{"title":"Towards a deeper understanding of the CEFR principles in grammar competence testing","authors":"M. Prodanović, V. Gavranović, Nina Pantelić","doi":"10.5937/nasvas2001071p","DOIUrl":"https://doi.org/10.5937/nasvas2001071p","url":null,"abstract":"This paper focuses on various perspectives and challenges language teachers face while assessing language learners’ proficiency level and relying on standardised placement tests in compliance with the CEFR. The aim of this study is to obtain a more critical insight into language testing in terms of the relationship between a test form and test score; to provide an interpretation of the CEFR-based proficiency levels; and to address the inclusion of the CEFR scheme in the real-life, academic language environment. Through a comparative, qualitative analysis, it examines the achievements of a group of respondents, undergraduate students majoring in English, recorded in a standardised pen-andpaper test focusing on their written language competence to determine their CEFR language proficiency levels. It also analyses errors, and compares the results obtained at different levels within the CEFR context, providing a theoretical background to the role and place grammar has in language teaching and learning. The main findings of the research point out the commonest grammatical errors found at the B2 and C1/2 levels, also revealing inconsistent and unexpected types which contribute to a deeper understanding of the complexities language assessment implies. This paper presents results which identify the areas that could be improved in terms of testing grammatical competence within the CEFR framework.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"69 1","pages":"71-84"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018054","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}
Nevena Novoseljački, Ruženka Šimonji-Černak, Maja Pokuševski
{"title":"Students' perceptions of school climate and school violence","authors":"Nevena Novoseljački, Ruženka Šimonji-Černak, Maja Pokuševski","doi":"10.5937/NASVAS2003273N","DOIUrl":"https://doi.org/10.5937/NASVAS2003273N","url":null,"abstract":"The aim of the research was to examine the relationship between perceptions of school climate among students and the occurrence of school violence, and to investigate the existence of differences in school climate perceptions and the occurrence of violence depending on students' gender, the grade they are in, their academic achievement at the end of the previous grade, and parents' educational background. The instruments School Climate Scale and PRONA were used. Correlation analysis indicates a significant negative correlation between the perception of the school climate as supportive and a tendency towards violent behavior, as well as a positive correlation between the perception of the school climate as unsupportive and a tendency towards violent behavior and exposure to peer violence. A significant difference in the perception of school climate was established depending on the school grade, with sixthand seventh-grade students more frequently perceiving the school climate as supportive than eighth graders. As for peer violence, significant differences were established depending on students' sex, grade and academic achievement: a tendency towards vilolent behavior, as well as exposure to school violence were more common among male students, students with lower academic achievement (with average grades of two or three out of five) and eighth-grade students.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"69 1","pages":"273-290"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018443","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":"Opinions of high school students in Serbia on the advantages of on-line learning during the Covid-19 pandemic","authors":"Ivana Vučetić, Nena A. Vasojević, S. Kirin","doi":"10.5937/NASVAS2003345V","DOIUrl":"https://doi.org/10.5937/NASVAS2003345V","url":null,"abstract":"In recent years, there have been numerous studies and pilot-projects both in Serbia and around the world, dealing with on-line learning. This paper analyzes the possibilities of online learning theoretically and empirically. The theoretical section presents an analysis of differences between traditional and on-line learning based on a review of the literature. The empirical study was carried out using a questionnaire distributed through various internet platforms in April 2020. The survey comprised 339 high school students in Serbia who attended on-line classes during the state of emergency imposed due to the Covid-19 pandemic. The data thus collected were processed using qualitative analysis. The aim of the study was to identify the advantages of on-line learning relative to the traditional model of instruction from the perspective of secondary school students, and to offer recommendations for further research and improvements in practice. The results of the study suggest that secondary school students in Serbia recognize the advantages of on-line learning in terms of time efficiency, the possibility to manage the learning process and improvement of the results of the instructional process.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"99 1","pages":"345-359"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018977","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":"Conceptualizations and approaches in defining cooperative learning","authors":"Marina Semiz","doi":"10.5937/NASVAS2003291S","DOIUrl":"https://doi.org/10.5937/NASVAS2003291S","url":null,"abstract":"The uses of the concept of cooperative learning in the literature, in practice and in everyday speech suggest considerable vagueness and fluidity, particularly with regard to its content, namely, whether it refers primarily to a form of learning, a learning strategy, a teaching method, an instructional strategy, a pedagogical approach, or a system of instruction. This paper aims to present and critically analyze existing conceptualizations of cooperative learning and approaches to its definition, and thus present the position of cooperative learning in relation to relevant and related concepts within a concept network. Through analysis of concepts and definitions within the logic and methodology of social sciences (pedagogical) research, the following conclusions have been drawn: a) in the papers analyzed there are multiple meanings of cooperative learning; b) there are descriptive, prescriptive and connotative definitions of cooperative learning; c) there are psychological and pedagogical approaches to its definition, and there is an evident lack of consensus among authors on the position of this concept in the network of related concepts. The plurality of meanings in which this concept is used, and the difficulties with its definition, have been related to the different contexts of its application, the variety of authors' theoretical and methodological approaches, the complexity of the concept itself, and, in some cases, the inaccurate uses of the concept for research and practical purposes.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"69 1","pages":"291-312"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018585","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 attitudes of pedagogy students in Croatia and Serbia about the contribution of their studies to the development of competences for their future professional practice","authors":"Zorica Šaljić, S. Vrcelj","doi":"10.5937/nasvas2001023s","DOIUrl":"https://doi.org/10.5937/nasvas2001023s","url":null,"abstract":"","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"69 1","pages":"23-38"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71017838","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 teacher in the global 2030 Agenda: Importance, role and professional development","authors":"K. Popović","doi":"10.5937/nasvas1902143p","DOIUrl":"https://doi.org/10.5937/nasvas1902143p","url":null,"abstract":"The paper looks at the questions of the position of teachers and the teaching profession and the way they are viewed in the United Nations global program The 2030 Agenda for Sustainable Development. In addition to the Agenda, supporting program documents created on the basis of the Agenda are also analyzed. The focus is on the questions of the teacher's importance and roles and his/her professional development, as well as the particular areas and competencies that the teacher is expected to master. The paper also looks at the discursive features of The 2030 Agenda and the way in which they affect the view of the teacher's role, and remarks on the great discrepancy between the rhetoric of the main actor - the United Nations and UNESCO - and the implementation of what is promised in the principal program documents. The final section of the paper analyzes recent trends shaping the implementation of the Agenda and slowing down the achievement of the defined goals, and notes the tendency for diminishing, and even seriously threatening, the position of teachers in the education system.","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":"71017408","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":"Living inquiry in educational research: From personal stories to transformative actions","authors":"I. Prlić","doi":"10.5937/nasvas1903331p","DOIUrl":"https://doi.org/10.5937/nasvas1903331p","url":null,"abstract":"","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":"71017661","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}
Tatjana V. Mihajlović, Nada Vaselić, Đorđe Čekrlija
{"title":"Relation between learning strategies and techniques, anxiety, and psychosomatic symptoms in 8th and 9th grade elementary school students","authors":"Tatjana V. Mihajlović, Nada Vaselić, Đorđe Čekrlija","doi":"10.5937/NASVAS1901071M","DOIUrl":"https://doi.org/10.5937/NASVAS1901071M","url":null,"abstract":"The study presented in this paper aims to examine the frequency of psychosomatic symptoms in students and their interaction with learning strategies and techniques. In addition, it aims to examine anxiety as a personality trait and its mediation effect between learning strategies and psychosomatic symptoms, with self-regulated learning linking cognitive, motivational, and emotional aspects of learning, serving as a theoretical framework. The sample comprises 420 students, aged 13.7 years on average, with a balanced percentage regarding gender. Through a descriptive analysis, it has been established that the commonest psychosomatic symptoms are gastrointestinal, pseudo-neurological, and symptoms of pain/feeling of weakness. The results show that learning strategies are negatively related to both the frequency (r=-.22, p<.01) and the intensity of the interference with psychosomatic symptoms (r=-.17, p<.01), as well as to anxiety (r=-.21, p<.01). Anxiety as a personality trait has a significant mediation effect between learning strategies and the frequency of psychosomatic symptoms (R2 =.208, b=-.437, SE=.219, 95% CI [-.75, -.21]) and learning strategies and the intensity of interference with psychosomatic symptoms (R2 =.111, b=-.363, SE=.126, 95% CI [-.66, -.15]). The mediation effect of anxiety in relation to learning techniques - frequency/intensity of interference with psychosomatic symptoms has not been established. The results point to the need for providing training to students with regard to a self-regulated learning process and the application of efficient learning strategies from early grades, in order to reduce the risk of psychosomatic symptoms occurrence.","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":"71016842","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}
Milan R. Čavić, Milica Beljin, Sonja J. Skuban, M. Stojanović, Ivana Z. Bogdanović
{"title":"The correlation of self-initiated cooperative learning with physics students' achievement and motivation","authors":"Milan R. Čavić, Milica Beljin, Sonja J. Skuban, M. Stojanović, Ivana Z. Bogdanović","doi":"10.5937/nasvas1903363c","DOIUrl":"https://doi.org/10.5937/nasvas1903363c","url":null,"abstract":"In the course of their studies, students encounter subjects they regard as difficult or less interesting and which they study only reluctantly, often struggling to pass the final exams. It can be assumed that changes in the manner of studying can lead to greater student motivation for studying and better achievement. Our study aimed to examine to what extent students engage in self-initiated cooperative learning, and examine the correlation of self-initiated cooperative learning with student achievement and motivation. The study was carried out with a convenience sample of 32 second-year undergraduate physics students of the Faculty of Sciences, University of Novi Sad. The study was designed as a systematic non-experimental survey, using the questionnaire as a data collection instrument. The results indicate that students engage in self-initiated cooperative learning, but that the expected positive effects of cooperative learning are absent. No correlation was found between the use of cooperative learning and learning motivation and student achievement. Nevertheless, the self-initiated cooperative learning observed can serve as the basis for the further development of cooperative learning. The findings of the study suggest the need to provide students with guidelines on how to prepare for cooperative learning, so that they can benefit from this form of learning.","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":"71017892","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":"Macedonian students' ecological knowledge and level of information about the environment","authors":"M. Srbinovski","doi":"10.5937/nasvas1903381s","DOIUrl":"https://doi.org/10.5937/nasvas1903381s","url":null,"abstract":"The aim of this study was to investigate the cognitive domain of students’ environmental education (EE) in the Republic of North Macedonia. The main tasks of the study was (1) to compare the ecological knowledge and level of information between primary and secondary school students in the Macedonian context, and (2) to provide an analytical review ofthe findings. Two instruments were used to collect data from a sample of 1003 students from 37 primary and secondary schools in the Republic of North Macedonia. The results of the study suggested that the students in the sample have a low level of both ecological knowledge and ecological information. Students of secondary schools have a statistically higher level of ecological information. It is critical to a certain extent for empirical studies on environmental knowledge to be carried out in developing countries in order to incorporate the findings into the environmental policy development process. We need to develop curricula and programs that are suitable to the individual differences, needs, viewpoints, and abilities of the students. Curricula for environmental learning should contain all environmental components: natural systems, resources, and human resources. We must look at students’ EE achievements in the context of the overall socio-economic conditions in which we carry out the education process. In order to increase students’ knowledge and level of information about the environment, activities should be arranged by various stakeholders, and not only by schools. Environmental education should be extended by using mass communication channels, especially the internet and media.","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":"71018075","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}