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

{"title":"NEWS AND EVENTS / NOVOSTI I DOGAĐAJI","authors":"N. Nn","doi":"10.15516/cje.v16i4.1655","DOIUrl":"https://doi.org/10.15516/cje.v16i4.1655","url":null,"abstract":"","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"10 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90775830","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":"Kinesiology education of the future / Kineziološka edukacija budućnosti","authors":"V. Findak","doi":"10.15516/cje.v19i0.2660","DOIUrl":"https://doi.org/10.15516/cje.v19i0.2660","url":null,"abstract":"Abstract Taking into consideration children’s essential and existential needs to adapt to contemporary life circumstances, the future of kinesiology education must be viewed in the context of at least four factors. Those are continuous change, children’s sensibility towards contemporary civilizational trends, the need for a continuous transformation of the educational system and emphasized importance of kinesiology and its applied areas within that system.  Kinesiology theory and kinesiology practice readily confront contemporary life circumstances, and numerous research indicate that appropriate teaching of physical and health education, alongside physical exercise are becoming a universal corrective to insufficient physical activity.  With such awareness, the paradigm of kinesiology education of the future implies dealing with issues, which immanently belong to kinesiology and its applied areas, but also dealing with other global issues, or their parts that other sciences do not deal with. It is expected that the changes of paradigm of the substrate science with its applied areas, and their authority be scientifically founded. Applied areas of kinesiology in the broadest sense, the physical and health education field in the narrower sense and, physical and health education in the narrowest sense have exceptional merit.  This merit is, among other, reflected in its universality, intactness, domination and other comparative advantages making it, alongside family and school, the third system of education. One of the strategic developments of kinesiology education of the future, with respect to the increased presence of motor inactivity among all age groups, children, pupils and youth, should be in the direction of promoting a new lifestyle. In that sense, ensuring the acquisition of kinesiology literacy throughout schooling should be proclaimed a basic human right and an initiative for adopting it in the “Declaration of Human Rights” of the United Nations. Various types of diagnostic procedures are implemented in theory and practice of many areas including the field of kinesiology education; however, educational diagnostics is scarce. The future of kinesiology education most certainly depends on the appropriate education of future kinesiology professionals, their professional development, but also on defining standards of the kinesiology profession, in line with new and significantly changed life and work circumstances of present-day society. Kinesiology as a substrate science and its applied areas confidently approach the future which is evident in the achieved results. It is expected that awareness of the necessity of engaging in physical activities throughout a person’s life, age-appropriate and taking into consideration opportunities and circumstances will gain ground in the 21st century. What is more, everything points to the conclusion that not only will man and society recognize that physical activity are the sine qua non of human existence","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82467040","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":"Metric characteristics of the coordination and precision test / Metrijske karakteristike testa koordinacije i preciznosti","authors":"Marija Lorger, Marija Zegnal Koretić, Srna Jenko Miholić","doi":"10.15516/CJE.V19I0.2661","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2661","url":null,"abstract":"Abstract The aim of the paper was to determine metric characteristics of the coordination and precision test named “ball-foot-wall” (Bos, 2001 according to Crnokic, 2011) on a sample of early and pre-school education students. The study sample consisted of 25 students first and second year of the Faculty of teacher education in Petrinja. Next to descriptive statistics, normality of distribution was tested, coefficients of reliability and the average correlation between the particles. Factor structure was checked with component analysis.  The results showed satisfactory values of reliability coefficients. The isolated factor “covered up” 72.19% of the total value of the correlation matrix and indicates the existence of a common object of measurement, in this case, motoric skills coordination and precision. Although, the test was intended for use with children, age 6-11, to verify Universal sports school participants’ skills (Bos, 2001 according to Crnokic, 2011) its use with elderly participants showed good metric characteristics and can be used in practice with this age group of students. Given to the small number of participants in the study for further determination of metric characteristics of this test it is recommended significantly larger sample. Key words: motor skills, female students, early and pre-school education --- Sažetak Cilj rada je utvrditi metrijske karakteristike testa koordinacije i preciznosti ,,Lopta – noga – zid“ na uzorku studentica ranog i predskolskog odgoja i obrazovanja. Uzorak sudionica u istraživanju cinilo je 25 studentica prve i druge godine Uciteljskog fakulteta Odsjeka u Petrinji. Uz deskriptivnu statistiku testiran je normalitet distribucija, izracunati su koeficijenti pouzdanosti i prosjecna korelacija među cesticama. Faktorska struktura provjerena je komponentnom analizom.  Dobiveni rezultati pokazali su zadovoljavajuce vrijednosti u koeficijentima pouzdanosti. Izolirani faktor ,,pokriva“ 72,19 % ukupne vrijednosti matrice korelacije cestica te ukazuje na postojanje zajednickog predmeta mjerenja u ovom slucaju sposobnosti koordinacije i preciznosti. Iako je test namijenjen za koristenje u dobi od 6 do 11 godina za provjeru sposobnosti polaznika Univerzalne sportske skole njegova primjena kod starijih ispitanika pokazala je dobra metrijska svojstva i mogucnost primjene u praksi kod ove skupine studentica. S obzirom na mali broj sudionika u istraživanju preporuca se daljnja provjera njegovih metrijskih karakteristika na osjetno vecem uzorku. Kljucne rijeci: motoricke sposobnosti, studentice, rani i predskolski odgoj i obrazovanje","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"55 1","pages":"145-154"},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72813339","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 L1/L2 Literacy and L3 Acquisition/Odnos između J1/J2 pismenosti i ovladavanja trećim jezikom","authors":"Laleh Moghtadi","doi":"10.15516/CJE.V19I4.2368","DOIUrl":"https://doi.org/10.15516/CJE.V19I4.2368","url":null,"abstract":"Abstract The present study examined the role of L1 and L2 literacy in the acquisition of English (L3) relative clauses. It was based on a correlational research design and included 100 female high school students from two educational districts of Tabriz (an Azeri-speaking city in Iran). The Oxford Solutions Placement Test, a questionnaire, and two syntactic structure tests were administered to the participants. The statistical analyses revealed: (1) no significant correlation between the bilinguals' level of literacy skills in their L1 and their acquisition of English (L3) relative clauses; (2) a significant correlation between the bilinguals' level of literacy skills in their L2 and their acquisition of English (L3) relative clauses. Key words: bilingualism; first and second language; literacy skills; third language acquisition.  --- Sažetak U ovom je istraživanju analizirana uloga pismenosti na prvom (J1) i drugom (J2) jeziku u ovladavanju trecim (J3) jezikom kod dvojezicnih ispitanica koje su usvajale relativne recenice na engleskom jeziku.  Pritom se koristio korelacijski nacrt istraživanja u kojem je sudjelovalo 100 ucenica srednje skole, odabranih iz dvaju obrazovnih podrucja u Tabrizu (grad u Iranu u kojem se govori azerski jezik). Od instrumenata su se koristili: test engleskog jezika (eng. The Oxford Solutions Placement Test), upitnik i dva testa za provjeru znanja o sintaktickim strukturama. Statisticke su analize otkrile da: (1) ne postoji znacajna korelacija između razine pismenosti na prvom jeziku kod dvojezicnih ucenica i njihova usvajanja relativnih recenica na engleskom kao trecem jeziku; (2) postoji znacajna korelacija između razine pismenosti na drugom jeziku kod dvojezicnih ucenica i njihova usvajanja relativnih recenica na engleskom kao trecem jeziku. Kljucne rijeci: dvojezicnost; prvi i drugi jezik; vjestine citanja i pisanja; ovladavanje trecim jezikom.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"20 1","pages":"1233-1264"},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84393094","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":"Spolne razlike u ciljnoj orijentaciji srednjoškolaca na satovima tjelesne i zdravstvene kulture/ Gender Differences In Goal Orientation Between High School Students On Physical Education Classes","authors":"J. Alić","doi":"10.15516/CJE.V19I0.2691","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2691","url":null,"abstract":"U okviru kinezioloskih aktivnosti a uzimajuci u obzir Nichollsovu teoriju ciljne orijentacije razlikujemo usmjerenost na zadatak odnosno razvoj vjestine i usmjerenost na izvedbu odnosno rezultat, prema kojoj ucenici prosuđuju vlastitu kompetentnost. Osnovni cilj i znacaj rada bio je utvrditi postojanje spolnih razlika u usmjerenosti prema zadatku i prema rezultatu kod ucenika srednjih skola. Uzorak ispitanika formiran je od ukupno 211 ucenika i ucenica u dobi od 14 do 17 godina (N=211, Nž=80, Nm=131). Individualne razlike u ciljnoj orijentaciji srednjoskolaca procijenjene su Upitnikom ciljne orijentacije u sportu-TEOSQ (Duda i sur., 1995, adaptirala za hrvatsku populaciju Baric, 2001). Izracunati su osnovni deskriptivni pokazatelji, a t-test primijenjen je za ispitivanje razlika u ciljnoj orijentaciji s obzirom na spol. Rezultati pokazuju da postoje spolne razlike u usmjerenosti na rezultat. Iako su ucenici vise usmjereni na rezultat od ucenica (t=-3.9; p=0.00), rezultati ukazuju da su i ucenici i i ucenice dominantno usmjereni na zadatak. Zakljucuje se da srednjoskolci imaju poželjnu ciljnu orijentaciju koja ucenike usmjerava ka ucenju novih vjestina, postizanju osobnog napretka, te izvrsavanju postavljenih zadataka. Kljucne rijeci : adolescenti; motivacija, razlike prema spolu; usmjerenost na rezultat; usmjerenost prema zadatku--- Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ \u0000 table.MsoNormalTable \u0000 {mso-style-name:\"Table Normal\"; \u0000 mso-tstyle-rowband-size:0; \u0000 mso-tstyle-colband-size:0; \u0000 mso-style-noshow:yes; \u0000 mso-style-priority:99; \u0000 mso-style-qformat:yes; \u0000 mso-style-parent:\"\"; \u0000 mso-padding-alt:0cm 5.4pt 0cm 5.4pt; \u0000 mso-para-margin-top:0cm; \u0000 mso-para-margin-right:0cm; \u0000 mso-para-margin-bottom:10.0pt; \u0000 mso-para-margin-left:0cm; \u0000 line-height:115%; \u0000 mso-pagination:widow-orphan; \u0000 font-size:11.0pt; \u0000 font-family:\"Calibri\",\"sans-serif\"; \u0000 mso-ascii-font-family:Calibri; \u0000 mso-ascii-theme-font:minor-latin; \u0000 mso-fareast-font-family:\"Times New Roman\"; \u0000 mso-fareast-theme-font:minor-fareast; \u0000 mso-hansi-font-family:Calibri; \u0000 mso-hansi-theme-font:minor-latin;} \u0000 Within kinesiology activities, concerning Nichollas achievement theory, we distinguish 'task' goal orientation/involvement and 'ego' goal orientation/involvement, according to which students judged their own competence. The main aim and significance of this study are to determine the existence of gender differences in task and ego orientation among high school students. The sample of examinees is consisted of 211 high school students, boys and girls aged between 14 to 17 years (N=211, N f =80, N m =131). Individual differences in goal orientation of the students have been assessed by the Task and Ego Orientation in Sport Questionnaire - TEOSQ. The basic descriptive indicators were calculated, and the t-test was applied to test differences in goal orientation according to gender. The results show that there are gender differences in ego orientation. Although m","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"110 1","pages":"171-188"},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85351335","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":"Cross-Linguistic Influences in Third Language Acquisition (Spanish) and the Relationship between Language Proficiency and Types of Lexical Errorsaka","authors":"Barbara Perić, Sonja Novak Mijić","doi":"10.15516/CJE.V19I0.2619","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2619","url":null,"abstract":"This study is focused on lexical cross-linguistic influences in Spanish third language (L3) acquisition. Participants are second and third year students of the American College of Management and Technology with Croatian as their first language (L1) and English as their second language (L2). The study investigates the relationship between proficiency level and error production. The results show that the absolute number of lexical errors decreases as experience with the language increases, but in qualitative terms, some types of lexical transfer such as calques (literal translations) increase with proficiency. The results also show that the type of language transfer can be related to formal similarity of certain features or language components, and therefore English L2 is found to be the main source of lexical tansfer.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"92 1","pages":"91-107"},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75566121","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":"Students’ Experience during the Integration of Traditional Games into the Elementary School Program/Učenička iskustva integracije tradicionalnih igara u osnovnoškolski program","authors":"M. Vasileva, Toni Malinovski, Tatjana Vasileva-Stojanovska, V. Trajkovik","doi":"10.15516/CJE.V20I1.2386","DOIUrl":"https://doi.org/10.15516/CJE.V20I1.2386","url":null,"abstract":"Abstract  Even though the potential of game-based learning is widely recognized, we need to understand students to effectively integrate games in the classroom environment. This study aims to identify relevant factors that influence students’ experience during the integration of traditional children’s games into the elementary school program. The research involved 142 students from different elementary schools who participated in multiple learning sessions with pure game-based activities or games technologically enhanced with asynchronous/synchronous distance learning. A structural equation model was developed and tested using students’ responses to a survey conducted after each session. The results suggest that students’ experience is directly influenced by their motivation to participate in the new environment, their attitude during purely game-based classes, and technological behaviour during classes with distance learning activities. We also found that students of different ages showed similar subjective experience and identified a clear distinction between students’ views and learning outcomes during in-class gaming and asynchronous/synchronous conditions. Key words: classroom games; elementary school; game-based learning; structural equation model; students’ experience. --- Sažetak Iako je potencijal ucenja zasnovanog na igri siroko prepoznat, ucinkovita integracija igara u okruženje ucionice prije svega zahtijeva bolje razumijevanje ucenika. Cilj ovog istraživanja jest identificirati relevantne cimbenike koji utjecu na iskustva ucenika prilikom integracije tradicionalnih djecjih igara u program osnovne skole. U istraživanju su sudjelovala 142 ucenika iz razlicitih osnovnih skola, koji su pohađali veci broj sati na kojima su se koristile iskljucivo aktivnosti zasnovane na igri, odnosno igre tehnoloski pojacane (a)sinkronim ucenjem na daljinu. U sklopu istraživanja razvijen je model zasnovan na strukturnim jednadžbama, koji je testiran uz pomoc odgovora ucenika, prikupljenih s pomocu anketa provođenih nakon svakog sata. Rezultati sugeriraju da na iskustvo ucenika izravno utjece njihova motivacija za sudjelovanje u novom okruženju, njihovi stavovi (u vezi sa satima zasnovanim iskljucivo na igri), kao i tehnoloska ucinkovitost (u vezi sa satima koji ukljucuju aktivnosti zasnovane na ucenju na daljinu). Također smo ustanovili da ucenici razlicite dobi dijele slicna subjektivna iskustva te identificirali jasnu razliku između stavova ucenika i ishoda ucenja u kontekstu igranja u ucionici i (a)sinkronog ucenja.  Kljucne rijeci: igre u ucionici; osnovna skola; ucenje zasnovano na igri; model strukturne jednadžbe; iskustvo ucenika.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"48 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87020312","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 Right to Education for Children with Disabilities from the Earliest Age/Pravo na odgoj i obrazovanje djece s teškoćama od najranije dobi","authors":"M. Babić, Sara Tkalec, Leah P. Cheatham","doi":"10.15516/CJE.V20I1.2494","DOIUrl":"https://doi.org/10.15516/CJE.V20I1.2494","url":null,"abstract":"Abstract The right to education constitutes a fundamental human right and is the focus of numerous international agreements, conventions, as well as scientific and expert research. Grounded in a human rights perspective, this study aims to understand the involvement of children with disabilities in early education programs. The participants—parents of children with disabilities (N=10)—reported challenges faced while enrolling their children with disabilities in early education institutions, including insufficient support or even denied enrolment. Study participants also emphasized challenges extending beyond enrolment: children’s stays in daycare had been limited, children were insufficiently included in extracurricular activities, and parents encountered organizational challenges in securing financing for special needs assistants. While satisfied with the personal competencies of teachers, participants were dissatisfied with the teachers’ professional skills and were equally dissatisfied with the performance of the professional team. Some participants recounted discrimination against their children. In conclusion, these narratives reveal “vulnerabilities” of the early education system. Given the importance of educational inclusion for children with disabilities, this topic requires continued attention. Key words: children with disabilities; Croatia; early education; inclusion. --- Sažetak  Pravo na obrazovanje temeljno je ljudsko pravo i u sredistu je brojnih međunarodnih ugovora, konvencija, znanstvenih i strucnih istraživanja. Ovaj rad temelji se na modelu ljudskih prava i cilj mu je istražiti ukljucenost djece s teskocama u programe ranog odgoja i obrazovanja. Sudionici istraživanja – roditelji djece s teskocama u razvoju (N = 10) opisuju izazove s kojima se suocavaju prilikom upisa djeteta s teskocama u predskolske ustanove, izražavaju nedostatak podrske kod upisa ili cak nemogucnost upisa svog djeteta u predskolsku ustanovu. Također, sudionici nailaze na izazove unutar samog vrtica. Djetetu se ogranicava boravak u skupini, smatraju da postoji nedovoljna ukljucenost djeteta s teskocama u aktivnosti, a naglasavaju organizacijske poteskoce vezane uz osiguranje rada asistenta. Sudionici su zadovoljni osobnim kompetencijama odgojiteljica, ali su nezadovoljni njihovim profesionalnim kompetencijama, bas kao sto svoje nezadovoljstvo iskazuju i u vezi s radom strucnog tima. Neki su sudionici spomenuli diskriminaciju djece. Zakljucno, ti iskazi otkrivaju \"ranjivosti\" ranog obrazovnog sustava. S obzirom na važnost ukljucivanja u obrazovanje za djecu s teskocama u razvoju, ova tema zahtijeva stalnu pozornost. Kljucne rijeci: djeca s teskocama u razvoju; Hrvatska; inkluzija; rani odgoj i obrazovanje.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"37 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88284033","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":"Preschool Teachers’ Opinions on the Use of Augmented Reality Application in Preschool Science Education","authors":"Fezile Ozdamli, Damla Karagozlu","doi":"10.15516/CJE.V20I1.2626","DOIUrl":"https://doi.org/10.15516/CJE.V20I1.2626","url":null,"abstract":"The media elements used in education continuously develop as a result of technological development, and virtual and augmented reality (AR) applications have consequently become much more significant. Augmented reality is a technology that combines virtual objects with the real world and provides simultaneous interaction between virtual objects and reality. This kind of technology lies between virtual reality (VR) and reality, where users are placed entirely in computergenerated virtual environments. This study aims to determine the opinions of preschool teachers on the use of augmented reality technologies in preschool science education. The data were obtained through interviews, which is a qualitative data collection method. This research is characterised by the fact that it is the first study to use the augmented reality technology for science education in the preschool period. According to the data obtained from the study, AR technology has positively influenced the learning and teaching processes in preschool education. Moreover, it has been concluded that this technology supports pupils in the use of technology and it also draws their attention to the lesson, while helping preschool teachers teach about different characteristics of objects.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"63 1","pages":"43-74"},"PeriodicalIF":0.2,"publicationDate":"2018-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74588749","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":"Identifying and Analyzing the Misconceptions Associated with the Concept of Chemical Equation","authors":"Sanda Šimičić, D. Mrvoš-sermek","doi":"10.15516/CJE.V20I1.2552","DOIUrl":"https://doi.org/10.15516/CJE.V20I1.2552","url":null,"abstract":"Abstract Education research results point to frequent misconceptions of basic chemical concepts among students at all levels of education. One reason for this is the abstract nature of the subject, which requires higher cognitive abilities of students in the learning process. Considering these insights, research was conducted with the aim to identify and analyze students’ misconceptions associated with the concept of chemical equation. The results served to design and implement a quasi-experiment aiming to enhance teaching of the mentioned concept, which is presently under way. The research, conducted in December 2013, included 357 eighth grade students from several primary schools. Multiple-choice questions were used in assessing the ability of associating two different ways of presenting a chemical reaction, namely chemical equation and particulate drawing. Analysis of the collected data revealed different misconceptions associated with insufficient understanding of the concepts of atom and molecule, stoichiometric number and index, reaction system and elementary reaction, and difficulties in applying the law of conservation of mass. The research results emphasize the value of particulate drawing as a teaching tool whose application in assessing knowledge enables an analysis of the conceptual understanding of the chemical equation. Key words: basic chemical concepts; chemical equation; misconception; particulate drawing. --- Sažetak Rezultati edukacijskih istraživanja ukazuju na ucestalost pogresnih shvacanja temeljnih kemijskih pojmova kod ucenika svih obrazovnih razina. Uzrok tome je i apstraktna priroda nastavnog predmeta koja od ucenika zahtijeva vise kognitivne sposobnosti pri usvajanju sadržaja. Uzimajuci u obzir te spoznaje, provedeno je istraživanje ciji je cilj bio prepoznati i analizirati pogresna shvacanja ucenika povezana s konceptom jednadžbe kemijske reakcije. Rezultati ovog istraživanja poslužili su za osmisljavanje i provedbu kvazieksperimenta s ciljem unaprjeđenja poucavanja navedenog koncepta, koje je u tijeku. U istraživanju koje je provedeno u prosincu 2013. godine sudjelovalo je 357 ucenika osmih razreda osnovnih skola. Zadatcima visestrukog izbora provjeravana je sposobnost povezivanja dvaju nacina prikaza kemijske promjene, jednadžbom kemijske reakcije i cesticnim crtežom. Analizom prikupljenih podataka uocena su razlicita pogresna shvacanja povezana s nerazumijevanjem pojmova: atom i molekula, stehiometrijski broj i indeks, reakcijski sustav i elementarna pretvorba, kao i poteskoce primjene zakona o ocuvanju mase. Rezultati ovog istraživanja isticu vrijednost cesticnog crteža kao nastavnog alata cija uporaba pri provjeri znanja omogucava analizu konceptualnog razumijevanja jednadžbe kemijske reakcije. Kljucne rijeci: cesticni crtež; jednadžba kemijske reakcije; pogresna shvacanja; temeljni kemijski pojmovi.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"14 1","pages":"111-131"},"PeriodicalIF":0.2,"publicationDate":"2018-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73941483","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}