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

{"title":"Motivation of University Senior Staff in the Process of Restructuring Higher Education Institutions/Motivacija i zaposlenici sveučilišne uprave u procesu restrukturiranja ustanova visokog obrazovanja","authors":"M. Vinichenko, A. Kirillov, A. Maloletko, E. Frolova, M. Vinogradova","doi":"10.15516/CJE.V20I1.2571","DOIUrl":"https://doi.org/10.15516/CJE.V20I1.2571","url":null,"abstract":"Abstract The purpose of this study was to determine the impact of institutional changes on the working environment and health of employees and student workers at the Central dean's office, as well as their motivation to deliver high quality work and fulfil their education duties. Twenty-three employees and 45 graduate students participated in the survey. The employees were given a questionnaire aimed at providing information on their attitude toward job duties, colleagues, management, staff and remuneration. Gerchikov’s (2005) methodology and Batarshev’s (2002) test were applied in the survey among students, which was aimed at identifying their human motivational profiles. These profiles should form the basis in the design of a relevant and effective system of incentives. Results obtained in the survey indicate that the creation of a learning environment is most strongly influenced by managerial qualities of employees, the level of their cooperation with students and mainly by motivation for conscientious work, career development conditions and socio-psychological climate. Authors of this research suggest developing a system of financial and tangible incentives for employees when acknowledging their contribution at work, and an active use of a number of non-monetary incentives, such as talent and career management, participation in management activities and the delegation of authority. The following correlations were identified among students: the combination of work and study duties increased the frequency of stress cases and poor health; in addition, the combination of work and study increased students’ motivation for self-organization.  Key words: education institution; efficiency; favourable learning environment; reforms. --- Sažetak Svrha ovog istraživanja bila je utvrditi ucinak institucionalnih promjena na radno okruženje i zdravlje zaposlenika i zaposlenih studenata u Sredisnjem uredu dekana i njihovu motivaciju za visokokvalitetno obavljanje zadataka i ispunjavanje obrazovnih zaduženja. Istraživanjem su obuhvacena 23 djelatnika i 45 studenata na diplomskoj razini studija. Ispitanicima je podijeljen upitnik s ciljem dobivanja informacija o njihovim stavovima prema radnim zadacima, kolegama, upravi, djelatnicima i placi. U ispitivanju studenata primijenjena je Gerchikovljeva (2005) i Batarshevljeva (2002) metodologija s ciljem otkrivanja njihovih motivacijskih profila, na kojima treba temeljiti osmisljavanje relevantnog i ucinkovitog sustava poticanja. Rezultati dobiveni istraživanjem ukazuju na to da na stvaranje okruženja pogodnog za ucenje najvise utjecu upravljacke kvalitete djelatnika, razina njihove suradnje sa studentima, motivacija za savjestan rad, uvjeti za razvoj karijere i psiho-socijalna klima. Autori ovog istraživanja predlažu razvijanje sustava financijskih i materijalnih poticaja za djelatnike sa svrhom priznavanja njihova doprinosa na radnom mjestu, kao i aktivnu primjenu nenovcanih poticaja poput upravljanja talentima i k","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"45 1","pages":"199-232"},"PeriodicalIF":0.2,"publicationDate":"2018-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88397414","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":"Social Environment and the Quality of Social Interactions: The Perspective of Future Preschool Teachers","authors":"Lidija Vujičić, Akvilina Čamber Tambolaš, T. Navratil","doi":"10.15516/CJE.V20I0.3051","DOIUrl":"https://doi.org/10.15516/CJE.V20I0.3051","url":null,"abstract":"Initial education of future preschool teachers is discussed in the context of them being researchers of their own educational practice, who, on a daily basis, think about and discuss their work. Even at the university level, students should be encouraged to develop competencies that will help them build their professional knowledge in interaction with other students. We will present the results of research on practical exercises for students as part of the course Integrated Curriculum of Early and Preschool Education within university undergraduate study Early and Preschool Education. The purpose of this research is to carry out an analysis of the frequency of situations from the social an environment that influences the quality and direction of children’s interactions. The instrument for data collection consisted of video recordings of children’s and students’ activities. The total material consisted of 660 video recordings, and 174 reflections and self-reflections of students. After their analysis, we designed a written protocol (a posteriori), which formed the basis of the content analysis. The research results show that, during their initial education, students perform exercises in kindergarten as a form of reflexive practice, and in that way they develop the skills of reflexive practitioners who continuously evaluate the effects of their own achievements.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"106 1 1","pages":"95-111"},"PeriodicalIF":0.2,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77760376","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":"Analysis of the Relationship between Learning Outcomes of Study Programs and Their Courses / Analiza odnos između ishoda učenja studijskih programa i predmeta","authors":"Vedran Juricic, V. Mateljan","doi":"10.15516/CJE.V19I4.2414","DOIUrl":"https://doi.org/10.15516/CJE.V19I4.2414","url":null,"abstract":"Abstract This paper analyzes the learning outcomes of study programs and courses at the Faculty of Humanities and Social Sciences, University of Zagreb, and associates them with levels of Bloom's taxonomy in order to determine their relationships. The analysis showed statistically significant differences in the levels of learning outcomes between studies and their courses. The outcomes of study programs place more emphasis on higher levels of cognitive, affective and psychomotor domains. It was determined that there is a slight difference between the courses at the undergraduate and graduate levels of study, which is in accordance with expectations as the learning outcomes at the undergraduate level include lower levels of cognitive and affective domains. The analysis of compulsory and elective courses showed that elective courses place more emphasis on the cognitive domain, whereas compulsory courses place more emphasis on the affective domain. Key words: Bloom's taxonomy; comparison of learning outcomes; levels of learning outcomes. --- Sažetak U radu se analiziraju ishodi ucenja studijskih programa i predmeta na Filozofskom fakultetu Sveucilista u Zagrebu te povezuju s razinama Bloomove taksonomije, kako bi se utvrdili njihovi međusobni odnosi. Analiza je pokazala da postoji statisticki znacajna razlika u razinama ishoda ucenja između studija i predmeta koji se na njima izvode. Kod ishoda studija izraženije su vise razine kognitivne, afektivne i psihomotoricke domene. Također je utvrđena razlika između predmeta na preddiplomskoj i diplomskoj razini studija, koja je u skladu s ocekivanjima jer ishodi ucenja na preddiplomskoj razini studija imaju niže razine kognitivne i afektivne domene. Analiza obaveznih i izbornih predmeta pokazala je da je kod izbornih predmeta izraženija kognitivna domena, a da je kod obaveznih predmeta izraženija afektivna domena. Kljucne rijeci: Bloomova taksonomija; usporedba ishoda ucenja; razina ishoda ucenja.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2017-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73538665","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":"Model for Developing Respect for Diversity at Early and Preschool Age / Model razvoja uvažavanja različitosti u ranoj i predškolskoj dobi","authors":"Dejana Bouillet, L. Miškeljin","doi":"10.15516/CJE.V19I4.2567","DOIUrl":"https://doi.org/10.15516/CJE.V19I4.2567","url":null,"abstract":"Abstract Respect for diversity implies acceptance and respect for living beings and their dignity, and the realisation of justice as a principle of life. This includes a high level of sensitivity of adults for children and the sensitization of children for others: peers, family members, environment, and the overall living environment. It is about shaping the educational approach based on accepting the rights of people to freely express their own identity and understand their own rights, obligations, and responsibilities, as well as the rights, obligations, and responsibilities of others. Upon application of programmes and targeted activities in kindergartens, children learn to include, respect and accept members of various vulnerable groups. This paper presents how the application of the model for development of respect for diversity contributes to the increasing importance of understanding and respect for differences among parents and children of early and preschool age. This is done by evaluating the application of the Respect for Diversity and Peace Building manual on a sample of children and parents from 41 preschools which operate in the following four countries: Serbia (16 preschool institutions, 20 educational groups), Croatia (11 preschool institutions, 14 educational groups), Montenegro (3 preschools, 6 educational groups), and Macedonia (11 preschool institutions, 16 educational groups). The results show that early and preschool-age children are willing to communicate with children of different characteristics and that this choice is not affected by the identity of the children belonging to vulnerable groups (such as Roma children and children with development difficulties). In addition, it was found that parents recognise the importance of early and preschool education, and aim to increase respect for diversity. They also understand the importance of family education in this process. The model that was applied led to statistically significant differences between children and parents towards diversity. Key words: early and preschool education; educational model of respect for diversity; relationships according to attitude towards diversity; parents' convictions  --- Sažetak Uvažavanje razlicitosti podrazumijeva prihvacanje i postovanje živog bica i njegova dostojanstva te ostvarivanje pravednosti kao životnog nacela. Navedeno ukljucuje visoku razinu osjetljivosti odraslih za djecu i razvoj osjetljivosti djece za druge: za vrsnjake, clanove obitelji, okolinu i cjelokupno životno okruženje. Radi se o oblikovanju odgojno-obrazovnog pristupa utemeljenog na prihvacanju prava ljudi da slobodno izraze vlastiti identitet, da razumiju vlastita prava, obveze i odgovornosti te prava, obveze i odgovornosti drugih. Primjenom programa i ciljanih aktivnosti u djecjim vrticima djeca uce ukljucivanje, uvažavanje i prihvacanje pripadnika razlicitih ranjivih drustvenih skupina. U radu je prikazano kako primjena modela razvoja uvažavanja razlicitosti prido","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"37 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2017-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89050943","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 Flipped Classroom Approach Based on the 5E Learning Cycle Model - 5ELFA","authors":"Gülsüm Asiksoy, Fezile Ozdamli","doi":"10.15516/CJE.V19I4.2564","DOIUrl":"https://doi.org/10.15516/CJE.V19I4.2564","url":null,"abstract":"Abstract  The aim of this research is to determine the effect of the Flipped Classroom Approach Based on the 5E Learning Cycle Model called 5ELFA on student achievement in a physics course. It also aims to determine the students’ opinions regarding this approach. This study, conducted using a mixed methods approach, involved 94 engineering students enrolled in the Physics 101 course. In the research, in which the pretest-posttest control group design was used, students were randomly assigned to experimental and control groups. While the students in the experimental group took the physics course in the Flipped Classroom Approach Based on the 5E Learning Cycle Model for 10 weeks, only the 5E learning model was used in the control group. The quantitative data were collected from a physics achievement test and the qualitative data were collected from semi-structured interviews. The results indicated that the physics achievement post-test scores of the experimental group were significantly higher than those of the control group. Interviews with experimental group volunteers revealed that the majority of students held a positive opinion of the flipped classroom approach and they believed that it had a positive impact on the physics course.  Key words: 5E learning model; flipped classroom; higher education; physics education. --- Sažetak Cilj ovog istraživanje bio je odrediti utjecaj nastavnog pristupa obrnute ucionice koji se temelji na 5E modelu ciklusa ucenja, nazvan 5ELFA, na postignuca studenata u kolegiju Fizike. Cilj je također bio i utvrditi misljenja ucenika o takvom pristupu. Ovo istraživanje, koje je provedeno primjenom mjesovitih metoda, obuhvatilo je 94 studenta tehnickih znanosti koji su upisali kolegij Fizika 101. U istraživanju u kojem se koristio dizajn s predtestom i posttestom za kontrolnu skupinu studenti su bili nasumicno raspodijeljeni u eksperimentalnu i u kontrolnu skupinu. Dok se u radu sa studentima u eksperimentalnoj skupini na nastavi iz kolegija Fizike koristio pristup obrnute ucionice utemeljen na 5E modelu ciklusa ucenja tijekom 10 tjedana, u kontrolnoj se skupini koristio samo 5E model ciklusa ucenja. Kvantitativni podaci prikupljeni su s pomocu testa postignuca iz Fizike, a kvalitativni su podaci prikupljeni putem polustrukturiranih intervjua. Rezultati su pokazali da je uspjeh studenata iz eksperimentalne skupine na posttestu postignuca iz Fizike bio znatno veci od uspjeha studenata iz kontrolne skupine. Intervjui s dobrovoljcima iz eksperimentalne skupine otkrili su da je vecina studenata imala pozitivno misljenje o pristupu obrnute ucionice i da su smatrali kako je on imao pozitivan utjecaj na kolegij Fizike. Kljucne rijeci: 5E model ucenja; obrnuta ucionica; visoko obrazovanje; obrazovanje u podrucju Fizike.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"53 1","pages":"1131-1166"},"PeriodicalIF":0.2,"publicationDate":"2017-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76349718","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":"E-Maturity in Schools / Digitalna zrelost škola","authors":"M. Ristić","doi":"10.15516/cje.v19i0.3100","DOIUrl":"https://doi.org/10.15516/cje.v19i0.3100","url":null,"abstract":"","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"33 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79832332","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 Achievement Emotions, Appraisals of Control and Value, and Academic Success / Odnos emocija postignuća, procjena kontrole i vrijednosti te akademskog uspjeha","authors":"Barbara Brdovčak","doi":"10.15516/CJE.V19I0.2744","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2744","url":null,"abstract":"Abstract The aim of this research was to examine the relationship between appraisals of control and value with the positive and negative learning-related achievement emotions and academic success. The research was conducted with psychology and sociology students at the Catholic University of Croatia. The participants completed the Learning-Related Emotion Scales i.e. the Achievement Emotions Questionnaire, Task Value Scale and Control of Learning Beliefs Scale from the Motivated Strategies for Learning Questionnaire and few questions about sociodemographic data including their academic success.  The results showed that positive learning-related achievement emotions have a statistically significant positive correlation with academic success, while negative learning-achievement emotions have a statistically significant negative correlation with academic success. There was also correlation between other measured variables. The results were interpreted according to theoretical assumptions and practical implications of the importance of emotions in an academic setting were showed.  Key words: academic success; learning-related achievement emotions; subjective control; subjective value; the control-value theory of achievement emotions.  --- Sažetak Cilj je ovog istraživanja bio ispitati povezanost procjena kontrole i vrijednosti s pozitivnim i negativnim emocijama postignuca vezanim uz ucenje i akademski uspjeh. Provedeno je jednokratno korelacijsko istraživanje sa studentima psihologije i sociologije na Hrvatskom katolickom sveucilistu. Sudionici su ispunili Upitnik emocija postignuca, tocnije Ljestvice emocija povezanih s ucenjem, Ljestvicu vrijednosti zadatka i Ljestvicu vjerovanja o kontroli nad ucenjem iz Upitnika motivacijskih strategija ucenja, kao i upitnik opcih podataka s dodatnim pitanjem o akademskom uspjehu.   Rezultati su pokazali kako su pozitivne emocije postignuca statisticki znacajno pozitivno povezane s akademskim uspjehom, a da su negativne emocije postignuca statisticki znacajno negativno povezane s akademskih uspjehom. Uz to je utvrđena povezanost između ostalih ispitivanih varijabli. Dobiveni rezultati interpretirani su u skladu s teorijskim postavkama i pokazuju prakticne implikacije o važnosti emocija u obrazovnom kontekstu.  Kljucne rijeci: akademski uspjeh; emocije postignuca povezane s ucenjem; subjektivna kontrola, subjektivna vrijednost; teorija kontrole i vrijednosti emocija postignuca.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"60 1","pages":"29-41"},"PeriodicalIF":0.2,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91358857","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":"Measuring Creativity in Visual Arts Teaching Methodology in Elementary School","authors":"M. Huzjak, M. Benić","doi":"10.15516/CJE.V19I0.2716","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2716","url":null,"abstract":"In the contemporary society, creativity is one of the most desirable abilities which an individual can possess in all the fields of human activity. On the other hand, educational policy and national curriculums marginalize the importance of art subjects in most countries in the world, while the advantage is given to STEM disciplines (science, technology, engineering, mathematics). Although creativity, according to many educational standards, is one of the key abilities, in teaching practice routine activities are still valued more than creative ones. However, it is the art subjects which develop creativity (constructive) potential within an individual, although this also heavily depends on a teacher/professor, on his/her methodological approach and abilities within the scope of professional activity. Therefore, we conducted empirical research in Visual Arts Teaching Methodology training and non-training primary schools. We expected that we would foster students’ development of creativity through regular collaboration with university, problem- based learning of art and artistic language, inventiveness in creating art assignments and through increasing public awareness of harmfulness of stereotypical artistic expression. Among a large number of verified tests of creativity, Urban-Jellen test “The Test for Creative Thinking - Drawing Production (TCT-DP)”, which is based on the activity of drawing, was selected and used in this study. We wanted to know whether there was a statistically significant difference between training and non-training schools in students' performance on the test used to examine the level of creativity. The level of statistically significant difference between the control group and the experimental group was determined by a chi-squared test. The research has been carried out in elementary schools in the area of the city of Zagreb, on the sample that included the students of fourth and eighth grade. The results of the research indicate that there is a possible influence of collaboration between the mentors and university professors and students of teacher-training college within the scope of Visual Arts Teaching Methodology course on students' creativity.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"57 1","pages":"43-59"},"PeriodicalIF":0.2,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72598840","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":"Teachers’ Attitudes toward Teaching Dyslexic Students / Učiteljski stavovi o poučavanju učenika s disleksijom","authors":"Valentina Martan, Sanja Skočić Mihić, Andreja Matošević","doi":"10.15516/CJE.V19I0.2704","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2704","url":null,"abstract":"Abstract The aim of this paper is to examine teachers’ attitudes toward teaching dyslexic students and to determine whether there are statistically significant differences in their attitudes regarding gender, workplace, initial education, and continual professional development. The study involved 233 elementary school teachers. The Scale of Teachers’ Attitudes toward Teaching Dyslexic Students was used with a three-factor structure: (1) individualized teaching methods; (2) adaptation of teaching materials and evaluation procedures; and (3) support of classroom atmosphere and cooperation. The teachers had positive attitudes toward teaching dyslexic students in all three dimensions. The class teachers and those trained during their initial and continuing professional development and informal education to teach students with learning difficulties had positive attitudes that were statistically more significant. In conclusion, the obtained differences in the teachers’ attitudes toward teaching dyslexic students with regard to their professional qualifications during initial and continual professional development indicate the need for systematic teacher education, particularly considering the ways of adapting teaching materials and evaluation procedures so that dyslexic students would receive education appropriate to their abilities and strengths at all levels of education. Key words: attitudes; dyslexia; inclusive education; individualized teaching; teachers. --- Sažetak Cilj je ovoga rada istražiti stavove ucitelja o poucavanju ucenika s disleksijom te utvrditi postoje li statisticki znacajne razlike u stavovima s obzirom na spol, radno mjesto, inicijalno obrazovanje i trajni profesionalni razvoj. U istraživanju su sudjelovala 233 osnovnoskolska ucitelja. Koristila se Skala stavova ucitelja prema poucavanju ucenika s disleksijom trofaktorske strukture: (1) individualizirani postupci poucavanja; (2) prilagodba nastavnih materijala i postupaka vrednovanja i (3) podrska razrednim ozracjem i suradnjom. Ucitelji imaju pozitivne stavove prema poucavanju ucenika s disleksijom u svim trima dimenzijama. Pritom statisticki znacajno pozitivnije stavove imaju ucitelji razredne nastave i oni koji su se usavrsavali za rad s ucenicima s teskocama tijekom inicijalnoga i trajnoga profesionalnog razvoja, kao i samostalnim ucenjem.  Zakljucno, dobivene razlike u stavovima ucitelja prema poucavanju ucenika s disleksijom s obzirom na njihovu strucnu osposobljenost tijekom inicijalnoga i trajnoga profesionalnog razvoja ukazuju na nužnost sustavnije edukacije ucitelja, osobito o nacinima prilagodbe nastavnih materijala i postupaka vrednovanja, kako bi na svim razinama obrazovanja ucenici s disleksijom dobili obrazovanje primjereno svojim sposobnostima i jakim stranama. Kljucne rijeci: disleksija; individualizirano poucavanje; inkluzivno obrazovanje; stavovi; ucitelji.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"55 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80440269","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 Influence of Heuristic Pre-Arithmetic Games on the Formation of Mental Representations of Arithmetic Concepts / Utjecaj heurističkih predaritmetičkih igara na oblikovanje mentalnih reprezentacija o aritmetičkim pojmovima","authors":"A. Mandić, Marijana Zeljić","doi":"10.15516/CJE.V19I0.2737","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2737","url":null,"abstract":"Considering the importance of visual representations (pictograms and ideograms) for the understanding of mathematical concepts, we have developed a system of heuristic mathematical games where emphasis is placed on the development of meaning of arithmetic concepts (mental representations and symbols). The paper shows the results of an experimental research carried out for the purpose of examining the influence of application of a system of didactic games on the development and continuity of mental representations on arithmetic concepts and on understanding the meaning of corresponding mathematical symbols. The research was conducted on a group sample which involved 143 children, between six and seven years of age from three preschool institutions in Serbia. The results obtained through measures of descriptive statistics and t-test for independent variables, showed that the systematic application of didactic games, founded on the principle of discovery of mathematical characteristics, can influence the development of mental images on arithmetic concepts and images, and that schemes formed as such continue to participate in understanding further corresponding mathematical symbols and records. After retesting, through correlation analysis, the results showed that the acquired mental images remained present among children in the experimental group even after the activities of the experimental factor.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"47 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89558691","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}