Suvremeni pristupi i inovativne metode poučavanja aktivno uključuju učenika u
nastavni proces. Metoda igrifikacije inovativna je metoda koja potiče aktivno učenje
te razvija učenikovu samostalnost, ...kreativno i kritičko razmišljanje i komunikacijske
vještine. Postoji cijeli niz igara koje se mogu iskoristiti u nastavi glazbe kako bi doprinijeli
ostvarivanju odgojno-obrazovnih ciljeva učenja i poučavanja nastave glazbe,
uključujući escape room igre. Rad započinje tumačenjem pojma aktivnog učenja
kroz konstruktivističku paradigmu i osvrtom na aktivnosti u glazbenoj nastavi koje
omogućuju aktivno uključivanje učenika u nastavni proces. Središnji dio istraživanja
odnosi se na pojmovno određenje termina igrifikacije i koncept escape room igre te
pregled relevantne znanstvene i stručne literature radi boljeg razumijevanja koncepta
igre, njezinim prednostima i nedostacima te mogućnostima primjene u obrazovanju.
Prema metodološkom teorijskom okviru Clarke i dr. (2017) za kreiranje edukativnog
escape rooma istaknut će se glavne smjernice za primjenu ovakvog koncepta
u službi aktivnog slušanja glazbe.
The aim of this study was to screen practices used in verification procedures for methods/analysers among medical biochemistry laboratories (MBLs) in Croatia. We hypothesized that these procedures ...differ widely from laboratory to laboratory and wanted to gather specific data on steps used in the verification workflow.
In order to obtain data, an online survey was conducted. The survey, divided in two sections, contained 29 questions and statements addressing general characteristics and specific steps of the verification workflow of each individual MBL. The survey was disseminated among managers of all MBLs in Croatia.
A total of 108/196 (55%) laboratories participated in the survey. Forty nine MBLs were excluded from the second part of the survey: 14 have not implemented verification procedures, and 35 MBLs due to the absence of answers. The most relevant results of the second part of the survey showed that: 18/59 (0.31) of the responding MBLs have difficulties when defining acceptance criteria, 27/59 (0.46) used the Clinical and Laboratory Standards Institute protocol for precision estimation; the majority of MBLs used a median of 20 samples for method/analyser comparisons and estimated bias using internal quality control samples; reference intervals provided by external sources are mainly adopted; 60% of MBLs do not include linearity verification in their protocol and do not use the national document for the estimation of measurement uncertainty.
Heterogeneous verification protocols are routinely utilized across Croatian MBLs which clearly confirms that a national document might help in the harmonization of verification procedures.
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IZUM, KILJ, NUK, PILJ, PNG, SAZU, UL, UM, UPUK
This paper brings the results of a field research conducted with the aim of determining the impact of the media culture on the language expression of primary school students in higher grades. The ...sample consisted of 357 studentsfrom theprimary school’s seventh and eighth grades (N=308) and Croatian language teachers from differentregions of the Republic of Croatia (N=49). In the focus of this research is the examination of the role of media in the teaching process, but also the impact of language media on the students’ oral and written expression. The research confirmed the negative influence of the media on the verbal, and especially on the written expression of students. The research participants aspire to involve media and technical aids in the teaching process of the Croatian language, which makes it interesting and has a positive effect on their motivation. Teachers have notedthat students increasingly use new terms and acronyms, mostly Anglicisms, originating from the Internet and other media. They would like to dedicate more time tomedia language editing if the curriculum allowed it. Therefore, they advocate a substantial curriculum reform.
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