Inovacije u Nastavi最新文献

{"title":"Hermeneutics as a methodological approach to pedagogical research","authors":"N. Nikolić","doi":"10.5937/inovacije2301150n","DOIUrl":"https://doi.org/10.5937/inovacije2301150n","url":null,"abstract":"Pedagogical research is based on specific views on the nature of truth and reality, which means that every research has its methodological orientation that determines the research approach and procedure. As the investigation of the methodological approaches provides an insight into the world of pedagogical research, it indirectly provides an insight into the current state of affairs in pedagogical theory and practice. Hermeneutical approach to research is one of the methodological approaches in pedagogy that has been unfairly neglected. The aim of this paper is to point to the significance, outreach, and the possibility of applaying this method in pedagogical research. Starting from the nature of pedagogical phenomena, the paper analyzes the basic assumtions of hermeneutics from the perspective of its implementation in researching pedagogical issues. The author emphasizes the importance of a deeper insight into specific phenomena, events, and processes, as well as the need for this approach and the possibilities of applying hermeneutical circle not only in pedagogical research, but also in pedagogical practice. The importance of analyzing this approach is also reflected in the fact that qualitative research, more or less explicitly, is mostly based on the foundations of this approach.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","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":"71233852","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":"Second-graders' understanding of comparison tasks","authors":"Marijana Zeljić, M. Dabić-Boričić, Svetlana Ilić","doi":"10.5937/inovacije2301117z","DOIUrl":"https://doi.org/10.5937/inovacije2301117z","url":null,"abstract":"The paper examines students' understanding of relational terminology and their achievement in solving comparison tasks identified in the existing literature as the most difficult among the tasks with a single calculation operation. We expand previous research by examining achievement on more complex tasks in which comparison problems are subproblems within the combining problem; by examining students' achievement on tasks with two comparisons, and examining the effect of consistency on the tasks of different semantic structure. The research results indicate that the consistency effect, which is reflected in the use of the wrong operation due to the misunderstanding of the relational terminology, was the dominant problem for students when solving comparison tasks. The number of comparisons in the task, as well as the semantic structure of the problem, did not prove to be significant factors affecting students' success. In addition, the existence of a moderate connection between consistent and inconsistent formulations exists only on tasks with a more complex structure. The results indicate that it is possible only on the tasks with a more complex structure to determine whether students demonstrate a deeper understanding of the comparison tasks. Conceptual understanding of comparison problems is built through understanding more/less relations and the use of the tasks of different semantic structures and complexity.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","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":"71234225","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":"Factor analysis of the Creative Thinking Test: Graphic Production","authors":"Mirjana Japundža-Milisavljević, Biljana Milanović-Dobrota","doi":"10.5937/inovacije2303057j","DOIUrl":"https://doi.org/10.5937/inovacije2303057j","url":null,"abstract":"Development of creativity is an important segment of educational process. The goal of this research is to identify the factor structure of the Creative Thinking Test - Graphic Production of the applied on the sample of students with intellectual difficulties. The sample consisted of 76 students, age 9-14 (AS=11,54; SD=1,75), of both genders (53,3% boys and 46,7% girls), without neurological or multiple impediments. The creative potential of these students was tested using the Creative Thinking Test - Graphic Production. By analyzing the obtained resutls we identified two factors which explain the total of 67,6% of the variance. The first factor has four main factor weights (fragment-dependent boundary breaking, fragment-independent boundary breaking, humour, and new elements). The second factor includes linking by drawing lines, continuation, addition, and linking that contributes to the topic. Unconventional material manipulation as well as the use of abstract elements have the least factor weights. The two-factor model showed acceptable suitability indices and suggests the importance of conventional and unconventional ways of thinking for the creative process of students with intellectual difficulties.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134982281","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":"Motivation for learning science and mathematics: TIMSS research in Serbia","authors":"Nataša Lalić-Vučetić, Snežana Mirkov","doi":"10.5937/inovacije2303001l","DOIUrl":"https://doi.org/10.5937/inovacije2303001l","url":null,"abstract":"Student motivation is one of the affective components that plays a key role in learning science. Research shows that in developed countries there is a trend of declining students' interest in science and technology. In this paper, the relationships between intrinsic motivation, Self-Concept, and the achievement of the fourth-grade elementary school students in mathematics and sciences were investigated. The authors also present the results of the secondary data analyses obtained in Serbia by means of student questionnaires and knowledge tests in the last two cycles of the TIMSS research in 2015 and 2019. The questionnaire contains two scales in which motivational variables are operationalized: students' attitudes towards mathematics/sciences and mathematical/ scientific self-confidence. Students' attitude is an indicator of an intrinsic motivation, and self-confidence is an indicator of Self-Concept. The results show that students express a high motivation for learning mathematics and sciences and a high level of Self-Concept. A higher level of Self-Concept is accompanied by a higher level of motivation for learning mathematics and sciences. Individual characteristics of students have a greater influence on achievement than the influence of schools and teachers. Students who express a more positive attitude towards mathematics and science and a higher level of selfconcept in these areas also have a higher level of achievement. The influence of mathematical selfconcept on achievement is particularly significant. The obtained results are in accordance with the findings of the earlier research that indicate complex and controversial relationships between intrinsic motivation, Self-Concept, and mathematical achievement, as well as that other constructs, including Self-Concept, can mediate the links between motivation and achievement. The authors point out the possibilities of encouraging students' motivation for learning. If students are trained in the teaching process to organize their own activities, this will contribute to their experience of autonomy and the development of confidence in their own competence, which positively impacts their motivation for learning.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134982289","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":"Horizontal learning and management: Internal potential for developing school into learning community","authors":"Jelena Đermanov, Korać Isidora","doi":"10.5937/inovacije2301086d","DOIUrl":"https://doi.org/10.5937/inovacije2301086d","url":null,"abstract":"In this paper, teachers' horizontal learning is discussed from the perspective of creating a stimulating environment for its implementation. The questions of the role and competence of the school principal in that process have been analyzed, as well as the questions of whether and how the school can develop into a learning community by means of teachers' joint collaborative learning. In the main part of the paper, we point out the importance of the systemic approach in understanding the interdependence of individual and organizational learning processes within the school, as well as the key influence of the principal in modeling these processes in the transformation of the school into a learning community. The conclusion is that the complexity of organizational processes aimed at improving quality, which in the school context are much easier to prevent than to start and manage them, implies the appropriate competencies of the principal as a leader and/or manager.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","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":"71234174","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":"Establishing friendly relations with primary school peers","authors":"M. Vujačić, Rajka Đević","doi":"10.5937/inovacije2301054v","DOIUrl":"https://doi.org/10.5937/inovacije2301054v","url":null,"abstract":"In our country, there have been few studies focusing on the exploraion of friendly relations among peers in the school context, especially those established among the pupils with developmental difficulties. Therefore, our goal was to get an insight into the quatity of the established friendly relations among pupils in regular primary school classes and to examine to what extent the developmental specificities of the pupils (pupils with developmental difficulties/pupils without developmental difficiulties), gender, age, general school achievement, and mother's and father's level of education predict friendships with peers. A total of 120 pupils (28 girls and 92 boys) from 36 classes of the fourth and eighth grades from eight primary schools from the territory of the city of Belgrade participated in our research. A half of the total sample consisted of pupils with developmental difficulties, while the other half consisted of pupils without developmental difficulties. We applied a socio-metric technique of peer nominations (a friendly relationship is established if two pupils nominate each other in the question \"Name up to three pupils that you would like to be friends with\"). In terms of data processing, apart from descriptive statistics, we applied a regression model that belongs to generalized linear models (Poisson's regression). The results indicate that the number of established friendships increases with pupils' age, better school achievement, and parents' higher level of education, and that pupils without developmental difficulties make more friendships with their peers than pupils with developmental difficulties. The findings of the regression model confirm that age and developmental specificities statistically highly predict the level of peer friendships, whereas this was not confirmed relative to pupils' gender, school achievement, and parents' level of education. The pupils without developmental difficulties are more likely to make friends with their peers than the pupils with developmental difficulties. In addition, the eighth-grade pupils are more likely to establish mutual friendships than the fourth-grade pupils. We selected the key implications and offer suggestions for further research.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71234274","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":"Factor structure of the teacher autonomy scale","authors":"Borka Malčić, Stanislava Marić-Jurišin, Nataša Tančić","doi":"10.5937/inovacije2303071m","DOIUrl":"https://doi.org/10.5937/inovacije2303071m","url":null,"abstract":"Teacher autonomy encompasses in its essence the (self)activity of the teacher, the right and opportunity to make decisions and choices, and finally accepting the consequences that come with those decisions. Accordingly, autonomy represents one of the core competences of the modern teacher and it is being increasingly in the focus of numerous pedagogical researches. The purpose of the study conducted and presented in this paper was to examine psychometric characteristics and determine factor structure of the Teaching Autonomy Scale (TAS). The study sampled 310 teachers of the upper-primary subjects and primary school grade teachers from 16 primary, mixed-sex public schools. The researchers have applied Horn's parallel factor analysis and initially extracted three factors, but due to a low reliability of the third subscale, a shortened version was suggested with two factors and 10 items. The first factor represents Curriculum autonomy, while the second one refers to General autonomy. The conclusion is that the TAS scale can be used in its modified version of 10 items and with a two-factor structure of the instrument.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134982290","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":"Constructivism as a contemporary teaching paradigm","authors":"Nikola Mijanović","doi":"10.5937/inovacije2301021m","DOIUrl":"https://doi.org/10.5937/inovacije2301021m","url":null,"abstract":"In the educational process based on the principles of the traditional class-subject system, the essence of teaching is focused on teaching and the memorization and reproduction of the content by students, while teacher's verbal activity, personality, and the unrivalled authority are in the center of this process. Contrary to this concept, in the process of teaching flexibly organized on the constructivist paradigm, the focus of educational activity shifts from the sphere of teaching (passive listening and memorizing content) to the field of active learning, experimenting, exploring, and discovering the cause and effect relations among the studied phenomena and objects. Knowledge is based on students' individual perception, memory, thinking, imagination, discovery, and logical reasoning. This actually means that constructivist teaching is focused on the process of acquiring meaningful knowledge and skills, adopting positive attitudes, cultural values and competencies, with the maximum use and development of each individual's cognitive, affective, psychomotor, and experiential potentials. Therefore, the aim of this paper is to put in focus the objective understanding and critical description of the traditional concept of teaching and learning by using the method of theoretical analysis. At the same time, the paper focuses on elaborating on cognitive starting points, possibilities, advantages, and limitations of a relatively modern concept based on constructivist, more precisely, critical constructivist didactic paradigm.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","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":"71234113","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 New Ecological Paradigm scale from the perspective of the pre-service primary and preschool teachers' ecological narratives","authors":"Zorica Veinović, J. Stanišić","doi":"10.5937/inovacije2301033v","DOIUrl":"https://doi.org/10.5937/inovacije2301033v","url":null,"abstract":"The New Ecological Paradigm scale (NEP scale) examines the environmental view of the world and the results can be used for assessing the effectiveness of environmental education and planning future educational policies. Despite its widespread use, the scale is subject to criticism. In order to check the researchers' assumptions about the problematic nature of the statements in the scale, and encouraged by the broader context of the NEP scale application, we decided to conduct a qualitative research. The goal was to gain a better insight into the respondents' thoughts underlying their evaluations of the statements in the NEP scale. The sample consisted of the students of the Teacher Education Faculty, University of Belgrade. The NEP scale and the interview protocol were the instruments used in the research. The data were processed using the program for qualitative research MAXQDA 12. In the paper, we present a part of the results of a wider research. A comparative analysis of the responses in the scale and the respondents' narratives indicated a frequent discrepancy between these two categories of the responses in the 1st, 6th and 11th statements of the NEP scale. This called into question the possibility of using the NEP scale to determine the actual attitudes of the respondents regarding these claims. The analysis of the respondents' narratives identified the characteristics of the claims, which are the basis of the mentioned problems, and some of them include the absence of the environmental context, the vagueness of the parts of the specific claim, the complexity of the wording. These results suggest that, in order to gain a more objective insight into one's environmental worldview, it is necessary to revise the disputed claims in the scale or use it in combination with an interview.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","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":"71234129","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":"Barriers during distance learning in a pandemic time from the aspect of Serbian secondary school students","authors":"Marija Jovanović, D. Dimitrijević","doi":"10.5937/inovacije2301102j","DOIUrl":"https://doi.org/10.5937/inovacije2301102j","url":null,"abstract":"During the pandemic caused by the COVID-19 virus, the whole world faced numerous issues in regard to an urgent response that was needed in all areas of society. Education is one of the fields that has faced the biggest changes as well as problems caused by the transfer of learning from the real world to the virtual environment. The aim of this research is to examine the barriers that students encountered during the implementation of distance learning. The research was conducted on a sample of 424 high school students using an especially designed instrument that included 40 potential barriers. By using factor analysis, the barriers in distance learning were identified and grouped into nine dominant factors: socio-emotional, content-related, communication and support, technical skills, assessment, technical conditions, administrative, organizational, and cheating on tests. The ranking of the selected factors showed that in our sample the most common barriers were cheating on tests and assessment, while technical skills were the least common barrier. The obtained results point to significant pedagogical implications in the field of didactic-methodological education and teacher professional development, but also to the need to empower them to engage in cooperative and team work.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71234185","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}