Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje最新文献

{"title":"Teachers’ Conceptualisations and Needs in Developing Foreign Language Literacy Skills at Primary Level / Konceptualizacije i potrebe učitelja u razvoju osnovnih vještina pismenosti na stranom jeziku u primarnom obrazovanju","authors":"Mateja Dagarin Fojkar, Tina Rozmanič","doi":"10.15516/CJE.V23I0.4035","DOIUrl":"https://doi.org/10.15516/CJE.V23I0.4035","url":null,"abstract":"As many European countries have introduced English language teaching at pre-primary and primary levels, the need for effective development of foreign language literacy skills has proved to be essential. Traditionally, literacy is defined as the ability to read and write. However, broader definitions include understanding of a wide range of texts and the ability to communicate in multilingual environments. Most teacher education programmes do not provide sufficient training for the development of initial and basic foreign language literacy skills of learners, and teachers feel they do not receive enough support in this area. As a result, Slovenian pupils of English are the least proficient in reading of all the language skills, with 12% of them failing to reach A1 level in reading and 29% remaining at this level at the end of primary school (European Commission, 2012). The aim of the present study was to investigate the perceptions of English teachers (N=112) regarding the development of foreign language literacy skills in Slovenian primary schools. For this purpose, a questionnaire was used to research how teachers conceptualise the development of FL literacy, how they assess pupils’ difficulties with reading and writing tasks and the literacy areas in which they think they would need more support in their teaching. A quantitative approach and a content analysis of the open questions were used. The differences between the teacher groups were measured with the Chi-square test. The study indicated teachers’ restricted views on the meaning of literacy in the open questions, while the closed questions implied a broader understanding of the concept. Most teachers expressed a desire to gain more professional knowledge in this area. The results of the study will provide a starting point for developing more effective teacher training programmes in foreign language literacy and for supporting in-service teachers in developing foreign language literacy at primary level. Key words : primary education; professional development; reading; teachers’ perceptions; writing --- Buduci da su mnoge europske države ukljucile poucavanja engleskoga jezika na predskolskoj i osnovnoskolskoj razini, potreba za ucinkovitim razvojem jezicnih vjestina na stranom jeziku pokazala se važnom. Tradicionalne definicije određuju pismenost kao sposobnost citanja i pisanja, a sire definicije pismenosti ukljucuju razumijevanje sirokoag raspona tekstova i sposobnost komunikacije u visejezicnom okruženju. Vecina programa obrazovanja ucitelja ne osposobljava ih dovoljno za razvoj inicijalnih i osnovnih vjestina pismenosti ucenika na stranom jeziku, a sami ucitelji smatraju da ne dobivaju dovoljno podrske u ovom podrucju. Zahvaljujuci tome najmanje razvijena jezicna vjestina slovenskih ucenika engleskoga jezika je citanje: 12 % ucenika ne uspijeva dosegnuti A1 razinu citanja, a 29 % ucenika ostaje na ovoj razini na kraju osnovne skole (Europska komisija, 2012). Cilj ovog istraživanja bio j","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"53 53 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88696627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of Homework in Science and Social Studies / Evaluacija domaće zadaće u Prirodi i društvu","authors":"Edita Borić","doi":"10.15516/CJE.V23I0.4055","DOIUrl":"https://doi.org/10.15516/CJE.V23I0.4055","url":null,"abstract":"Systematic monitoring of students’ achievements as well as encouraging and improving the development of their knowledge, skills and abilities is one of the basic tasks of school. Apart from monitoring the progress of students during the teaching process, monitoring and evaluation of their independent work at home is also considered. A new approach to curriculum planning emphasizes the importance of formative evaluation, which implies monitoring and feedback about the learning process. A well-designed homework task can be an excellent indicator of progress in a student’s independent work outside of school. Creating and evaluating constructivist homework enables monitoring the development of students’ research skills as one of the two key evaluation elements in Science and Social Studies. The aim of the paper was to determine the frequency of homework evaluated by teachers and the ways teachers evaluate homework in Science and Social Studies classes. In addition, the aim was to identify the sources of homework which are mostly evaluated. A sample study included 83 primary school teachers, whose assignment, assessment and evaluation of student homework was observed by the students of the Faculty of Education in Osijek and Slavonski Brod during their professional-pedagogical practice. The study analysed 343 Science and Social Studies lessons in which homework was assigned. The results show that teachers did not evaluate a large amount of homework, or they only marked it as reviewed without any feedback about students’ progress and achievement. Therefore, the study reflects the importance of planning, creating and evaluating homework assignments in Science and Social Studies classes. Key words: curriculum; formative evaluation; homework assignments; learning outcomes; sources of homework --- Sustavno pracenje ucenickih postignuca, kao i poticanje i poboljsanje razvoja njihovih znanja, vjestina i sposobnosti, jedna je od osnovnih zadaca skole. Osim pracenja napretka ucenika tijekom procesa poucavanja, također smo razmotrili pracenje i evaluaciju samostalnoga rada ucenika kod kuce. Novi pristup planiranju kurikula naglasava važnost formativne evaluacije, sto obuhvaca pracenje i davanje povratnih informacija o procesu ucenja. Dobro osmisljena zadaca može biti odlican pokazatelj napretka u samostalnom radu ucenika izvan skole. Kreiranje i evaluacija konstruktivisticke domace zadace omogucuje pracenje razvoja ucenickih istraživackih vjestina kao jednog od kljucnih elemenata evaluacije u predmetu Priroda i drustvo. Cilj ovoga rada bio je utvrditi koliko cesto ucitelji evaluiraju domace zadace i nacine na koje to cine u nastavi Prirode i drustva. Osim toga, cilj je bio utvrditi koje izvore zadace ucitelji najvise evaluiraju. Uzorak studije obuhvatio je 83 osnovnoskolska ucitelja cije zadavanje domacega rada, procjenu i evaluaciju zadaca ucenika promatrali su studenti Fakulteta za odgoj i obrazovne znanosti u Osijeku i Slavonskom Brodu tijekom profesionalno-p","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"3 1","pages":"85-103"},"PeriodicalIF":0.2,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78608027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preliminary Validation of the Holistic Experience of Motivation Scale (HEMS): An Empirico-Philosophical Approach / Preliminarna validacija Skale cjelovito iskustvo motivacije: empirijsko - filozofski pristup","authors":"Edin Branković, Marko Badrić","doi":"10.15516/CJE.V23I0.4032","DOIUrl":"https://doi.org/10.15516/CJE.V23I0.4032","url":null,"abstract":"The aim of this study is to test the reliability and validity of the instrument known as Holistic Experience of Motivation Scale (HEMS) that has been used to examine the foundation of holistic experience of motivation in adolescents. Analyzing current research, theories, and practices in positive psychology, it is assumed that the need for purpose, i.e. recognition of the purpose, is a common need manifested differently in different constructs of human motivation. The HEMS is proposed after a theoretical and comparative analysis of various constructs of motivation, philosophies, and educational theories. Holistic Experience of Motivation (HEM) is measured in adolescents (age 14-15, total 50) after the intervention program (IP) in physical education that shows positive effects on intrinsic motivation, self-determination, achievement of goals, flow, thriving, and mindfulness. In the preliminary validation of the instrument, reliability and validity were measured using descriptive and principal component factor analysis for the case 1:5 with the Monte Carlo method. In the final instrument of 10 variables, three preliminary factors emerged: purpose, focus and example/role-model, but with the application of the Monte Carlo method only one factor emerged. The preliminary results show that the basis of the HEM can be the factor of “purpose”. The purpose or meaning may be a common need that is presented through different constructs of motivation in positive psychology. Different philosophical paradigms and constructs of motivation are shown to be connected. It is shown that the purpose or meaning in question is of spiritual/religious nature and that it is manifested through satisfying the basic psychological needs of selfCroatian Journal of Education Vol.23; Sp.Ed.No.1/2021, pages: 11-30 Original research paper Paper submitted: 5 May 2020 Paper accepted: 1 November 2020 https://doi.org/10.15516/cje.v23i0.4032 Branković and Badrić: Preliminary Validation of the Holistic Experience of Motivation Scale (HEMS) ... 12 determination and through the realization of motivational sparks that are markers of deep personal interests. The results show that the HEMS requires an upgrade with an additional validation on a larger sample and its correlation with other constructs in positive psychology. Also, they confirm that relationships have a significant role in motivation and recognition of personal purpose. The study presents the IP that can be used for making an environment for a holistic experience of motivation, which can also be applied in programs that aim toward the development of leadership and moral and ethical values in youth.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"19 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81740469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Relationship Between Self-Esteem, Self-Efficacy, Family and Life Satisfaction, Loneliness and Academic Achievement During Adolescence / Odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije","authors":"Ina Reić Ercegovac, Toni Maglica, Maja Ljubetić","doi":"10.15516/CJE.V23I0.4049","DOIUrl":"https://doi.org/10.15516/CJE.V23I0.4049","url":null,"abstract":"This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulic Prtoric & Soric, 2006), Family Satisfaction Scale (Vulic Prtoric, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement. Key words : academic achievement; adolescence; self-concept; satisfaction, loneliness --- Ovim istraživanjem nastojalo se ispitati odnos između samopostovanja, samoucinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuca tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje skole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedece instrumente: Upitnik opcih podataka, Upitnik samoucinkovitosti djece i adolescenata (Vulic Prtoric i Soric, 2006), Skalu obiteljskoga zadovoljstva (Vulic Prtoric, 2004), kratki oblik Skale usamljenosti Sveucilista u Kaliforniji (UCLA) (Russell, 1996) i Opcu skalu samopostovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno ucinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali vise razine akademske samoucinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su visu akademsku samoucinkovitost i nižu emocionalnu samoucinkovitost kao najsnažnije prediktore akademskoga postignuca. Rezultati istraživanja pokazuju da vise samopostovanje i visa uvjerenja u samoucinkovitost u svim domenama mogu ocuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uv","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"28 1","pages":"65-83"},"PeriodicalIF":0.2,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85828746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Elementary School Pupils' Music Preferences for Classical Music / Glazbene sklonosti prema klasičnoj glazbi učenika osnovne škole","authors":"Snježana Dobrota, Antonella Mendiković","doi":"10.15516/CJE.V23I0.4033","DOIUrl":"https://doi.org/10.15516/CJE.V23I0.4033","url":null,"abstract":"The paper explores music preferences of elementary school pupils for classical music and the influence of familiarity with music on their music preferences. As a part of the research, a questionnaire, and a sound questionnaire as its integral part, was administered to 238 pupils attending the second, the fifth and the eighth grade of elementary school.  The results confirm that younger pupils, compared to the older ones, show greater preferences for classical music. In addition, the influence of gender on preferences for classical music was also confirmed, while attendance of extracurricular music lessons was not proven to be  a significant predictor of the pupils’ preferences for classical music. It was also noted that familiarity with music is a significant factor influencing pupils’ music preferences. The results confirm that pupils show the lowest music preferences for the 20 th -century music, which has significant implications for music-pedagogical theory and practice. Key words: classical music; elementary school; music preferences --- U ovom radu istražuju se glazbene sklonosti ucenika osnovne skole prema klasicnoj glazbi i utjecaj poznavanja glazbe na njihove glazbene sklonosti. U sklopu istraživanja, upitnik i glazbeni upitnik su primijenjeni na 238 ucenika drugog, petog i osmog razreda osnovne skole. Rezultati su potvrdili da mlađi ucenici pokazuju vece sklonosti prema klasicnoj glazbi od starijih. Osim toga, utvrđen je i utjecaj spola na sklonosti prema klasicnoj glazbi, a pohađanje izvannastavnih glazbenih aktivnosti nije se pokazalo kao znacajan prediktor ucenickih sklonosti prema klasicnoj glazbi. Rezultati upucuju na to da ucenici pokazuju najmanje sklonosti prema glazbi 20. stoljeca, sto ima znacajne posljedice za glazbeno-pedagosku teoriju i praksu. Kljucne rijeci: glazbene sklonosti; klasicna glazba; osnovna skola","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"44 1","pages":"31-44"},"PeriodicalIF":0.2,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83015579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"One Candy or Two at the Age of Six: Does it Matter for Later School Life and Why? / Jedan bombon ili dva u dobi od šest godina: ima li važnosti za kasniji školski život i zašto?","authors":"M. Rijavec, Tajana Ljubin-Golub, Zdenka Brebrić","doi":"10.15516/CJE.V23I0.4081","DOIUrl":"https://doi.org/10.15516/CJE.V23I0.4081","url":null,"abstract":"This study explored the role of early delay of gratification (DoG) and its positive outcomes in the child’s later school life. More specifically, it investigated whether DoG measured in six-year-old preschool children predicts their subsequent emotional intelligence, quality of school life and life satisfaction in higher grades of elementary school. Also, the mediating role of emotional intelligence in the relationship between delay of gratification at preschool age and subsequent quality of school life and life satisfaction was also examined. The sample comprised 141 students (48.2 % girls). Delay of gratification (DoG) was measured among six-year-old children; other measurement for one part of the sample was done at the seventh, and for the other part at the eighth grade. DoG was measured by the DoG task: children may eat one tempting treat immediately or they may earn a larger serving by waiting for an unspecified amount of time, doing assessment tasks. Other measurements included the Emotional Intelligence Scale (Wong & Low, 2002), the Quality of School Life Questionnaire (Leonard, 2002; Raboteg Šarić et al., 2009) and the Students’ Life Satisfaction Scale (Huebner, 1991). It was found that students who succeeded in delaying gratification at preschool age had subsequently higher life satisfaction, higher sense of school achievement, and higher emotional intelligence (the use of emotions to facilitate performance and regulation of emotions in the self). Mediation analyses found that the overall emotional intelligence mediates the relationship between DoG and life satisfaction. Also, the component of emotional intelligence called the Use of emotions to facilitate performance was deemed a significant mediator between DoG and a sense of scholarly achievement. Croatian Journal of Education Vol. 23; Sp.Ed.No.1/2021, pages: 105-123 Original research paper Paper submitted: 13 June 2020 Paper accepted: 6 January 2021 https://doi.org/10.15516/cje.v23i0.4081 Rijavec, Ljubin-Golub and Brebrić: One Candy or Two at the Age of Six: Does it Matter for Later School ... 106 It can be concluded that the strengthening of regulatory mechanisms in preschool age may be beneficial for both life satisfaction and the sense of academic achievement in higher grades of elementary school.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"67 4 1","pages":"105-123"},"PeriodicalIF":0.2,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90115098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Acquisition of the Long Jump Skill Using Varying Feedback / Usvajanje tehnike skoka u dalj korištenjem povratnih informacija različitih vrsta i frekvencija","authors":"Aleksandar Puklavec, Ljubomir Antekolović, P. Mikulic","doi":"10.15516/CJE.V23I1.3994","DOIUrl":"https://doi.org/10.15516/CJE.V23I1.3994","url":null,"abstract":"The aim of this study was to examine the acquisition of the long jump skill in elementary school children using augmented feedback of varying type and frequency. Eighty-eight boys and girls aged (mean ± SD) 11 ± 0.5 years, without any prior experience in the long jump skill acquisition,  were assigned to one of the four study groups: (1) the group receiving only verbal feedback on key errors, (2) the group receiving both verbal and video feedback on key errors, (3) the group receiving both verbal and video feedback on all errors, and (4) the group receiving no feedback. Before and after an 8-week training intervention, long jump distance and relevant kinematic variables were recorded. The results indicated that the group receiving both verbal and video feedback on all errors improved the most in terms of the long jump distance. Varying feedback influenced kinematic parameters differently, as there was no consistent change in the monitored kinematic variables across groups. It was concluded that, when learning a complex motor skill in a typical Physical Education setting, elementary school children are likely to benefit the most when receiving frequent feedback (both verbal and using video analysis, focusing on all errors) in comparison with the situation in which they receive feedback reduced in the type (only verbal) and the frequency (focusing only on key errors). Keywords: bandwidth feedback; kinematics; knowledge of performance; motor learning. --- Cilj ovoga rada bio je ispitati utjecaj razlicitih kolicina i vrsta povratnih informacija (PI) u procesu usvajanja tehnike skoka u dalj kod ucenika osnovne skole. Osamdeset i osam ucenika i ucenica, starosti 11 (±0,5) godina, bez prethodnoga iskustva u treningu skoka u dalj, raspodijeljeno je u jednu od cetiriju skupina ispitanika koje su dobivale PI: (1) verbalno samo na kljucne greske, (2) verbalno i vizualno samo na kljucne greske, (3) verbalno i vizualno na sve greske ili (4) nisu primale PI. Duljina skoka i relevantni kinematicki parametri skoka u dalj izmjereni su prije i nakon 8-tjednog eksperimentalnoga tretmana. Rezultati istraživanja pokazali su kako je grupa koja je primala PI, na svaku gresku verbalnim i vizualnim putem najvise napredovala u smislu duljine skoka u dalj. Razlicite kolicine i vrste PI razlicito djelovale su na promatrane kinematicke parametre te nisu uocene konzistentne promjene između grupa. Zakljuceno je kako djeca osnovnoskolske dobi prilikom usvajanja kompleksne motoricke vjestine imaju vise koristi od vecih frekvencija PI (verbalnih i vizualnih na sve greske) u usporedbi s reduciranim PI prema vrsti (samo verbalne) ili frekvenciji (samo na kljucne greske). Kljucne rijeci: kinematika; motoricko ucenje; poznavanje izvedbe; reducirane povratne informacije.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"48 1","pages":"107-132"},"PeriodicalIF":0.2,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77355534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Investigation of Science Teachers’ Web Pedagogical Content Knowledge / Istraživanje poznavanja mrežnoga pedagoškog sadržaja nastavnika prirodnih predmeta","authors":"Abdullah Balcı, Bülent Aydoğdu, Fatih Özdinç","doi":"10.15516/CJE.V23I1.3418","DOIUrl":"https://doi.org/10.15516/CJE.V23I1.3418","url":null,"abstract":"The purpose of this study was to investigate the web pedagogical content knowledge of science teachers. As a mixed method design, this study was carried out with science teachers. A total of 229 science teachers participated in the quantitative part of the study and 17 science teachers with different year experience took part in the qualitative part. Quantitative data in the study were collected through the Web Pedagogical Content Knowledge Scale and the qualitative data were collected by a semi-structured interview. The obtained quantitative data were analyzed using descriptive statistics, Mann-Whitney U test and Kruskal-Wallis H test. The content analysis was used on the qualitative data. The quantitative results of the research indicated that the levels of teachers’ self-efficacy perceptions regarding web pedagogical content knowledge were very high. Moreover, the scores obtained from the overall scale and its sub-dimensions significantly differed with regards to work experience of science teachers. The qualitative findings of the study revealed that science teachers made use of the Web for lectures, experiments, practice, visual support, videos, and compensating the lack of materials. It was also emphasized that teachers should be educated to use the Web in their teaching practices. Key words: science teachers; web-based teaching; web pedagogical content knowledge; self-efficacy. --- Cilj ovoga istraživanja bio je ispitati poznavanje mrežnoga pedagoskog sadržaja nastavnika prirodnih predmeta. Istraživanje je zasnovano na dizajnu mijesanih metoda i provedeno je s uzorkom nastavnika prirodnih predmeta, koji je obuhvatio ukupno 229 nastavnika u kvalitativnom dijelu studije i 17 nastavnika prirodnih predmeta, s razlicitim iskustvom, u kvalitativnom dijelu istraživanja. Kvantitativni podatci u istraživanju sakupljeni su upotrebom Skale poznavanja mrežnoga pedagoskog sadržaja, a kvalitativni podatci sakupljeni su polustrukturiranim intervjuom. Deskriptivne statistika, Mann-Whitney U test i Kruskal-Wallis H test upotrijebljeni su za analizu kvantitativnih podataka, a metodom analize sadržaja obrađeni su kvalitativni podatci. Kvantitativni rezultati istraživanja pokazuju vrlo visoke razine percepcije samoucinkovitosti vezane za poznavanje mrežnoga pedagoskog sadržaja nastavnika prirodnih predmeta. Osim toga, rezultati dobiveni primjenom sveukupne Skale i njezinih poddimenzija znacajno se razlikuju s obzirom na iskustvo nastavnika. Kvalitativni rezultati studije otkrili su da nastavnici prirodnih predmeta koriste mrežu za predavanja, eksperimente, praksu, vizualnu podrsku, videozapise i kompenzaciju manjka materijala. Također je naglaseno da nastavnici trebaju biti obrazovani kako bi koristili mrežu u svojim praksama poucavanja. Kljucne rijeci: nastavnici prirodnih predmeta, mrežno potpomognuto poucavanje; poznavanje mrežnoga pedagoskog sadržaja; samoucinkovitost .","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"51 1","pages":"185-215"},"PeriodicalIF":0.2,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83924673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Changes of Korean Education and the Fourth Industrial Revolution / Promjene korejskoga obrazovnog sustava i četvrta industrijska revolucija","authors":"Y. Park","doi":"10.15516/CJE.V23I1.3810","DOIUrl":"https://doi.org/10.15516/CJE.V23I1.3810","url":null,"abstract":"A society’s reality should be reflected in education, that is, educational methods need to keep up with the times. The purpose of this research is to examine the educational methods for the era of the Fourth Industrial Revolution in the education system of Korea. The sample of the research targeted the Korean education system from 1960 to the present in the context of the Fourth Industrial Revolution. A literature review and a descriptive approach were applied to analyze the sample , and the findings indicate that the education system of Korea may be classified into three stages from 1960 to the present. The first stage was nationalism, driven by the government, from 1960 to 1994; the second stage was liberalism, which emphasized autonomy, from 1995 to 2015; and the third stage was creativity for the era of the Fourth Industrial Revolution, from 2016 to the present. These results indicate that the education stages of nationalism and liberalism still exist in Korea and that past education methods, such as mass education, have not been replaced. T he Fourth Industrial Revolution requires fusion and collaboration in the education sector, and a personalized learning system, which values individual talents, experiences and aptitudes, will expectedly be a crucial factor in determining the educational methods of Korea in the Fourth Industrial Revolution, as this research suggests. Key words : collaboration; creativity; fusion; mass education; personalized learning system. --- Obrazovne potrebe trebaju odražavati stvarnost drustva, a obrazovne metode ici u korak s vremenom. Cilj je ovoga istraživanja ispitati obrazovne metode u vremenu cetvrte industrijske revolucije u obrazovnom sustavu Koreje. Uzorkom istraživanja obuhvacen je korejski obrazovni sustav od 1960. do danas, u kontekstu cetvrte industrijske revolucije. Za analizu uzorka koristeni su pregled literature i deskriptivni pristup. Rezultati pokazuju da se u obrazovnom sustavu Koreje od 1960. do danas mogu razlikovati tri stadija: prvi je nacionalizam, potaknut od strane vlade, od 1960. do 1994. godine; drugi je liberalizam, koji je naglasavao autonomiju, od 1995. do 2015. i treci, kreativnost tijekom cetvrte industrijske revolucije, od 2016. do danas. Rezultati ovoga istraživanja pokazuju da su obrazovni stadiji nacionalizma i liberalizma jos uvijek prisutni u Koreji i da obrazovne metode proslosti, poput masovnoga obrazovanja, nisu prevladane. Cetvrta industrijska revolucija zahtijeva stapanje i suradnju unutar obrazovnoga sektora, a ocekuje se da personalizirani sustav ucenja, koji vrednuje pojedinacne talente, iskustva i sklonosti, bude obrazovna metoda buducnosti korejskoga obrazovanja. Stoga, ovo istraživanje pokazuje da ce personalizirani sustav ucenja biti odlucujuci cimbenik u određivanju obrazovnih metoda Koreje u periodu cetvrte industrijske revolucije. Kljucne rijeci : kreativnost; masovno obrazovanje; personalizirani sustav ucenja; stapanje; suradnja.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"35 1","pages":"9-33"},"PeriodicalIF":0.2,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77696358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Different Perspectives on Success in Solving Stand-Alone Problems by 14 to 15-Year-Old Students / Različite prespektive o uspješnosti 14 i 15-godišnjaka u rješavanju izoliranoga problema","authors":"Nives Baranović, Branka Antunović-Piton","doi":"10.15516/CJE.V23I1.3863","DOIUrl":"https://doi.org/10.15516/CJE.V23I1.3863","url":null,"abstract":"The paper defines a special type of problem tasks and considers its didactic potential, as well as the success of students in solving the selected problem. The research instrument used is a geometrical task from the National Secondary School Leaving Exam in Croatia (State Matura). The geometrical task is presented in three versions: as a verbal problem, as a verbal problem with a corresponding image and as a problem in context. The material analysed in the present paper was collected from 182 students in 7 th and 8 th grade of Croatian urban elementary schools. The didactic potential is considered from the aspect of use of mathematical concepts and connections. The success of students in problem-solving is considered from the aspect of implementation of the problem-solving process and producing correct answers, depending on the manner in which the tasks are set up. The results show that the stand-alone problem, as a special type of problem task, has considerable didactic potential. However, the students’ skills of discovering and connecting mathematical concepts and their properties are underdeveloped. In addition, the manner in which the tasks are set up considerably affects the process of solving the task and consequently the success of that process. Based on the results of the research, proposals are given for application of stand-alone problems in teaching mathematics. Key words : isolated problem; mathematical task ; problem solving; problem evaluation. --- U radu se definira posebna vrsta problemskoga zadatka te se razmatra njegov didakticki potencijal kao i uspjesnost ucenika u rjesavanju odabranoga problema. Instrument istraživanja je geometrijski zadatak s državne mature koji se postavlja u tri inacice: kao tekstualni problem, kao tekstualni problem uz odgovarajucu sliku te kao zadatak u kontekstu. U istraživanju je sudjelovalo 182 ucenika 7. i 8. razreda hrvatskih gradskih osnovnih skola. Didakticki potencijal razmatra se s aspekta iskoristivosti matematickih koncepata i veza, a uspjesnost ucenika u rjesavanju problema razmatra se s aspekta provedbe procesa rjesavanja i otkrivanja tocnoga rjesenja ovisno o nacinu postavljanja zadatka. Rezultati pokazuju da promatrani problem kao posebna vrsta problemskoga zadatka ima veliki didakticki potencijal, ali da ucenici imaju nedovoljno razvijene vjestine otkrivanja i povezivanja matematickih koncepata i njihovih svojstava. Osim toga, nacin postavljanja zadatka znacajno utjece na proces rjesavanja, a posljedicno i na uspjesnost određivanja rjesenja. Na temelju rezultata daju se prijedlozi primjene opisane vrste problema u nastavi Matematike. Kljucne rijeci : izolirani problem; matematicki zadatak; rjesavanje problema; vrednovanje problema","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"79 1","pages":"153-184"},"PeriodicalIF":0.2,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74682347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}