In this paper the authors discuss the influence of students' attitudes on the process and results of their studies. The procedure by which a grade for students' attitudes is obtained is very simple, and the results are treated in several ways. A survey has been conducted among the students in elementary school in order to establish their attitude towards Mathematics lessons. By comparing the answers of students to their knowledge, results were obtained indicating that motivation derived from enjoyment in mathematics has a much greater influence than student consciousness about the usefulness of the subject. The reason for this difference lies in the fact that the application of most mathematical areas seems abstract to learners of this age.
The aim of this paper is to allocate studies dealing with the identification of predictors and the definition of the importance, nature and extent of social participation of children with cerebral palsy in the school environment. A review of literature dealing with the subject will be carried out and the knowledge of the field systematized. The selected studies will be analyzed and the predictors and determinants of participation defined. Based on the analysis guidelines for the upgrade of social participation of children with cerebral palsy will be outlined and suggestions for the implementation of this knowledge in the practical work in inclusive terms given. The results suggest that there is a complex relation between disability, participation and school environment and that the predictors cannot be viewed as isolated entities but only as combined models of the interactive physical and cognitive-behavioral variables. The key steps in the professional intervention comprise the development of strategies that will enable children with cerebral palsy to take full advantage of the opportunities provided by daily school activities in terms of active social inclusion.
The paper presents the results of a research conducted among the fourth and fifth-year students at the Faculty of Humanities and Social Sciences in Zagreb, the Faculty of Teacher Education in Zagreb and at the Faculty of Teacher Education, local branch in Petrinja. Research aim was to determine the attitudes of future class teachers and future primary and secondary school Croatian language teachers towards the standard Croatian language, as well as their level of knowledge of the morphological norm of the standard Croatian language and its successful application. Research results show that in all three groups, students possess a fairly high level of positive attitudes towards the standard Croatian language, but a fairly low level of knowledge of the morphological norm of the standard Croatian language and its successful application. Research results further indicate that there is a need for additional teaching of the morphological norm, especially in relation to the categories where the deviations are the most frequent, and, due to its effect on their future pupils, to the need for the development of the awareness among the students about the importance of acquiring the morphological norm of the standard Croatian language and its successful application.
ABSTRACT The paper deals with the research aimed at evaluating the possibilities and the level of influence of modern teaching methods on the quality of literary text analysis. Modern teaching methods certainly have a certain influence on student's literary experience and ability to analyse literary works. We have researched the aforementioned level of influence within the specific educational sphere using literary excerpts in the phase of text localisation. The research presents the results of parallel group experiments, carried out in the seventh grades. Given that the essence of the model lies in redefining the role of text localization and, therefore, the perception of the text, it was assumed that the changes would have a positive impact on the relation of students to literary excerpts, their attitudes towards the literary work as a whole, success in mastering the teaching literary material. Hence, the main task of this study was to determine whether or not and to what extent experimental teaching compared to traditional teaching resulted in the expected change in the attitudes of students towards teaching on how to interpret literary excerpts and students' success in mastering this type of literary text. The aim is to contribute to the overall teaching of literary excerpt interpretation in the context of multimedia experience with the multi-dimensional art and more complex demands of modern education and modern literature. Key words: literary excerpt, literary text, localization, methodological models-----SAŽETAK Rad se bavi istraživanjem koje je provedeno s ciljem vrednovanja mogućnosti i razine utjecaja suvremenih nastavnih metoda na kvalitetu analize književnoga teksta. Suvremene nastavne metode zacijelo imaju stanoviti utjecaj na učenikovo književno iskustvo i sposobnost analize književnih djela. Istražili smo gore spomenutu razinu utjecaja u specifičnom odgojno- obrazovnom području koristeći se književnim ulomkom u fazi lokalizacije teksta kao primjerom. Istraživanje sadrži rezultate eksperimenata s paralelnim skupinama u sedmom razredu. Polazeći od toga da je bit modela u redefiniranju uloge lokalizacije teksta, a samim tim i percepcije teksta, pretpostavilo se da promjene do kojih dolazi imaju pozitivan utjecaj na odnos učenika prema književnom ulomku, njegova stajališta prema književnom djelu kao cjelini, uspjeh u svladavanju gradiva iz književnosti. Glavni je zadatak istraživanja stoga bio utvrditi utječe li i u kojoj mjeri eksperimentalna nastava, u odnosu na tradicionalnu, na očekivane promjene u stajalištima učenika prema tumačenju književnih ulomaka u nastavi i uspjehu učenika u svladavanju ove vrste književnih tekstova. Cilj je istraživanja pridonijeti sveukupnom poučavanju o tumačenju književnog ulomka u kontekstu multimedijskog iskustva s višedimenzionalnom umjetnošću te složenijih zahtjeva suvremenog obrazovanja i književnosti. Ključne riječi: književni ulomak, književni tekst, lokalizacija, metodički modeli
Temeljna zadaca nastave hrvatskoga jezika prema sadasnjem kurikulu jest nauciti ucenika komunicirati na hrvatskom standardnom jeziku u razlicitim komunikacijsko-funkcionalnim kontekstima. Uporaba hrvatskoga standardnog jezika ne iskljucuje narjecja, dijalekte, mjesne govore i druge idiome. Nastava jezika u nižim razredima osnovne skole polazi od ucenikova imanentnog govora koji je vec usvojio u svome neposrednom okružju. Kulturoloski i didakticki razlozi unosenja dijalektalnih sadržaja u kurikul odražavaju se i na zastupljenost dijalektalnih tekstova u citankama objavljenim u razdoblju od 2000. do 2010. godine. Migracijske promjene uzrokovane ratnim i poratnim okolnostima, utjecaj masovnih medija osobito televizije, interneta i drustvenih mreža uvjetovalo je da se petrinjski mjesni govor/jezik neupitno i neumitno mijenja. Stoga je potrebno zabilježiti i opisati starije stanje u jeziku/govoru. U tom nastojanju poslužila nam je knjižica Milana Dujnica profesora uciteljista u Petrinji naslovljena Božic u Petrinji.Prikaz božicnih obicaja u dvie slike. Knjiga je tiskana 1944. godine u petrinjskoj tiskari V. Massari i I. Glavinic. U ovom radu donosimo morfoloski i leksicko-semanticki opis teksta. Kontrastivnom analizom ukazuje se na razliku u aktualnom petrinjskom govoru kao i na razliku u odnosu na hrvatski standardni jezik. Metodicki pristup ovoj dramskoj igri pokazuje na njezinu uporabu u nastavi jezika, književnosti i jezicnoga izražavanja.
With the changes in the society, there should also be changes in all fields of human activity, constituting not only the fundamental science, but also its applied fields, including Kinesiological education. Issues related to kinesiological prevention are so important that the experts are not only expected but rightfully demanded to provide answers to all questions, including the possible and necessary contribution of kinesiological prevention to the quality of work in the field of education. Implementation of kinesiological prevention in the field of kinesiological education conceals vast reserves (not only in providing better quality of teaching physical and health education, but also in optimizing the efficiency of this subject throughout the education of children, students and youth).
U radu se raspravlja o unapređivanju uvjeta za razvoj građanskih kompetencija djeteta u vrticu, sto podrazumijeva niz kvalitativnih promjena u njegovu ustroju i organizaciji odgojno-obrazovnog procesa. Ostvarivanju humanisticki orijentiranog kurikula ranog odgoja, za koji se autorice opredjeljuju, mogu pridonijeti poticanje razvoja građanskih kompetencija djece kao i razvoj nove kulture ucenja u vrticu. U radu se promovira ideja osposobljavanja djeteta za samoevaluaciju u procesu vlastitog ucenja, kao pretpostavke njegova aktivnog (su)oblikovanja i (su)upravljanja tim procesom te afirmaciju aktivne uloge djeteta u procesu istraživanja kurikula. To se smatra pretpostavkom razvoja novog koncepta institucijskog djetinjstva te mogucim putem rekonceptualizacije kurikula ranog odgoja.
Problem Statement: The intention of this study is to determine whether written examination questions used in primary education fulfill their purpose in measuring students' verbal skills acquisition or not, whether the distribution of the written examination questions on the cognitive domain sublevels is balanced or not, and whether the examination questions reach target behaviors determined by the program or not. Purpose: The purpose of the study is to make a number of suggestions designed in accordance with the results of the research. The results will be obtained by means of a taxonomic distribution in the cognitive domain of the written examination questions used in measuring Turkish students' verbal skills acquisition, assessing the level of the questions used to reach target behaviors determined by the program, and determining teachers' measurement and assessment competencies. Method: The study has been conducted in 47 institutions of primary education selected from various socio-cultural districts in the Kayseri province. The written examination papers of 101 Turkish language teachers selected from the chosen schools have been collected. A total of 69 written examination papers have been randomly selected from the written examination paper samples belonging to the sixth, seventh, and eighth grades and 603 questions have been chosen for the analysis. These 603 questions have been examined using the qualitative research approach, document examination method, and the scanning technique. Findings and Results: The distribution of the written examination questions used in determining students' verbal skills acquisition in the cognitive domain sublevels is not balanced.
The aim of this paper was to model a neural network capable of detecting mathematically gifted fourth-grade elementary school pupils. The input space consisted of variables describing the five basic components of a child's mathematical gift identified in the body of previous research. The scientifically confirmed psychological evaluation of gift based on Raven's standard progressive matrices was used at the output. Three neural network models were tested on a Croatian dataset: multilayer perceptron, radial basis, and probabilistic network. The models' performances were measuredaccording to the average hit rate obtained on the test sample. According to the results, the highest accuracy is produced by the radial basis neural network, which correctly recognizes all gifted children. Such high classification accuracy shows that neural networks have the potential to serve as an effective intelligent decision support tool able to assist teachers in detecting mathematically gifted children. This can be particularly useful in schools in which there is a shortage of psychologists.--------------------------------------------------------------------Cilj ovoga rada bio je modeliranje neuronske mreže kojom bi se mogla otkriti matematička darovitost u učenika četvrtih razreda osnovnih škola. Ulaz se sastojao od varijabli izvedenih za opis pet osnovnih komponenata matematičke darovitosti u djece, a koje su ustanovljene u prethodnim istraživanjima. Kao izlazni rezultat upotrijebljena je znanstveno potvrđena psihološka evaluacija darovitosti utemeljena u Ravenovim progresivnim matricama. Trimodela neuronskih mreža testirana su na hrvatskim podatcima: višeslojni perceptron, mreža s radijalno zasnovanom funkcijom i probabilistička (vjerojatnosna) mreža. Rad mreža mjeren je u odnosu na prosječnu stopu pogodaka prikupljenih na testnom uzorku. Analiza je pokazala da je najvišu točnost postigla neuronska mreža s radijalno zasnovanom funkcijom, kojom semogu točno prepoznati sva darovita djeca. Tako visoka točnost uklasifikaciji pokazuje da neuronske mreže imaju potencijal služiti kao efektivan alat inteligentne odluke pomoću kojega bi učitelji mogli otkriti djecu s darovitošću za matematiku. To može biti osobito korisno u školama s manjkom psihologa.
The aim of this paper was to compare, analyze and explain the change in linear, parabolic and cubic models of the relation between two chosen anthropometric soft tissue variables through a learning process implemented as a kinesiological treatment. A homogenous sample which homogenised further as the learning process advanced was used for the purpose of this research. In accordance with this, the linear model, the parabolic model and the cubic model which has never been used before depicting the relation between the thigh skinfold criterion variable and the upper arm circumference predictor variable were observed at 4 points in time. The convergence of statistically insignificant nonlinear models to statistically significant nonlinear model was observed and explained, providing a new methodological tool for quantitative analysis of the success of the learning process.The research has shown that the cubic model is the most appropriate one at the highest point of sample homogenization. It also suggests the introduction of a mathematical expression for an interval of numbers which encompasses those predictor variable values for which it is reasonable to calculate the criterion variable value – the domain of the (non) linear regression model. Furthermore, the process of calculating the extreme points of the general nonlinear model was mathematically described and applied. Key words: anthropometry, cubic regression, education, methodology, nonlinear regression------------------------ Cilj ovog rada bio je usporediti, analizirati i objasniti promjenu linearnog, paraboličnog i kubičnog modela povezanosti dvije odabrane antropometrijske varijable mekih tkiva, kroz proces učenja implementiranog kao kineziološki tretman. Pritom je korišten homogen uzorak koji se procesom učenja dodatno homogenizira. U skladu s tim, promatrani su linearni, parabolični i do sada nekorišteni kubični model povezanosti kriterijske varijable kožnog nabora natkoljenice i prediktorske varijable opsega nadlaktice u 4 vremenske točke. Uočena i objašnjena je konvergencija statistički neznačajnih nelinearnih modela prema statistički značajnom nelinearnom modelu, što nam daje novi metodološki alat za kvantitativnu analizu uspješnosti procesa učenja. Pritom je pokazano da je kubični model najprikladniji kod najvišeg stupnja homogenizacije uzorka. Također je predložen matematički izraz za interval brojeva koji obuhvaća one vrijednosti prediktorske varijable za koje je smisleno izračunavati vrijednost kriterijske varijable - domenu (ne)linearnog regresijskog modela. Nadalje, matematički je opisan i primijenjen postupak izračuna ekstremnih točaka općeg nelinearnog modela. Ključne riječi: antropometrija, edukacija, kubična regresija, metodologija, nelinearna regresija
Teaching Croatian as a foreign or second language still lacks a systematic theoretical and methodological approach to presenting grammatical content. Therefore, the purpose of this paper is to analyze noun morphology in beginner level textbooks for Croatian as a foreign language in regard to a) the order of presentation and b) didactic and methodological presentation of cases. The results of comparative analysis show that textbooks are moving toward the communicative approach. However, the structuralist approach has not yet been abandoned. The order of presentation of cases is no longer traditional. Rather, it is based on communicative needs. The differences in methodology (the presentation of grammar rules, grammar overviews, text and tasks interrelation, etc.) stem from different concepts of the textbooks. The authors conclude that what lacks in teaching Croatian as a foreign or second language is a Threshold Level for Communication in Croatian as well as a concept on guidelines for future research at national level.
The authors of this article present the method of aesthetic transfer as a novelty and a requirement in contemporary visual arts pedagogy and didactics. In Introduction, the authors establish the meaning of teaching methods and present historical development of specific visual arts methods as a requirement in visual arts education. The central part of the article contains a detailed presentation of the method of aesthetic transfer , a didactic method which stresses the importance of aesthetic experience. The method of aesthetic transfer incorporates most of requirements of art didactics and most aspects of the implementation of art activities. The method of aesthetic transfer considers all basic premises of art didactics and art pedagogy and encompasses a specific articulation of time- and content-related activities, teaching methods and techniques, motivation techniques and evaluation methods. The main emphasis of the method of aesthetic transfer is placed on the procedures of transferring aesthetic messages contained in a work of art to the recipient, i.e. the participant in the learning process. The article further presents the use and evaluation of the method of aesthetic transfer in visual arts practice. The success of this method, which takes children and students from the work of art to a new artistic experience, is manifested in the fact that children are in contact with art, they enrich their artistic and aesthetic development and therefore establish a positive attitude towards art, which is at the same time an incentive for their own artistic exploration. Keywords: method of aesthetic transfer, didactic theory, specific visual arts methods, teaching methods, visual arts education --------------------------- Autori u izlaganju predstavljaju metodu estetskog transfera kao novost i potrebu u suvremenoj likovnoj pedagogiji i didaktici. U uvodnom djelu utemeljuju značenje didaktičkih metoda i predstavljaju povijesni razvoj specifičnih likovnih metoda kao potrebu u likovno-pedagoškim procesima. U središnjem djelu rasprave detaljno predstavljaju metodu estetskog transfera kao didaktičku metodu koja naglašava značenje estetskog iskustva. U metodi estetskog transfera obuhvaćena je većina likovno- didaktičkih zahtjeva i gledišta izvođenja likovnih aktivnosti. Metoda estetskog transfera uzima u obzir sve osnovne premise likovne didaktike i likovne pedagogije te obuhvaća specifičnu vremensku i sadržajnu artikulaciju aktivnosti, nastavne metode i oblike rada, načine motiviranja i vrednovanja. Glavni naglasak kod metode estetskog transfera je na postupcima prijenosa estetskih poruka koje umjetnička djela sadrže, na primatelju, tj. sudioniku pedagoškog procesa. U nastavku je predstavljena upotreba i provjeravanje metode estetskog transfera u likovnoj praksi. Utvrđena uspješnost ove metode,koja vodi djecu i učenike od umjetničkog djela do novog likovnog iskustva, iskazuje se u tome da su djeca u kontaktu s umjetnošću, da obogaćuju svoj likovno-estetski razvoj, da uspostave pozitivan odnos prema umjetnosti koji istodobno potiče njihovo vlastito likovno istraživanje. Ključne riječi: metoda estetskog transfera, didaktička teorija, specifične likovne metode rada, nastavne metode, likovna kultura.
The information society requires changes at all levels, starting from the educational system. In order to change the educational system, it is important to know where to begin, and the start is in working with the youngest children, in preschool institutions and in primary schools. In order to acquire all the necessary knowledge and skills, child has to learn how to learn and communicate in the information society. Here, we thus discover a role of educators and teachers in preschool institutions and primary schools. The aim of the research was to identify the present ICT competences of educators and teachers and their willingness to acquire some new competences required by the information society. This paper shows all the results obtained from both educators (N=59) employed in preschool institutions and teachers (N=92) employed in primary schools in the Republic of Serbia. The questionnaire, especially constructed for this purpose, has been used to test both groups.
A musical work of art in music classes affects the development of age appropriate music aesthetic criteria, music taste and the acquisition of knowledge of particular music literature. A work of art also functions as a means for developing different elements of musical hearing such as sharpening hearing perception, practising hearing concentration, and learning basic music terminology, such as atmosphere, tempo, dynamics, musical form and different music performers. At the moment of listening to and experiencing music in class, music is considered a work of art, but when its elements are discussed and analysed, the work of art becomes the means of learning about music. As the outcomes of learning need to be evaluated, musical work of art also becomes a means of evaluation. This research tries to establish whether there are differences in opinions among primary school teachers towards evaluation in music class regarding years of teaching experience and whether there are any differences in opinions among primary school teachers towards evaluation in music class regarding their level of education. The obtained results show that there is no statistically significant difference in opinions among primary education class teachers towards evaluation in general, nor according to the teachers' level of education. The participants show preference for numerical evaluation, which in turn opens new questions related to the teachers' musical competence in teaching practice and their permanent training in the field of school docimology.
