drawing on the experiences of Serbian parents who live in Australia and Australian teachers, and considering contemporary educational literature on family-school engagement, it was hoped to identify strategies that might be employed to encourage Serbian school communities to strengthen communication with families and foster improved cooperation between parents and teachers in the early years of school. This study used a qualitative research approach (semi-structured questionnaires and follow-up interviews) to explore parents' and teachers' perceptions and experiences of building and sustaining family-school partnerships in each context. Analyses of Serbian parents' and teachers' views of family-school interactions during the transition-to-school period indicated that families had limited, if any, communication with the school and were rarely involved in their children's learning, including classroom activities and extracurricular events. Analyses of Australian parents' and teachers' perceptions of their transition-to-school engagement experiences indicated that communication and cooperation between family and school were common and frequent. The findings from this study identified a range of suggestions that Serbian schools might adopt to strengthen and sustain communication, engagement and cooperation with families, particularly during the period when children begin school.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71019216","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}

{"title":"The influence of adolescents' gender and age on internet usehabits during the COVID-19 pandemic","authors":"Maja Gaborov, M. Kavalić, Dragana Milosavljev, D. Karuović, D. Glusac, Sanja Stanisavljev","doi":"10.5937/nasvas2203385g","DOIUrl":"https://doi.org/10.5937/nasvas2203385g","url":null,"abstract":"The research aims to determine the extent to which the gender and age of adolescents have influenced their habits when using the Internet, as well as the purpose for which the Internet is used the most. For the needs of the research, a questionnaire \"Internet use habits\" was designed, which consists of two dimensions. The first dimension looks at the Intensity of Internet Use, and the second looks at the Purpose of Internet Use, through nine items: Entertainment, Social Networks, Games, Trivia, Tutorials, School, Forums, Adults, Blog, and Blogging. The sample in the research was designed to include students in grades 5-8 of primary school and secondary school students, aged 11 to 18. Respondents were selected using a random sampling technique (N = 744). The results showed that gender did not affect the formation of Internet use habits, as opposed to age, which significantly influenced the formation of these habits. The research also highlighted that the Internet was mostly used for fun, but also that the interest in educational content on the Internet had increased. The pedagogical implications are aimed at forming a relationship between professors and students based on students' attitudes toward Internet content. Since the Internet is something that adolescents use on a daily basis, it should be used as a tool in working with them.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71019860","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}

{"title":"The characteristics of male and female characters in children's literature","authors":"M. Radovanović","doi":"10.5937/nasvas2202233r","DOIUrl":"https://doi.org/10.5937/nasvas2202233r","url":null,"abstract":"This paper presents the findings of research carried out with the aim of gaining an understanding of the characteristics of male and female child characters in children's literature. \"Characteristics\" in our research refers to the representation, role and description of male and female characters. The sample consisted of 32 literary texts with child characters in readers used in the first and second grades of primary school. Using the descriptive method and the technique of content analysis, it was established that male characters are almost twice as represented as female characters and that they are more frequently the main characters in a text. With regard to character description, inquisitiveness, imaginativeness and resourcefulness are the most common traits of male characters, while kindness and sensibility are characteristics ascribed only to female characters. It is surprising that the female characters did not have negative traits, leading to the conclusion that their characteristics are more positively rated than the characteristics and actions of male characters. Based on our data, we can conclude that gender stereotypes are present in the descriptions of male and female characters, and we therefore invite readers to take part in further discussions and a more comprehensive analysis of the representation of child characters both in literary works and in other cultural products.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71019600","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}

{"title":"Parenting styles as predictors of formal operational thinking in adolescents","authors":"Žana Živković-Rančić, J. Todorovic","doi":"10.5937/nasvas2202199z","DOIUrl":"https://doi.org/10.5937/nasvas2202199z","url":null,"abstract":"This paper presents a study on whether parenting styles as assessed by adolescents are statistically significant predictors of formal operational thinking. For the purposes of the study the following instruments were used: an adapted version of the Parenting Styles and Dimensions Questionnaire, which measures the dimensions of authoritarian, authoritative and permissive styles, and Bond's Logical Operations Test. 200 students of the Technical High School in Pirot participated in the research (54.5% boys; average age 17 years). The study confirmed the principal hypothesis that parenting styles are a statistically significant predictor of formal operational thinking. With regard to the mother's parenting style, the dimensions of Attachment (with a positive b coefficient) and Lack of Explanation (with a negative b coefficient) contribute to the prediction of formal operational thinking. As for the father's parenting style, it is the dimensions of Regulation (with a positive b coefficient) and Coercion (with a negative b coefficient) that contribute to the prediction of formal operational thinking. The principal conclusion of the study is that certain parenting styles contribute significantly to the development of formal operational thinking in adolescents. A better understanding of the role of parenting styles in the development of formal operations could contribute to the fostering of positive parenting styles, which would in turn stimulate overall cognitive development, including the development of formal operations.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71019889","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}