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Comparing the effectiveness of the flipped classroom model and the traditional instruction model: A meta-analysis 翻转课堂模式与传统教学模式的有效性比较:元分析

Nastava i Vaspitanje Pub Date : 2021-01-01 DOI: 10.5937/nasvas2103301r

Lidija Ralevic, Biljana Tomašević

{"title":"Comparing the effectiveness of the flipped classroom model and the traditional instruction model: A meta-analysis","authors":"Lidija Ralevic, Biljana Tomašević","doi":"10.5937/nasvas2103301r","DOIUrl":"https://doi.org/10.5937/nasvas2103301r","url":null,"abstract":"The flipped classroom model has been increasingly implemented in the teaching and learning process at all levels with a view to improving the teaching and learning process, particularly in the present circumstances. Despite the prevalence of the view that the implementation of this approach eliminates the key disadvantages of traditional teaching such as the passivization of students, it is advisable to verify this in practice. In order to examine the effectiveness of the implementation of the flipped classroom model, it is necessary to consider the results of students' learning and their motivation for learning relative to the traditional instruction model. This paper aims to provide insight into the current situation through the systematization of the results of some past research focusing on comparing the implementation of the flipped classroom model and the traditional instruction model in terms of their effects on internal motivation for learning and student achievement on knowledge assessment tests. The results of the conducted meta-analysis of 22 research papers suggest that the implementation of the flipped classroom contributes to the strengthening of students' internal motivation and their higher achievement.","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":"71019139","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

Representation of illustrations in primary school textbooks 小学教材中插图的表现

Nastava i Vaspitanje Pub Date : 2021-01-01 DOI: 10.5937/nasvas2103319z

Sanja Živanović, R. Perućica, Olivera Kalajdžić

{"title":"Representation of illustrations in primary school textbooks","authors":"Sanja Živanović, R. Perućica, Olivera Kalajdžić","doi":"10.5937/nasvas2103319z","DOIUrl":"https://doi.org/10.5937/nasvas2103319z","url":null,"abstract":"A textbook is a basic and compulsory teaching aid, written on the basis of a prescribed curriculum. The accompanying materials in the textbook are certainly illustrations that, in addition to serving the basic text, can also have a significant effect on the student. The aim of this research was to examine the representation of illustrations in textbooks used from the first to the sixth grade of primary school. An analysis was performed of forty elementary school textbooks approved for use by the Ministry of Education of the Republic of Srpska, with the basic unit of analysis being the illustration in the textbook. The obtained research findings show that in both the first and the second triad, illustrations without humorous elements are more represented, although the number of humorous illustrations is at an enviable level, illustrations directly related to the content of the text predominate, drawings in both triads are most represented, and the largest number of illustrations have an intellectual value. A comparative analysis of the illustrations in the first and second triads shows that the differences can be read in terms of the categories of representation of illustrations on the pages and the functions of facilitating the memory or comprehension of the text. The obtained results are encouraging because they confirm the success of the assumptions for effective learning in accordance with age characteristics certain illustration requirements have been met, and the study can provide useful information to textbook developers, teachers, parents, and illustrators, given that illustrations are a structural element of a textbook to which students should be referred. The results can also be useful for the shaping and deeper operationalization of art and graphic requirements in the textbook and can influence the improvement of textbook quality standards.","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":"71019197","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 role and importance of the Main Education Council in the interwar years 主要教育局在两次世界大战期间的角色和重要性

Nastava i Vaspitanje Pub Date : 2021-01-01 DOI: 10.5937/nasvas2103373p

Milana Pivaš

{"title":"The role and importance of the Main Education Council in the interwar years","authors":"Milana Pivaš","doi":"10.5937/nasvas2103373p","DOIUrl":"https://doi.org/10.5937/nasvas2103373p","url":null,"abstract":"This paper examines the role and importance of the work of the Main Education Council, the advisory body to the Ministry of Education in the interwar period. A qualitative study was conducted using the historical method. An analysis of archive material as a historical source suggests that in the mid-1930s the Council acted in the field of education with greater determination and independence. It began to restore its expert influence on all aspects of education policy. The Council gave its opinion, always emphasizing the goal of bringing legislation across the country into alignment and adapting state schools to the needs of the population. Until the establishment of the 6th of January dictatorship in 1929, the Main Education Council had a leading role in education policy. It introduced bills aimed at improving the work of schools. It was the competent authority for school textbooks. It provided support and protection to educators. When the dictatorship was established, the Main Education Council was relegated to a marginal role in the creation and implementation of education policy. The majority of proposals it put forward were not implemented in practice. Didactics was prescribed by the government, significantly limiting creativity in educational practice.","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":"71019441","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

Managing stress in migrant children in school 管理流动儿童在校压力

Nastava i Vaspitanje Pub Date : 2021-01-01 DOI: 10.5937/nasvas2102239v

Snežana Vuković

引用次数: 0

Typical errors in presenting concepts in textbooks for the first four grades of primary school 小学四年级教材中概念呈现的典型错误

Nastava i Vaspitanje Pub Date : 2021-01-01 DOI: 10.5937/NASVAS2101055P

Vesna Petrović, Slobodanka Antić

{"title":"Typical errors in presenting concepts in textbooks for the first four grades of primary school","authors":"Vesna Petrović, Slobodanka Antić","doi":"10.5937/NASVAS2101055P","DOIUrl":"https://doi.org/10.5937/NASVAS2101055P","url":null,"abstract":"This paper offers a systematization of typical errors in presenting scientific concepts in textbooks for the first four grades of primary school. The subject of our analysis and systematization were presentations of concepts which deviate from or violate the internal cognitive and logical nature of a scientific concept, thus representing a source of potential difficulties for students in understanding scientific knowledge. Starting from Vygotsky's theory of the development of scientific concepts, as well as the general standards of textbook quality and a review of studies analyzing textbooks in this field, we have made a systematization of typical errors in the presentation of scientific terms. Five typical errors are explained and elucidated: a simple description of a phenomenon or the statement of its function, use or usefulness; a simple establishment of connections between a concept (word) and an object (image); offering ready-made phrases and scientific statements without relating them to a system of concepts; providing only typical examples or providing examples that lack variety, and presenting important and unimportant facts on the same level, without pointing out the differences. Every typical error is explained using examples from textbooks in which scientific concepts relevant to grades 1-4 are introduced (settlement, village, city, plants, relief, historical figure and birds). In the absence of scientific principles in presenting concepts in textbooks, their authors rely on implicit assumptions about concepts as phenomenal or factual kinds of knowledge. Due to the importance of acquiring scientific concepts for the cognitive development of the individual, the practical implications of the findings are that in textbook design but also in teacher education particular attention must be devoted to the area of teaching and learning scientific concepts.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"70 1","pages":"55-68"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018638","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

Environmental education and education for sustainable development: Conceptual solutions and dilemmas 环境教育与可持续发展教育:概念解决方案与困境

Nastava i Vaspitanje Pub Date : 2021-01-01 DOI: 10.5937/NASVAS2101007O

Violeta Orlović-Lovren

引用次数: 1

Developing creativity in mathematics instruction 在数学教学中培养创造性

Nastava i Vaspitanje Pub Date : 2021-01-01 DOI: 10.5937/nasvas2102165v

Irena Vasojević, Z. Krnjaić, Nena A. Vasojević

引用次数: 0

The pedagogical education of teachers in Serbia: From the first instructions to teachers to the Center for teacher education 塞尔维亚教师的教学教育:从最初的教师指导到教师教育中心

Nastava i Vaspitanje Pub Date : 2021-01-01 DOI: 10.5937/nasvas2103271i

Aleksandra Ilić-Rajković

{"title":"The pedagogical education of teachers in Serbia: From the first instructions to teachers to the Center for teacher education","authors":"Aleksandra Ilić-Rajković","doi":"10.5937/nasvas2103271i","DOIUrl":"https://doi.org/10.5937/nasvas2103271i","url":null,"abstract":"The paper provides an overview of key events relevant to the education of teachers of specific subjects in Serbia up until the founding of the Center for Teacher Education in 1971, and aims to establish the key stages in the development of this education. Taking into account the position of pedagogical knowledge relative to the initial education of teachers of specific subjects, the content, organization, initiators and practitioners of teacher education, four stages can be distinguished in the development of the education of subject teachers. The first begins in 1838 with the publication of the first set of instructions for secondary school teachers. The second stage was characterized by the introduction of pedagogy into the curriculum of the highest educational institution in Serbia and the passing of the law on teacher examinations. The third significant stage comprises the founding of the Department of Pedagogy at the Great School and the work of Vojislav Bakić. The fourth stage relates to the work of the General Pedagogical Seminar, which was founded in the interwar period and resumed its work in changed circumstances in 1948. The paper concludes that the development of teacher education in Serbia has followed a similar course to that in Europe, but that the process in Serbia has been characterized by long periods of discontinuity, which has slowed down the institutionalization of this type of education. In addition, it suggests that the reconstruction of the development of teacher education can lead to more detailed insight into the process of professionalization of the teaching profession, and also to a better understanding of the development of particular pedagogical disciplines, notably teaching methodology.","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":"71019361","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 contribution of theatre pedagogy to the social and individual development of students in teaching German as a foreign language 戏剧教学法在对外德语教学中对学生社会和个人发展的贡献

Nastava i Vaspitanje Pub Date : 2021-01-01 DOI: 10.5937/NASVAS2101087N

Marija Nijemčević-Perović

{"title":"The contribution of theatre pedagogy to the social and individual development of students in teaching German as a foreign language","authors":"Marija Nijemčević-Perović","doi":"10.5937/NASVAS2101087N","DOIUrl":"https://doi.org/10.5937/NASVAS2101087N","url":null,"abstract":"The aim of the research presented in this paper was to study the contribution of theatre pedagogy to the social and individual development of students in the teaching of German as a foreign language. The target group included respondents of majority Serbian nationality and minority ethnic Roma. Semi-structured group discussions were used as an interactive data collection technique in qualitative research. The results suggest that directed theatre pedagogy activities contribute to a reduction in the level of social distance in an ethnically heterogeneous group, and that intergroup contacts in this type of activity stimulate peer interaction and a sense of unity regardless of individual differences. Social development has also affected individual development on three levels: conative, cognitive and affective. In view of the fact that supradisciplinary collaboration between theatrology, pedagogy and language teaching methodology is conducive to the creation of a context of active collaborative learning, the concepts of theatre pedagogy should be integrated into curricular and/or extracurricular activities. In this way, students from deprived groups and from the majority population would be motivated to enrich intergroup relationships in the system of formal education with their talents and abilities, which is a precondition for developing intercultural education and awareness of its importance.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"70 1","pages":"87-104"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018803","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 future pedagogists to sustainable development 未来教师对可持续发展的态度

Nastava i Vaspitanje Pub Date : 2021-01-01 DOI: 10.5937/nasvas2102147k

Laura Kalmar, Valerija Pinter-Krekić, Lenke Major

{"title":"The attitudes of future pedagogists to sustainable development","authors":"Laura Kalmar, Valerija Pinter-Krekić, Lenke Major","doi":"10.5937/nasvas2102147k","DOIUrl":"https://doi.org/10.5937/nasvas2102147k","url":null,"abstract":"Sustainable development is an essential precondition, and also the ultimate goal, of the organization of numerous human activities, with particular emphasis on education. One of the key dimensions of sustainable development is the social dimension, which refers to citizens' comprehension of its importance. The aim of the study presented in this paper was to establish the attitudes of future pedagogists towards sustainable development. The sample consisted of 240 respondents. The study used the descriptive method, and the data collection technique used was the questionnaire survey-the Questionnaire for the Assessment of Attitudes to Sustainable Development. The results of the survey confirm the general research hypothesis that students regard sustainable development as extremely important. Students of teacher training faculties are aware of the concept and importance of sustainable development for the present and the future, but are insufficiently prepared to educate future generations about it. The pedagogical implications of this study would be that university teachers should implement more content dealing with sustainable development as part of the curriculum, particularly at faculties educating future pedagogists. This is particularly important for these students so that they can act with the future in mind-the future of young generations.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018865","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