Student questions are key to classroom interaction. By asking questions, students seek new knowledge and express interest. The research conducted on 187 high school students aimed to analyze attitudes about the importance and frequency of, and anxiety when asking questions. The data were collected using a customized questionnaire by the authors Doğan and Yucel-Toy (2020). The results show neutral attitudes towards questions and a low frequency of asking questions. Anxiety is below average, with a lower level in male students. The importance of the questions is rated above average, and students with lower achievement consider the questions less important. Further research could explore the connection between students’ attitudes and the reasons why they do not choose to ask questions, contributing to the improvement of learning.
The picture book Tončić Petešić by Vjekoslava Jurdana, published in 2017, was illustrated by Radovan Kunić. It includes a glossary and a CD with an audio recording of a puppet show performed by students from Viktor Car Emin Primary School in Lovran, presented at the Lidrano competition. At the Monte Librić festival in Pula, the picture book was featured through interactive performances by students from Osijek. Dr. Sanja Grakalić Plenković published a professional review in the journal Književnost i dijete. Popular in kindergartens and schools, the book has been the subject of several academic works and public discussions. In 2021, Alen Klančar presented it in English at the Summer School of Children’s Literature at the University of Antwerp. Rijeka City Puppet Theatre staged it in the 2022/2023 season as part of the Storytelling Theatre Cycle focused on local heritage, with the author’s collaboration on the Chakavian dialect. The production received the Charter for the Promotion of Croatian Dramatic Literature. The aim of this paper is to present the picture book, its literary-artistic, linguistic, pedagogical, and dramaturgical values, and their transposition into a theatrical work.
This article aims to research on cyberbullying among peers and the role of social networks in this phenomenon through a review of relevant literature and a synthesis of findings. Methodologically, this theoretical discussion defines peer relationships, digital media, and cyberbullying while examining their interconnections. Peer relationships are crucial for adolescents’ social development, and modern technology is transforming their interactions. Social networks facilitate connections but also increase the risk of cyberbullying, which is often anonymous and prolonged. The rapid spread of content online can cause emotional distress. Therefore, education on the responsible use of the Internet is essential to prevent the negative consequences of online communication.
This study explores the potential of the Collaborative Action Research (CAR) model to bridge the gap between research and practice in geometry education. Using the Development of Geometrical Thinking (DGT) program, CAR facilitated a collaborative process among teachers and researchers through iterative cycles of planning, action, observation, and reflection. Conducted with 88 seventh-grade students and four mathematics teachers in Croatia, the study aimed to enhance geometric understanding and problem-solving skills.The CAR model translated theoretical insights into practical teaching strategies, leading to significant improvements in student learning outcomes and teacher attitudes. Teachers became more reflective practitioners, adapting methods to meet students’ needs effectively. These findings affirm CAR’s value as a framework for professional growth and sustained instructional innovation in mathematics education.
This study explores the emotional experiences and stress management strategies of parents during their young children’s initial transition to daycare. Utilizing a survey-based methodology, the research examined the psychological dynamics of 110 parents (92.7% women, 7.3% men) with children aged 12-36 months across Croatia. The investigation focused on understanding parental stress sources, coping mechanisms, and factors contributing to stress reduction during this critical developmental period. Key findings revealed that 40% of parents reported decreased stress levels over time, with 29.1% experiencing complete stress cessation. Verbal communication emerged as the primary stress management strategy, with 79.1% of participants identifying dialogue as their main coping mechanism. The study highlighted the crucial role of parent- kindergarten teacher communication, with 97.3% of participants ratingtheir interactions as good or excellent. Emotional responses among parents included significant separation anxiety, concerns about child safety, feelings of guilt, and occasional excitement about socialization opportunities. Primary stressors included overcrowded educational groups, potential disease transmission, and concerns about individualized child care. Factors mitigating parental stress encompassed transparent communication, photographic documentation of children’s activities, trust in kindergarten teachers’ professionalism, and family support. The research contributes to understanding the complex emotional landscape of kindergarten teachers education, emphasizing that parental stress is dynamic and responsive to support interventions. Future research could explore targeted strategies for supporting parents during this critical developmental transition.
