Inovacije u Nastavi最新文献

{"title":"Analysis of Textbook use in 4th and 5th grades of primary school","authors":"Milena Ivanuš-Grmek, Monika Mithans, Polona Jančič-Hegediš","doi":"10.5937/inovacije2103014i","DOIUrl":"https://doi.org/10.5937/inovacije2103014i","url":null,"abstract":"A modern trend in quality textbooks is to stimulate different areas of student development social , cognitive, moral, and emotional, considering students' learning specifics. Textbooks are adapted to students if they consider their developmental level, experience and level of understanding ; use appropriate language; encourage reading through comprehension, and include illustrations in the text (Marentič Požarnik, 2016). The quality of learning resources that students can also use to learn independently is important. The main purpose of the Slovenian project The Quality of Slovenian Textbooks (KaUč) is to develop textbook quality indicators for practical use in validation and evaluation processes. As part of the KaUč project, an empirical research was conducted on the research sample of 505 students, with its research aim to analyse the use of textbooks and workbooks in 4th and 5th grades of primary school. Based on the performed analyses, we can determine that the use of printed textbooks prevails in all educational subjects. Textbooks are most often used for the first foreign language subject, science and technology, and for social studies.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","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":"71233134","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 virtual reality: Teachers' and students' perceptions and experience in English language learning and teaching online","authors":"Milena Tanasijević, N. Janković","doi":"10.5937/inovacije2104167t","DOIUrl":"https://doi.org/10.5937/inovacije2104167t","url":null,"abstract":"An invisible, yet cruel virus has made the entire world face a new reality. Regardless of the degree to which online communication had already been used in educational settings before the Covid-19 pandemic, almost no one working in education had a feeling of being ready to work in the new circumstances. The process of migration to emergency remote language teaching and learning was stressful for all stakeholders in education - management, lecturers, students and their parents. Relying on the reflective and descriptive methods, the paper investigates the advantages and disadvantages of digital tools and platforms for remote collaborative learning, primarily ZOOM, Microsoft Teams, Jitsi Meet, and online learning management systems, recognised by the students and teachers within the mandatory and elective General English, ESP and EMI courses at the Teacher Education Faculty, University of Belgrade and Belgrade Metropolitan University. We conducted qualitative research by using structured and unstructured interviews and monitoring students' collaborative work. In the conclusion, the paper emphasises the aspects of educational technologies which have proved to be beneficial for everyone included in the process, without limiting the creativity, development of thinking skills and investigative spirit of students and lecturers while learning and teaching English.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","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":"71233143","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":"Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci","authors":"D. Trivic, Lidija Ralevic, Biljana Tomašević","doi":"10.5937/inovacije2103095t","DOIUrl":"https://doi.org/10.5937/inovacije2103095t","url":null,"abstract":"The aim of this research is to examine how students in the eighth grade of elementary school and the first grade of high school interpret the representations of the structure and composition of substances and how successful they are in transforming the representations of one level into another. A total of 193 students participated in the research, 81 students of the eighth grade of elementary school and 112 students of the first grade of high school. According to the aim of the research and research questions, a test was prepared whose requirements referred to different levels of representations related to the structure of atoms, molecules and ions, chemical bonds, pure substances and mixtures. The students in the first grade of high school achieved a statistically significantly better overall achievement on the test compared to the students in the eighth grade of elementary school. The results of the research show that submicroscopic level representations help the eighth-grade students less in understanding the structure of atoms, molecules and ions, as well as the composition of pure substances and mixtures, while the first-grade high school students are more successful in their interpretation. In addition, the research results have shown that there are problems in translating the meaning of one level of representations to another, especially when information is conveyed using submicroscopic-level representations.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","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":"71233210","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":"Inkluzija u obrazovanju - istraživački pristupi i problemi","authors":"Jasna Maksimović, Jelena Stamatović","doi":"10.5937/inovacije2103026m","DOIUrl":"https://doi.org/10.5937/inovacije2103026m","url":null,"abstract":"The paper investigates the problems of inclusive education from the perspective of scientific research and with an intention to point to the most pressing problems of inclusive education in Serbia from the researchers' perspective. The analysis encompassed 135 papers focused on different problems related to the research of the inclusive theory and practice and published in the pedagogical literature in the last 10 years. Two units of analysis have been selected: theoretical and problem approach to studying and researching, as well as the methodological approach to the research of inclusive education. The results indicate that, during the first decade after inclusive education had been introduced in Serbia, the authors were dealing mostly with the problems of critical consideration of the conceptual discourse and practice of inclusive education, and very little with the effects of inclusive education. It has been established that empirical papers take prevalence over theoretical ones, while descriptive and survey methods were applied most commonly. The research was carried out using mostly the one-sample technique and instruments and no participatory research was conducted. The pedagogical implications refer to the need for a more objective research of the effects of inclusion, given the ten-year period of implementation, and that the research approaches should include all inclusive education actors through participatory and qualitative research in order to offer the guidelines to the creators of the educational reform and its participants in terms of further improvement of the idea and practice of inclusive education.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","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":"71233285","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":"Istine i zablude o kreativnom učenju","authors":"Slavica Maksić","doi":"10.5937/inovacije2101001m","DOIUrl":"https://doi.org/10.5937/inovacije2101001m","url":null,"abstract":"Creativity in a tangible and intangible product is an attempt at overcoming the current situation in the field of creation and the life of the person who creates the product. The main feature of creativity is an effective novelty in relation to something familiar, which means that it offers an appropriate solution to the problem to which it refers. The paper criticizes the thesis on the innateness of creativity, according to which a person is creative on the basis of heritage, which would practically mean that education does not have any special significance for the creation of creative works. The criticism is based on the current theories of creativity that indicate the developmental nature of creativity and emphasize the role of learning in the development of creative potentials. The new is built on the existing knowledge through learning, which implies creative processing of information, becoming familiar with it, understanding, acceptance and placement of that information in one's own knowledge-base of what has been learned. The more creative the learning process is, the greater the chances that it will encourage the creativity of the learner in relation to the existing knowledge and the aspiration for its re-examination and change. The developmental approach to creativity, which begins with creative learning, has been linked to the theory of growth and fixed mindsets about human nature, which addresses our capacity to adapt, change, and grow. In the continuation of the paper, the conditions are considered that would support to a greater extent the creative learning in school. In the final part of the paper, the limitations of this approach are discussed and questions proposed for future research.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","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":"71232543","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":"Iskustva učitelja i nastavnika tokom realizacije nastave na daljinu usled pandemije virusa korona (COVID-19)","authors":"Dejan Đorđić, Marijana Cvijetić, Rade Damjanović","doi":"10.5937/inovacije2102086d","DOIUrl":"https://doi.org/10.5937/inovacije2102086d","url":null,"abstract":"The most important feature of modern distance learning is the change of student position, which is reflected in the fact that students, although physically separated from the teacher and other students, can communicate with the teacher and cooperate with other students easily. Following the decision of the Ministry of Education, Science and Technological Development, the direct teaching in the classroom was stopped and online teaching was introduced. The research sought to determine the experiences of the primary school and subject teachers in relation to the implementation of distance teaching and learning. The total number of 534 teachers from primary schools from the territory of the AP Vojvodina participated in the research, and a questionnaire was created for the needs of the research. The results show that the respondents generally have a positive view of teaching via TV, but they believe that the way of organizing such lessons and the quality of the lessons should be improved. On average, the respondents expressed the view that the lower-grade students can follow the classes on TV more easily than others. The respondents singled out Viber and e-mail as the most useful means of communication with students and parents. The most common type of material distributed to students is textual material with an additional learning content. Based on the obtained results, it can be concluded that the experiences of teachers are very diverse in terms of different aspects of the implementation of distance learning during the COVID-19 pandemic.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","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":"71233004","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":"Interakcijski aspekti onlajn-nastave stranih jezika na univerzitetskom nivou u doba pandemije virusa korona","authors":"Nataša Popović, Vanja V. Manić-Matić, Jelena Borljin","doi":"10.5937/inovacije2104094p","DOIUrl":"https://doi.org/10.5937/inovacije2104094p","url":null,"abstract":"Razvoj pandemije izazvane virusom korona doveo je do velikih promena u procesu nastave i učenja, budući da je klasičan oblik nastave zamenjen onlajn-nastavom. Kako bi se omogućila realizacija nastavnog procesa, univerziteti su stavili na raspolaganje nastavnicima i studentima platforme i alate za onlajn-nastavu koji omogućuju različite vrste sinhrone i asinhrone interakcije. Cilj ovog rada jeste da se utvrde načini ostvarivanja najvažnijih tipova interakcije u okviru onlajn-nastave (interakcija student - nastavnik, student - student i student - sadržaj), njihov stepen i da se ukaže na eventualne nedostatke. Istraživanje je sprovedeno na Filozofskom fakultetu Univerziteta u Novom Sadu tokom akademske 2020/2021. godine i u njemu su učestvovali studenti koji uče francuski i španski kao obavezni, odnosno izborni jezik. Sprovedeno istraživanje je anketnog tipa, a dobijeni podaci analizirani su kombinacijom kvalitativnih i kvantitativnih postupaka. Rezultati istraživanja su pokazali da kombinacija dveju platformi za učenje na daljinu, od kojih je jedna sinhrona, a druga asinhrona, predstavlja najbolje rešenje za razvijanje svih navedenih oblika interakcije. Takođe, na osnovu sprovedene analize može se zaključiti da je većina studenata zadovoljna načinom na koji su ovi vidovi interakcije ostvareni u virtuelnom okruženju. Uloga nastavnika je u znatnoj meri izmenjena u odnosu na tradicionalnu nastavu i veoma je kompleksna. Nastavnik više nije samo prenosilac znanja, već medijator, facilitator, vodič, saradnik, pedagog i psiholog. Budući da se i forma didaktičkog materijala promenila i postala digitalizovana, od studenata se očekuje aktivno angažovanje u onlajn-nastavi, kako u sinhronoj, tako i u asinhronoj. Kada je reč o prvom tipu interakcije: student - nastavnik, treba napomenuti da je, osim platformi za elektronsko učenje, i imejl korišćen u velikoj meri kao sredstvo komunikacije. Nastavnici su pokazali visok stepen razumevanja prema studentima i novonastaloj situaciji i bili su skoro uvek dostupni. Ovaj tip interakcije se pokazao naročito pogodnim, kako za introvertne i za anksiozne osobe, tako i za studente koji su u radnom odnosu. Kada je reč o interakciji student - student, studenti su koristili već poznate aplikacije i društvene mreže za međusobnu komunikaciju, bilo da je u pitanju grupni rad ostvaren radi izrade određenih zadataka, bilo da je reč o komunikaciji za druge potrebe. Kada je u pitanju interakcija student - sadržaj, studenti su lako pristupali didaktičkim materijalima koji su im bili dostupni sve vreme, a osim toga, nastavnici su im sugerisali da koriste i druge multimedijalne sadržaje dostupne na internetu. Međutim, prilikom odabira didaktičkog materijala treba imati u vidu fenomen hiperkonekcije, opterećenje studenata i činjenicu da se onlajn-predavanja i konsultacije održavaju u tačno određenom i ograničenom vremenu. Budući da se nastava nije izvodila u klasičnoj učionici i da studenti nisu imali mogućnost da direktno, tj. uživo kom","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","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":"71233026","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":"Obrazovni efekti kontekstualnog učenja u nastavi srpskog jezika","authors":"Vlatka Spasojević, Miletić Ilić","doi":"10.5937/inovacije2103061s","DOIUrl":"https://doi.org/10.5937/inovacije2103061s","url":null,"abstract":"This research demonstrates the results of the first experimental assessment of the educational outcomes of contextual learning in the traditional and innovative teaching systems (responsible teaching and different complexity levels teaching). The ultimate aim of the experimental assessment is to determine whether the contextual learning in teaching process results in more favorable educational effects while being realistically assessed and whether it is possible to enhance the contextual learning and innovative teaching in our schools to overcome the limitations of mainly de-contextual learning based on the conservative didactic paradigm. During the 2018/19 school year, the experiment was carried out with grade five students from three elementary schools within the field of Serbian language. Each of the three elementary schools had two experimental and two assessment classes. The experimental effectiveness of the didactically and methodologically founded new exercises of contextual learning and complementary teaching was assessed. The method of an experiment with parallel groups, method of analysis and synthesis, and comparative method were applied in the research. After the initial and final assessment, it was determined that the systematic exercises of the contextual learning compared to the dominating de-contextual learning exercises made a significant impact on the increase of educational achievements determined by the reading speed and text comprehension tests. No significant impact was detected on the students' speaking ability. The obtained results provide more reliable starting points for more systematic and comprehensive pedagogical, psychological, didactical, and methodological research of contextual learning in the teaching process and indicate positive educational effects.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","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":"71233190","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":"Preispitivanje odnosa pozitivnog razvoja mladih i socioemocionalnog učenja - sistematski pregled","authors":"Marina Kovačević-Lepojević, Branislava Popovic-Citic, Lidija Bukvic-Brankovic","doi":"10.5937/inovacije2103110k","DOIUrl":"https://doi.org/10.5937/inovacije2103110k","url":null,"abstract":"Positive youth development and socioemotional learning stand out as the most systematic and comprehensive approaches to well-being of children and adolescents. The aim of this paper is to con-sider the relationship between the socioemotional learning and positive youth development. Based at the systematization of scientific studies in the form of systematic reviews and meta-analyses on the positive youth development interventions, theoretical and practical considerations are given. The scientific results published in the last five years in English are included as well. Online data bases searched include: Google Scholar, PsycINFO, Web of Science (WOS), Education Resources Informa-tion Center (ERIC) and Scopus. The research results show that the most effective positive youth de-velopment interventions are incorporated into curriculum, based at socioemotional learning, applied by the teachers.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","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":"71233260","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":"Stavovi budućih vaspitača o integrativnom pristupu razvoju matematičkog mišljenja","authors":"Jasmina Milinković, Marija M. Vorkapić","doi":"10.5937/inovacije2103124m","DOIUrl":"https://doi.org/10.5937/inovacije2103124m","url":null,"abstract":"The research deals with integrative approach in preschool education. The integrative approach is based on the hollistic perception of the preschool children's world. This approach is one of the key elements of the new concept of preschool education set out in a document entitled \"Years of Ascent\". The paper looks at the place of mathematical contents in the curriculum as well as the characteristics of the integrative approach which provide the conditions for the initial development of mathematical reasoning. The empirical section of the paper offers the results of the research related to pre-service preschool teachers' attitudes towards the integrative approach. The aim of the paper is to contribute, both theoretically and empirically, to a better understanding of the importance of the preschool teachers' professional competence to implement integrated activities.","PeriodicalId":32413,"journal":{"name":"Inovacije u Nastavi","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":"71233275","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}