Nastava i Vaspitanje最新文献_第4页

The sense of school belonging: Its importance for the positive development of students and prevention of behavioural problems 学校归属感:它对学生的积极发展和预防行为问题的重要性

Nastava i Vaspitanje Pub Date : 2022-01-01 DOI: 10.5937/nasvas2203403s

M. Stojanovic, Branislava Popovic-Citic

{"title":"The sense of school belonging: Its importance for the positive development of students and prevention of behavioural problems","authors":"M. Stojanovic, Branislava Popovic-Citic","doi":"10.5937/nasvas2203403s","DOIUrl":"https://doi.org/10.5937/nasvas2203403s","url":null,"abstract":"The sense of school belonging is defined as the extent to which students feel personally accepted, respected, included and supported by others in the school environment. Given that certain authors regard school belonging as the key factor in the adequate development of children and youth, this paper aims to summarize and present theoretical and research findings that testify to the importance of the sense of school belonging for students' positive development and prevention of behavioral problems. In addition, the basic tenets of prevention science and the positive development perspective are discussed, and the relationship between these two approaches is analyzed. The results of our review suggest that the sense of school belonging is related to a wide range of academic and developmental outcomes, such as academic achievement and motivation, school engagement, prosocial behavior, life satisfaction, self-esteem, positive identity, well-being, adaptive adjustment, etc. In other words, past research has indicated that, depending on the extent to which the sense of school belonging is developed, its effects can be interpreted within the context of risk and protective/promotion factors in students' mental health and behavioral problems. The above implies that actors in the education system must not lose sight of the importance of the sense of school belonging for students' reaching their full potential. Moreover, taking into account the striving of prevention science to identify and enhance the factors underpinning protective processes, further research is needed on the factors and mechanisms of development of the sense of school belonging.","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":"71019871","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

The effects of project-based learning about climate change 基于项目的气候变化学习的影响

Nastava i Vaspitanje Pub Date : 2022-01-01 DOI: 10.5937/nasvas2201109m

Olja Maričić, Ivana Petković

{"title":"The effects of project-based learning about climate change","authors":"Olja Maričić, Ivana Petković","doi":"10.5937/nasvas2201109m","DOIUrl":"https://doi.org/10.5937/nasvas2201109m","url":null,"abstract":"The study presented in this paper looks at how the problem of climate change can be adequately presented to students in the early grades of primary school, aiming to examine the relationship between project-based learning and the development of student competencies and achievements in this area. Project-based learning took place over the course of two months, as part of the elective environmental club attended by 30 fourth-grade primary school students. Students' initial and final knowledge about climate change was assessed using a test designed for this purpose. Data on the assessment of students' performance and the monitoring of their engagement were collected using a control list for tracking the development and use of student competencies (research, collaborative and personal), while students' views about the realized project were elicited with a questionnaire. The obtained results suggest an increase in students' achievement in the area of environmental content, while students themselves rate their experiences as positive. Systematic observation revealed the development of a series of abilities in students. Of the three categories of abilities, over the course of the project the greatest progress was observed in the category of research abilities, while in the other two categories progress was less pronounced, suggesting that a longer period is needed for their development as well as a more frequent implementation of projects in instructional practice.","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":"71019267","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

Student engagement in online and face-to-face classes in times of pandemic 大流行期间，学生参与在线和面对面课程

Nastava i Vaspitanje Pub Date : 2022-01-01 DOI: 10.5937/nasvas2203347s

N. Šimić, Kristina Mojović-Zdravković, Natalija Ignjatović

{"title":"Student engagement in online and face-to-face classes in times of pandemic","authors":"N. Šimić, Kristina Mojović-Zdravković, Natalija Ignjatović","doi":"10.5937/nasvas2203347s","DOIUrl":"https://doi.org/10.5937/nasvas2203347s","url":null,"abstract":"Since the outbreak of the COVID-19 pandemic several studies on students' access to remote education and their perceptions of remote education have been conducted, but mixed-method studies on student engagement in an online setting are lacking. The aim of this study was to determine and compare the levels of school engagement in synchronous online classes and in face-to-face classes. Secondary school students (N = 132, 81.8% female, Mage = 16.3) filled out an online questionnaire comprising the School Engagement Measure Questionnaire (addressing online and face-to-face settings) and one open-ended question on the perception of differences between online and face-to-face classes. Statistical analyses showed that students were more engaged in face-to-face classes than in online classes (F (1, 131) = 106.316, p = .000, e2 = .448), with the best achievers having the highest decrease of engagement in online classes. A thematic analysis of answers yielded four themes, named: active learning (f = 42), learning strategies and resources (15), time organization (15) and assessment (6). Evaluative analysis showed that different students described the same themes in different ways - while in some cases active learning in online classes was higher, for the majority - it decreased; while some students organized their time for studying more effectively in an online setting, others were more efficient in a face-to-face setting. It can be concluded that negative effects of online classes on students' learning strategies and engagement prevail and that teachers need additional support in organizing individualized and differentiated teaching to encourage higher levels of engagement and self-regulation in emergency remote education.","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":"71019768","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 Work of school Educationalists in extraordinary circumstances: Pedagogy students' view 特殊情况下学校教育家的工作:教育学学生的观点

Nastava i Vaspitanje Pub Date : 2022-01-01 DOI: 10.5937/nasvas2202151h

Emina Hebib

{"title":"The Work of school Educationalists in extraordinary circumstances: Pedagogy students' view","authors":"Emina Hebib","doi":"10.5937/nasvas2202151h","DOIUrl":"https://doi.org/10.5937/nasvas2202151h","url":null,"abstract":"The COVID-19 pandemic has led to numerous changes in the functioning of schools. Although their primary objective has been to ensure the conditions necessary for the uninterrupted unfolding of the process of school study in extraordinary circumstances, in the long term these changes can result in the need to reexamine well-established content and forms of cooperation within the school as well as between the school and its environment, and lead to the recognition of the need to reconceptualize the role of educationalists in schools. This paper analyzes the question of the school educationalist's role during the crisis resulting from the pandemic. After looking at the meaning and importance of cooperative relationships in schools, the paper briefly presents the provisions in the official regulations governing the functioning of schools and the work of educationalists in Serbian schools over the past two years, as well as the results of a study the aim of which was to examine school educationalists' views of school practice in that period. In a separate section of the paper, an overview is given of suggestions for school educationalists' possible activities aimed at providing assistance and support to students, teachers and parents in these extraordinary circumstances, which have been elaborated by pedagogy students as an assignment for the course Work Methodology of School Educationalists.","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":"71019575","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: 1

Differences in the attitudes of mathematics teachers and of students towards online mathematics instruction 数学教师和学生对网络数学教学态度的差异

Nastava i Vaspitanje Pub Date : 2022-01-01 DOI: 10.5937/nasvas2203363m

Aleksandar Milenković, S. Aleksić, Anica Saković

{"title":"Differences in the attitudes of mathematics teachers and of students towards online mathematics instruction","authors":"Aleksandar Milenković, S. Aleksić, Anica Saković","doi":"10.5937/nasvas2203363m","DOIUrl":"https://doi.org/10.5937/nasvas2203363m","url":null,"abstract":"The aim of the research presented in this paper was to examine the potential differences (and similarities) between the attitudes of mathematics teachers and of students towards several aspects of online instruction. Our convenience sample comprised a total of 532 students in grades 5-8 of primary school and high school students as well as 110 mathematics teachers, who rated their attitudes and views on these questions on a Likert scale, using a Google Forms questionnaire. The results of the survey suggest that there is no significant difference between the attitudes of students and teachers regarding teachers' skills in online teaching, while teachers tend to believe that students are less well prepared for the effective implementation of online mathematics instruction than students themselves think. Also, a far greater percentage of students than mathematics teachers believe that online mathematics instruction is effective, and that they can successfully acquire the appropriate mathematical knowledge and skills through online instruction. The results also indicate that students tend to rate different types of mathematics classes much more highly (teaching, practice, revision and assessment) than teachers do.","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":"71019830","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

EFL vocabulary learning strategies among high school students 高中生英语词汇学习策略研究

Nastava i Vaspitanje Pub Date : 2021-01-01 DOI: 10.5937/NASVAS2101025R

B. Radić-Bojanić

{"title":"EFL vocabulary learning strategies among high school students","authors":"B. Radić-Bojanić","doi":"10.5937/NASVAS2101025R","DOIUrl":"https://doi.org/10.5937/NASVAS2101025R","url":null,"abstract":"The paper examines how frequently high school students use EFL vocabulary learning strategies and whether contextual educational factors have any influence on strategy selection. The theoretical part discusses the importance of language learning strategies, which can facilitate the internalization, storage, retrieval, or use of the new language, factors that affect their usage and selection (e.g. nature of the task, students’ motivation, foreign language proficiency, teacher’s expectations, students’ learning styles, students’ gender), as well as the process of vocabulary acquisition. The empirical part presents the results of the analysis of a survey conducted among students from two high schools in Serbia, a vocational school and a grammar school. The aim of the research is to determine how frequently students use vocabulary learning strategies and if there are any statistically significant differences in strategy use between students from the two schools which are the consequence of different subjects and learning objectives. The results show that the majority of vocabulary learning strategies have medium use among high school students (seven out of nine memory strategies, seven out of nine cognitive strategies and two out of four compensatory strategies) and that there are certain inter-group differences (whereas students from the medical high school use memory strategies more frequently, students from the grammar school report higher use of cognitive and compensatory strategies). The results indicate that there are important cross-curricular links which point to the transfer of learning strategies from content subjects to English language classes.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"70 1","pages":"25-36"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018886","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 professional work of pedagogists in educational practice: The path to achieving sustainable development goals 教育实践中的教育学专业工作:实现可持续发展目标的路径

Nastava i Vaspitanje Pub Date : 2021-01-01 DOI: 10.5937/nasvas2102217v

Maja Vračar, Jelena Jović, N. Stojanovic

{"title":"The professional work of pedagogists in educational practice: The path to achieving sustainable development goals","authors":"Maja Vračar, Jelena Jović, N. Stojanovic","doi":"10.5937/nasvas2102217v","DOIUrl":"https://doi.org/10.5937/nasvas2102217v","url":null,"abstract":"The paper begins by considering the profession of pedagogist and then looks at the challenges faced by pedagogists in educational practice, with a focus on the activities to which pedagogists want to devote more time in conditions of change, and on the ways in which pedagogists obtain information on the results of their work in schools. The paper presents part of the findings of a study on the the views of pedagogists-educationalists in primary and secondary schools in Serbia. The aim of the research was to identify the professional activities to which pedagogists want to devote their activities in educational practice, and the ways they are informed about the results of their work at the level of the school, noting the differences related to the type of school in which pedagogists are employed. The findings of the research are indicative and suggest that the activities to which pedagogists want to devote more time at work are primarily professional development and student counselling, while the findings concerning the way in which pedagogists are informed about the results of their work point to the need for more enterprising, active and effective action by school pedagogists in educational practice which will also affect the work of pedagogists in the contemporary education system","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018957","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: 1

The implicit beliefs of secondary school students and teachers about creativity 中学生与教师对创造力的内隐信念

Nastava i Vaspitanje Pub Date : 2021-01-01 DOI: 10.5937/nasvas2103285m

Slavica Maksić

{"title":"The implicit beliefs of secondary school students and teachers about creativity","authors":"Slavica Maksić","doi":"10.5937/nasvas2103285m","DOIUrl":"https://doi.org/10.5937/nasvas2103285m","url":null,"abstract":"Research into the implicit beliefs of the participants of the educational process about creativity is important in view of the influence these beliefs have on the recognition and fostering of creativity in schools. The aim of this paper is to examine what students and teachers who took part in our study of implicit beliefs about creativity felt they needed to add or clarify regarding their beliefs. It analyzes freeform comments that high school students (N = 41) and teachers (N = 20) wrote in response to questions in the Implicit Theories of Creativity Questionnaire. The collected material was analyzed using thematic analysis of the inductive and deductive type. First, a thematic analysis of the inductive type was carried out, leading to the definition of three themes: conceptualization of creativity, stimulation of creativity, and ego-involvement. In the second data processing stage, a thematic analysis of the deductive type was performed. Replies within the theme of conceptualization of creativity were classified as creative person, process, product and environment (the 4P model of creativity), and replies within the theme of stimulating creativity were classified as the influences of school, the education system and society (Expert model for stimulating creativity). It was established that the dominant theme in students' comments was the conceptualization of creativity, while teachers focused on the stimulation of creativity. As regards the stimulation of creativity, students prioritized classroom work and school influence, while teachers highlighted the functioning of the education system. Students displayed greater personal involvement in their responses than teachers did. The obtained findings are discussed in the context of creating conditions for a better understanding and stimulation of creativity in secondary school. The findings suggest that respondents' freeform comments are a valuable source of data which expand our knowledge of the studied phenomena","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71019415","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

Figures of speech in the Serbian language curriculum for grades 1-4 of primary school 小学1-4年级塞尔维亚语课程中的修辞格

Nastava i Vaspitanje Pub Date : 2021-01-01 DOI: 10.5937/nasvas2103351s

M. Stakić

{"title":"Figures of speech in the Serbian language curriculum for grades 1-4 of primary school","authors":"M. Stakić","doi":"10.5937/nasvas2103351s","DOIUrl":"https://doi.org/10.5937/nasvas2103351s","url":null,"abstract":"This paper is based on a content analysis of the curriculum for the subject Serbian Language for grades 1-4 of primary school, the purpose of which was to determine to what extent the elements of the curriculum regulating the teaching and learning of figures of speech in the first four grades of primary school are in accordance with contemporary insights into the learning abilities of children of this age, and into the importance of figures of speech for learning. An analysis of the content of the reformed curriculum has shown that the enabling of students to understand the role that figures of speech play in a literary work begins in the third grade of primary school, and that instruction only focuses on two figures, namely, simile and personification. The levels of knowledge specified in the syllabus outcomes include knowledge of the instruction content pertaining to these figures, understanding of this content and its application in the course of analyzing a literary work. Learning about figures of speech is gradual, but there is some inconsistency in terms of the relationship of outcomes-content-instructions from grade to grade. It is not enough for instruction about figures of speech to be limited to only two figures, since understanding of the role of figures of speech is an important segment in the interpretation of literary works and helps improve students' language skills. In addition, work on figures of speech can represent the starting point for internal integration linking literature and stylistics instruction to language, i.e. grammar instruction. It is therefore suggested that enabling students to identify figures of speech in a literary work and to understand their role should start in the second grade of primary school, and that the number of figures of speech that students learn about in the first four grades should be increased.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71019548","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 functionality of interactive digital platforms in online teaching and learning 交互式数字平台在在线教与学中的功能

Nastava i Vaspitanje Pub Date : 2021-01-01 DOI: 10.5937/NASVAS2101105N

Aleksandar Novakovic

{"title":"The functionality of interactive digital platforms in online teaching and learning","authors":"Aleksandar Novakovic","doi":"10.5937/NASVAS2101105N","DOIUrl":"https://doi.org/10.5937/NASVAS2101105N","url":null,"abstract":"This paper looks at the functionality of three interactive digital platforms for creating a virtual environment in online teaching and learning - Hangouts Meet, Zoom and Microsoft Teams. These platforms have started being widely used during the 2019-nCoV pandemic. On the basis of a review and comparison of their integrated functions and features, as well as of observations made in the course of their parallel use during the spring semester of 2019/20 at the Department of the Serbian language of the Faculty of Philosophy in Niš, the author has established that these platforms have the same general characteristics, while differences exist in the area of integrated functions that can be used by teachers and students. Taking into consideration this segment of the analysis, the author concludes that the interactive digital platforms Zoom and Microsoft Teams are better adapted to the implementation of online instruction than Google's Hangouts Meet, as they enable screen sharing and the following of textual communication, direct sharing of sound by means of a sound card, using a chosen photograph to create an appropriate learning environment, textual communication with one or more participants of the teaching/learning process, special formatting of text in messages, the exchange of teaching/learning materials in real time and for the duration of the call, conducting short surveys within the program, and the recording of each individual lesson. However, the paper also suggests ways of increasing the functionality of all analyzed platforms by using simple add-ons and online tools. By providing a detailed overview of all integrated functions, the paper discusses the methodological implications for their more effective use in online instruction.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"70 1","pages":"105-125"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018824","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