Zbornik Instituta za Pedagoska Istrazivanja最新文献_第10页

Improving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instruction 依靠元认知策略提高听力理解能力——关注词汇和特定的二语教学

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Zbornik Instituta za Pedagoska Istrazivanja Pub Date : 2016-01-01 DOI: 10.2298/ZIPI1602301J

Danica M. Jerotijević-Tišma

{"title":"Improving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instruction","authors":"Danica M. Jerotijević-Tišma","doi":"10.2298/ZIPI1602301J","DOIUrl":"https://doi.org/10.2298/ZIPI1602301J","url":null,"abstract":"The present paper aims at investigating the application of an instructional method specifically focused on the expansion of metacognitive awareness and its effect on Serbian EFL students’ listening comprehension. The current study is a follow-up research of a similar study by Vandergrift and Tafaghodtari (2010). However, we sought to expand the previous research by investigating the relationship between the students’ current level of L2 (target language) vocabulary and listening test scores. Our study likewise differed in the sample of participants, the target language, teaching and testing material used, and the duration of the very experiment. To answer the proposed research questions we conducted an experiment with 57 Serbian secondary school EFL (English as a Foreign Language) learners divided into experimental (n=27) and control group (n=30). The results of the preand post-tests of the two groups showed the beneficial effects of developing metacognitive strategies and the strong positive correlation between the level of vocabulary and listening comprehension. The paper underlines important pedagogical implications especially regarding the enhancement of metacognitive awareness and vocabulary proficiency of students in order to improve performance on listening comprehension tasks.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"10 1","pages":"301-320"},"PeriodicalIF":0.3,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87606938","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: 3

Cooperation in teaching: The effects of implementing the “trefoil” model 合作教学:实施“三叶草”模式的效果

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Zbornik Instituta za Pedagoska Istrazivanja Pub Date : 2016-01-01 DOI: 10.2298/ZIPI1601027D

Vladimir Džinović, M. Marusic

{"title":"Cooperation in teaching: The effects of implementing the “trefoil” model","authors":"Vladimir Džinović, M. Marusic","doi":"10.2298/ZIPI1601027D","DOIUrl":"https://doi.org/10.2298/ZIPI1601027D","url":null,"abstract":"The starting point of the paper is the importance of developing the skill of cooperation and the undisputed significance of cooperative work for the outcomes of the learning process. We examine the effects of teacher training conducted in order to encourage the teachers to implement work methods and forms aimed at developing cooperation. Cooperation is operationalised through the following components: cooperative learning, exchange of opinions with the aim of accomplishing the goal and prosocial behaviour that includes understanding and empathy. The data were collected by repeated observation - before and after the conducted training. The sample included 72 classes realised by 20 teachers of one primary school. Using variance analysis, we determined the effects on two out of four cooperation indicators: the teacher encourages group activities with the common goal and cooperative learning and the teacher encourages the students to talk and exchange opinions in order to achieve a certain goal together. There were no effects on the indicators that referred to including the teacher in the exchange process and encouraging understanding and empathy in students. The lack of effects was ascribed to the way in which teachers perceive their role in relation to students, as well as to the limited number of the observed classes. Research findings point to the efficiency and usefulness of this way of improving teaching practice as well as to the changes that can be implemented to enhance the presented training programme. [Projekat Ministarstva nauke Republike Srbije, br. 179034: Od podsticanja inicijative, saradnje i stvaralastva u obrazovanju do novih uloga i identiteta u drustvu]","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"48 1","pages":"27-47"},"PeriodicalIF":0.3,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75102895","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 effects of laboratory inquire-based experiments and computer simulations on high school students‘ performance and cognitive load in physics teaching 实验室探究式实验和计算机模拟对高中生物理教学表现和认知负荷的影响

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Zbornik Instituta za Pedagoska Istrazivanja Pub Date : 2016-01-01 DOI: 10.2298/ZIPI1602264R

B. Radulović, M. Stojanović, V. Županec

{"title":"The effects of laboratory inquire-based experiments and computer simulations on high school students‘ performance and cognitive load in physics teaching","authors":"B. Radulović, M. Stojanović, V. Županec","doi":"10.2298/ZIPI1602264R","DOIUrl":"https://doi.org/10.2298/ZIPI1602264R","url":null,"abstract":"The main goal of this study was to examine the extent to which different teaching instructions focused on the application of laboratory inquire-based experiments (LIBEs) and interactive computer based simulations (ICBSs) improved understanding of physical contents in high school students, compared to traditional teaching approach. Additionally, the study examined how the applied instructions influenced students’ assessment of invested cognitive load. A convenience sample of this research included 187 high school students. A multiple-choice test of knowledge was used as a measuring instrument for the students’ performance. Each task in the test was followed by the five-point Likert-type scale for the evaluation of invested cognitive load. In addition to descriptive statistics, determination of significant differences in performance and cognitive load as well as the calculation of instructional efficiency of applied instructional design, computed one-factor analysis of variance and Tukey’s post-hoc test. The findings indicate that teaching instructions based on the use of LIBEs and ICBSs equally contribute to an increase in students’ performance and the reduction of cognitive load unlike traditional teaching of Physics. The results obtained by the students from the LIBEs and ICBSs groups for calculated instructional efficiency suggest that the applied teaching strategies represent effective teaching instructions. [Projekat Ministarstva nauke Republike Srbije, br. 179010: The Quality of Education System in Serbia from European Perspective]","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"13 1","pages":"264-283"},"PeriodicalIF":0.3,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85204097","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: 16

Syntactic features of written discourse at early primary school age - a longitudinal approach 小学早期书面语篇的句法特征——纵向研究

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Zbornik Instituta za Pedagoska Istrazivanja Pub Date : 2016-01-01 DOI: 10.2298/ZIPI1601087I

M. Ivanović

{"title":"Syntactic features of written discourse at early primary school age - a longitudinal approach","authors":"M. Ivanović","doi":"10.2298/ZIPI1601087I","DOIUrl":"https://doi.org/10.2298/ZIPI1601087I","url":null,"abstract":"By the acquisition of written language form during the first years of schooling, the child starts to move away from the elementary structures by including new, more complex constructions into the existing base. The aim of this paper is to study the ability of producing different clause types in the texts of first- and fourth-grade primary school students, i.e. to study the existing differences in the syntactic structures of texts between the older and younger students. The initial research as well as the repeated measuring after three years included forty-two students of one primary school from Belgrade. Since in both the first and the second cycle of the study each child composed three texts, the corpus consisted of 252 texts. The analysis of the obtained material was performed using the SPSS software package. The results provide an insight into the average length of texts and sentences produced by first-grade and fourth-grade students. The longer the duration of schooling, the lower the number of simple clauses (both basic and extended), as well as coordinate clauses, while the number of constructions with subordinate clauses is increasing. This finding confirms the fact that early primary school age children are expanding their syntactic competence, i.e. that their later language development continues in the school period. This can be helpful for teachers in the process of literacy acquisition and in developing the strategies that facilitate reaching the higher levels of competence in written discourse and evolving of children’s syntax towards the writing patterns of adult speakers. [Projekat Ministarstva nauke Republike Srbije, br. OI 178002: Jezici i kulture u vremenu i prostoru i br. OI 179068: Evaluacija tretmana stecenih poremecaja govora i jezika]","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"25 1","pages":"87-105"},"PeriodicalIF":0.3,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87144303","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 inclusion of disadvantaged children in preschool programs: The children’s rights and social responsibility 弱势儿童纳入学前教育:儿童的权利与社会责任

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Zbornik Instituta za Pedagoska Istrazivanja Pub Date : 2016-01-01 DOI: 10.2298/ZIPI1601147J

J. Jager

{"title":"The inclusion of disadvantaged children in preschool programs: The children’s rights and social responsibility","authors":"J. Jager","doi":"10.2298/ZIPI1601147J","DOIUrl":"https://doi.org/10.2298/ZIPI1601147J","url":null,"abstract":"Participation of at least 95% of children between the ages of 4 and the mandatory school age in high-quality preschool programs represents an important contribution to the achievement of the Europe 2020 strategy. Slovenia is not far from achieving this objective; however, if we consider participation in preschool programs from the perspective of the entire population of preschool children and the realisation of children’s rights, we note that nearly a quarter of children - among them (at least in the wider European area) the most disadvantaged - have not realised the right to education. We studied the awareness of the importance of ensuring access to preschool programs for all children on a representative sample of 106 Slovenian preschool principals by means of quantitative pedagogical research. The results show a high percentage of disadvantaged children in the preschool areas and in the preschools themselves; on the other hand, only a low percentage (only one-third) of preschools collect data about disadvantaged children and implement preschool programs for them; only one-fifth of preschools implement preschool programs for disadvantaged children. In order to act responsibly and enable all children the right to education, we must start devoting greater attention to identifying and including disadvantaged children in preschool programs.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"2 1","pages":"147-163"},"PeriodicalIF":0.3,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73072587","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

Construction and validation of a questionnaire on language learning motivation 语言学习动机调查问卷的建构与验证

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Zbornik Instituta za Pedagoska Istrazivanja Pub Date : 2016-01-01 DOI: 10.2298/ZIPI1602284N

L. Nikitina, D. Mohd, Sau Loh Cheong

引用次数: 15

Family and intellectual abilities of adolescents as the factors of adolescents’ prosocial behaviour 家庭和青少年智力是青少年亲社会行为的影响因素

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Zbornik Instituta za Pedagoska Istrazivanja Pub Date : 2016-01-01 DOI: 10.2298/ZIPI1601048J

M. Jelić, I. Stojković

{"title":"Family and intellectual abilities of adolescents as the factors of adolescents’ prosocial behaviour","authors":"M. Jelić, I. Stojković","doi":"10.2298/ZIPI1601048J","DOIUrl":"https://doi.org/10.2298/ZIPI1601048J","url":null,"abstract":"Previous studies have offered important findings on the frequency of negative forms of social behaviour in children with intellectual disabilities and typically developing children. However, there is a lack of studies dealing with the link between the prosocial behaviour of youth and family variables. The aim of the conducted research was to study the degree of connection of the quality of parenting and the level of intellectual development of adolescents with the prosocial behaviour of adolescents. The sample consisted of 416 respondents, aged 12 to 18, divided into two groups. One group comprised 210 adolescents (130 typically developing adolescents and 80 adolescents with mild intellectual disabilities) without parental care, and the other group included 206 adolescents (130 typically developing adolescents and 76 adolescents with mild intellectual disabilities) with parental care. For the assessment of prosocial behaviour we used the subscale Prosocial behaviour from the Strengths and Difficulties Questionnaires - SDQ. The results have confirmed that, regardless of intellectual status, young people without parental care exhibited prosocial behaviour significantly less frequently than young people with parental care. The findings are discussed within the context of the starting model. The concluding part of the paper points to the fact that cognitive deficits are not a limiting factor in the development of prosocial behaviour of adolescents with mild intellectual disabilities and that further research is needed on the influence of environmental factors on the exhibition of prosocial behaviour in adolescents.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"103 1","pages":"48-69"},"PeriodicalIF":0.3,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86897819","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 relationship between working memory and mathematical skills in third-grade primary school students 小学三年级学生工作记忆与数学技能的关系

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Zbornik Instituta za Pedagoska Istrazivanja Pub Date : 2016-01-01 DOI: 10.2298/ZIPI1602321K

Anita Kovačić-Popović, M. Vujanovic

引用次数: 0

Formulating textual tasks based on mathematical expressions in the fourth grade of primary school 小学四年级基于数学表达式的文本任务制定

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Zbornik Instituta za Pedagoska Istrazivanja Pub Date : 2016-01-01 DOI: 10.2298/ZIPI1601106C

Ilijana R. Čutura, N. Vulović

{"title":"Formulating textual tasks based on mathematical expressions in the fourth grade of primary school","authors":"Ilijana R. Čutura, N. Vulović","doi":"10.2298/ZIPI1601106C","DOIUrl":"https://doi.org/10.2298/ZIPI1601106C","url":null,"abstract":"The paper deals with the characteristics of students’ products of independent writing in mathematics instruction. The importance of the research stems from a relatively low achievement of primary school students in Serbia on international tests of trends of students’ achievement in mathematics and sciences, as well as from the prominent need, proven both empirically and theoretically, to devote attention to writing not solely in language instruction, considering a low level of basic and functional literacy of students. The aim of the research was to study the characteristics of students’ products in which they translated mathematical expressions into textual form. The criteria for analysing students’ products were the following: mathematical accuracy, reality of the context, variety and originality of topics, dominant types of text structuring and normative, lexical and syntactic characteristics. The sample included 198 fourth-grade primary school students. Standard quantitative and qualitative methodological procedures were used. The findings indicate that the students have not been sufficiently trained to translate mathematical expressions into the form of textual tasks. Although they recognised and complied with the rules of the genre and functional style, students did not pay attention to the reality of the context and quantities. They also neglected other aspects that are not directly related to mathematics instruction: innovativeness in selecting the topics of textual tasks, orthographic and grammatical accuracy of the text/textual task, choice of vocabulary and syntactic complexity of sentences. The results also suggest that it is necessary to devote more attention to open-ended problems and the quality of linguistic expression in the instruction of all school subjects.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"88 1","pages":"106-126"},"PeriodicalIF":0.3,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81395027","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

An exploration of acceptance of innovative computer use in teaching mathematics among pre-service class teachers and mathematics teachers 职前班教师和数学教师对计算机创新应用于数学教学的接受程度探讨

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Zbornik Instituta za Pedagoska Istrazivanja Pub Date : 2016-01-01 DOI: 10.2298/ZIPI1602339M

Verica Milutinović

引用次数: 1