U članku se analiziraju i uspoređuju podatci o neopravdanim izostancima s nastave učenika dvanaest katoličkih i dvanaest javnih gimnazija u Hrvatskoj. Istraživanje je obuhvatilo 87 odjeljenja prvih ...gimnazijskih razreda, u kojima je na kraju školske godine 2019./2020. evidentirano 1990 učenika. Ukupno dvanaest katoličkih gimnazija nalazi se u jedanaest gradova i deset županija. U svrhu usporedbe metodom slučajnog odabira uzeto je također dvanaest javnih gimnazija iz referentnih gradova i županija. Istraživanjem se željelo utvrditi postoji li statistički značajna razlika u broju neopravdanih izostanaka s nastave učenika javnih i katoličkih gimnazija te ih povezati s mogućim vrijednosnim usmjerenjem škola i perspektivom logopedagogije. Također je ispitana razlika prema spolu učenika te između županija u kojima se nalaze dotične škole. Rezultati ukazuju na postojanje statistički značajne razlike u broju neopravdanih izostanaka s nastave u korist katoličkih gimnazija. Mladići imaju više neopravdanih izostanaka s nastave nego djevojke u ukupnom uzorku kao i u uzorku učenika javnih gimnazija, dok u katoličkim gimnazijama nije primijećena statistički značajna razlika po spolu. Utvrđena je statistički značajna razlika u broju neopravdanih izostanaka u različitim županijama. Rasprava rezultata u perspektivi logopedagogije nudi novi aspekt istraživanja u odgojno-obrazovnom djelovanju.
The article analyses and compares data on unjustified absences of pupils from classes in twelve Catholic and twelve public grammar schools in Croatia. The study involved 87 first-year grammar school classes in which there were 1990 pupils at the end of the 2019/2020 school year. In total twelve Catholic grammar schools are situated in eleven cities and ten regions. For the purpose of comparison by using the method of random selection, twelve public grammar school from these cities and regions were added to the sample. The study aimed at determining whether there is a statistically relevant difference in the number of unjustified absences of pupils from classes in public as opposed to Catholic grammar schools, and, if so, to possibly link the difference to valueprofiles of the two kinds of schools, as well as to the perspective of logopedagogy. The study also took into account the difference in terms of the sex of pupils and in terms of the region in which particular schools is located. The results of the study indicate that there is a statistically relevant difference between the number of unjustified absences of pupils from classes in favour of Catholic grammar schools. Additionally, boys have more unjustified absences than girls in the total sample, as well as in the sample of pupils from public schools, while in Catholic grammar schools there was no statistically relevant difference in terms of the sex of pupils. A statistically relevant difference in the number of unjustified absences between regions has also been shown. The discussion of results in the light of the perspective of logopedagogy offers a new aspect of research to educational-upbringing efforts.
The paper gives a review of high school curricula for Serbian language and literature-the topics of Language and Language Culture from 1990 to the present. The structure, tasks, and contents of the ...curricula from 1990 and 1991, the innovated curriculum from 2011, and the latest, reformed curriculum were reviewed, analysed, and compared. The comparison aims to determine and analyse their similarities and differences in the field of language and language culture, to observe and highlight their positive and negative aspects, and thus, in accordance with the research results, to draw conclusions and finally make suggestions that would contribute to their further improvement.
The research aim was to examine the effect of the 5E instructional model on students’ cognitive processes and attitudes towards chemistry as a subject. The research was performed at three Slovak ...grammar schools in the 1st year during the 2nd term of the 2021/2022 school year. This research employed the experimental approach with a quasi-experimental design that involved experimental and control groups. The research sample consisted of 218 students, and it was divided into two groups: the experimental group comprised 114 students (who studied using the 5E model) and the control group comprised 104 students (who studied conventionally). The intervention took place during eight lessons (four two-hour laboratory exercises). A set of inquiry-based activities for the “chemical reactions and equations” thematic unit verified via pilot research was implemented using the 5E model in the experimental group. The research used the following tools: the chemistry concepts test based on the revised Bloom’s taxonomy and a questionnaire to identify the attitudes of students towards chemistry as a subject. The chemistry concepts test results indicated that teaching with the 5E model was more effective than teaching without the 5E model in terms of developing cognitive processes. It affected all the observed cognitive processes (memorization, understanding, application, analysis, and evaluation). After teaching with 5E model, students’ attitudes in experimental group towards learning chemistry as a subject changed significantly. Finally, research presents some recommendations, including conducting more studies on 5E model-based strategy, cognitive processes, and attitudes towards science.
The aim of this paper was to examine the effects of the application of online material on the Br?nsted-Lowry theory of acids and bases on the active construction of knowledge in first-grade grammar ...school students during the COVID-19 pandemic. The online material was designed to enable students: a) to learn the teaching material in smaller parts; b) to assess the acquired knowledge after each part of the teaching material; c) to progress through the lesson at their own pace; d) to visualise and interrelate the macroscopic, submicroscopic and symbolic representations of the contents about acids and bases by using a video recording and illustrations; e) to re-examine the accuracy of the given answers. The research sample consisted of 122 first-grade grammar school students, who learnt about the Br?nsted?Lowry theory for the first time. The instruments used in this research study were two tests (a pre-test and a post-test), the validity of which was examined by two university professors and two grammar school chemistry teachers. The applied approach enabled the active construction of knowledge in the majority of students, while it provided the teachers with an insight into the progress and outcomes of the process.
Full text
Available for:
IZUM, KILJ, NUK, PILJ, PNG, SAZU, UL, UM, UPUK
This study aims to know the influence of puritanism in the early development of education in America, especially in the 1600s to the beginning of American independence. It is a qualitative research ...with a library or documentary design relies on the main data of ideas, views, or beliefs taken from sources in the form of books, texts and other documents related to America puritanism. The collected data are analyzed qualitatively using concepts and theories relevant to the problem being discussed. The research reveals American puritanism was a religious reform movement in the mid of 16th century aimed initially at purifying religious doctrines from the influence of Roman Catholicism. Although the puritans' thoughts had undergone ebb and flow, they still emerged nowadays in various activities, like in the president’s inauguration speech. America puritanism was sourced from individual freedom values that influenced their life pattern. American puritanism was not only a religious belief, but it was also a philosophy of life. American puritanism has had a great influence on American cultural values, and the formation of the character of the American nation. It had also a great influence on the development of education in America since colonial era. It can be concluded that the puritanism influence greatly on American education system from the beginning of the first immigrants who settled in the new world in 1600s. Penelitian ini bertujuan untuk menggali lebih dalam pengaruh puritanisme dalam pengembangan awal pendidikan di Amerika, khususnya pada 1600-an hingga awal kemerdekaan Amerika. Penelitian ini menggunakan metode penelitian kualitatif dengan rancangan penelitian yang berbentuk kajian kepustakaan. Data utama dalam penelitian ini gagasan, pandangan, atau keyakinan yang diambil dari sumber-sumber yang berbentuk buku-buku, naskah dan dokumen-dokumen lain yang berhubungan dengan puritanisme di Amerika. Data terkumpul dianalisis secara kualitatif dengan menggunakan konsep dan teori yang relevan dengan permasalahan yang sedang dibahas. Hasil penelitian memperlihatkan bahwa puritanisme Amerika adalah gerakan reformasi agama pada pertengahan abad ke-16, gerakan ini awalnya bertujuan untuk memurnikan doktrin agama dari pengaruh Katolik Roma. Walaupun hasil pemikiran kaum puritan selalu mengalami pasang surut, gagasan pemikiran mereka masih muncul dalam berbagai kegiatan, bahkan dalam pidato pelantikan presiden. Puritanisme di Amerika berpusat pada nilai-nilai kebebasan individu yang memiliki pengaruh terhadap pola kehidupan mereka. Puritanisme bukan hanya kepercayaan agama, tetapi juga filsafat kehidupan, kombinasi gaya hidup dan nilai-nilai. Berdasarkan temuan tersebut dapat disimpulkan bahwa doktrin puritanisme memberi pengaruh besar pada sistem pendidikan Amerika secara keseluruhan sejak awal imigran pertama yang menetap di dunia baru pada tahun 1600-an. تهدف هذه الدراسة إلى تحليل تأثير التزمتية في التطور المبكر للتعليم في أمريكا، و خاصة في القرن السابع عشر وحتى بداية الاستقلال الأمريكي. لقد أصبحت التزامية جزءًا من تاريخ الأمريكية، بل أصبحت أساسًا لتشكيل سلوك الأمريكي، على الرغم من أن نتائج أفكار المتشددين تواجه دائمًا صعودًا وهبوطًا، لكن أفكارهم الفكرية لا تزال تظهر في العديد من الأنشطة، حتى في خطاب تنصيب الرئيس. و تركز التزمتية في أمريكا على قيم الحرية الفردية، وقيمة التطهير لها تأثير على أنماط الحياة المتعلقة بالأفراد. الالتزمية ليست معتقدًا دينيًا فحسب، بل أيضًا فلسفة للحياة، مزيج من أسلوب الحياة والقيم. و كان للتزمتية تأثير كبير على القيم الثقافية الأمريكية، وتشكيل شخصية الأمة الأمريكية، وكان له تأثير كبير على تطوير التعليم في أمريكا منذ العصور الاستعمارية. و تستخدم هذه الدراسة أساليب البحث النوعي، وهي الأساليب التي تؤكد على جانب الفهم المتعمق للمشكلة من خلال دراسة كل حالة على حدة. و أظهرت النتائج أن المذهب التزمتي كان له تأثير عميق على نظام التعليم الأمريكي ككل منذ بداية المهاجرين الأوائل الذين استقروا في العالم الجديد في القرن السابع عشر.
Passados 400 anos da morte de Shakespeare, ainda temos muitas lacunas a preencher sobre o mais importante autor do período elisabetano. Suas obras sempre se revelam como mananciais e as leituras e ...interpretações que podemos fazer a partir delas são inesgotáveis. Surge então a questão: quem é o autor por trás de toda essa riqueza? No presente artigo, abordamos os três pilares formativos do jovem William: sua família, sua educação na Grammar School e o teor político contido nas homilias dominicais de seu tempo. Posteriormente, relacionamos esses pilares com quatro de suas peças, as grandes tragédias: Hamlet, Macbeth, Otelo e Rei Lear. O tema proposto será abordado a partir de obras da maior especialista brasileira em Shakespeare, a professora e crítica de teatro, Bárbara Heliodora; um dos mais expressivos professores de Yale e atualmente um dos grandes especialistas em Shakespeare, Harold Bloom; e ainda, o professor e tradutor, Pedro Süssekind. Como resultado, apresentaremos que, mesmo sendo dotado de uma grande genialidade e sua curiosidade não tenha limites, muito do sucesso do bardo é devido a sua época e as influências que recebeu.
Passados 400 anos da morte de Shakespeare, ainda temos muitas lacunas a preencher sobre o mais importante autor do período elisabetano. Suas obras sempre se revelam como mananciais e as leituras e ...interpretações que podemos fazer a partir delas são inesgotáveis. Surge então a questão: quem é o autor por trás de toda essa riqueza? No presente artigo, abordamos os três pilares formativos do jovem William: sua família, sua educação na Grammar School e o teor político contido nas homilias dominicais de seu tempo. Posteriormente, relacionamos esses pilares com quatro de suas peças, as grandes tragédias: Hamlet, Macbeth, Otelo e Rei Lear. O tema proposto será abordado a partir de obras da maior especialista brasileira em Shakespeare, a professora e crítica de teatro, Bárbara Heliodora; um dos mais expressivos professores de Yale e atualmente um dos grandes especialistas em Shakespeare, Harold Bloom; e ainda, o professor e tradutor, Pedro Süssekind. Como resultado, apresentaremos que, mesmo sendo dotado de uma grande genialidade e sua curiosidade não tenha limites, muito do sucesso do bardo é devido a sua época e as influências que recebeu.
Schools have many devices designed for teaching physics, but which have become obsolete due to technical developments and changes in curricula. These objects, often abandoned in storerooms, ...constitute a precious heritage for the history of education and an important resource to motivate students of all levels. This article first presents the ASEISTE, Association for the Preservation and Study of the Scientific and Technical Instruments of Education which, since 2004, year of its creation, helps schools to retrieve, restore and preserve instruments and collections but also to promote these collections by using them in pedagogical projects. The results of these inventories are available to everyone on the association's website (https://www.aseiste.org) which features over 7 000 references, from 70 establishments spread across France, as well as numerous documents showing devices in operation. A second part of this article is devoted to the presentation of various educational uses that the members of the association and their students make of this heritage, how they make it live and value it within the framework of their high school or middle school’s activities. In recent years the association has developed its contacts with associations or European researchers having similar objectives.
As the closure of the former lycée Gérôme in Vesoul (a former middle school that later became a high school) in June 2019 drew near, the department of Haute-Saône, concerned with preserving a unique ...heritage, developed an original approach aimed at bringing together the skills of specialised institutions and contributors. On the basis of a detailed inventory drawn up for this purpose, a scientific committee met to assess the interest of the different collections and to determine the most suitable destination in connection with heritage institutions in the region. Although these objects have suffered from their storage conditions in one of the school's attics since 1975 (date on which they changed its status to “collège”, an equivalent of middle school or comprehensive school), 500 items have been inventoried and photographed. They concern the fine arts (plaster casts intended for drawing lessons), the teaching of natural sciences (educational posters, human and animal skeletons), physics and literature. Ordered from catalogues of specialised producers, some of the artefacts of the lycée Gérôme are present in other inventoried collections like those of the lycée Gambetta of Tourcoing or the lycée Guez-de-Balzac of Angoulême. Two private collections of liturgical garments and objects have just been added to these items’ inventories, related to the presence of a chaplaincy and the mineralogical collection of Paul Petitclerc (1840-1937), native of Vesoul, a reputed ornithologist and president of the French geological society.
The realization of inclusion in schools makes a significant contribution to the development towards an inclusive society (cf. Lütje-Klose et al. 2018a, p. 9), as social practices are not only ...reproduced in schools, but also newly produced. These practices are carried on in extra- and postschool fields of action (cf. Sturm 2018b, p. 251; Powell 2016, p. 681; Budde 2012, p. 530ff.). Although the introduction of inclusion confronts the entire multi-level system of schools with the task of critically questioning existing structures, concepts, and practices and working on them in an inclusion-oriented manner (cf. Lindmeier & Lütje-Klose 2019, p. 590), the requirements in the field of action of teachers are becoming more complex. Teachers are not only responsible on the meso and micro level of the school system, but also interactively involved in the (re)production of social practices in the school practice (cf. Sturm 2018, p. 254ff.). It is up to teacher education to prepare student teachers to accept the challenge of school inclusion and to adapt traditional educational structures and contents in an inclusion-oriented way. The dissertation aims at reconstructing the knowledge that students of different teacher training programs have about inclusion-related subjunctive experiences during their studies. For this purpose, group discussions with students of special education and secondary school teaching are analyzed using the documentary method. The reconstructions provide information about how the participating student teachers anticipate and cope with inclusion as a challenge of school practice. Based on the findings, implications for the (re)orientation of educational structures and contents of teacher education are finally presented for discussion.
Die Realisierung schulischer Inklusion leistet einen wesentlichen Beitrag für die Entwicklung zu einer inklusiven Gesellschaft (vgl. Lütje-Klose et al. 2018a, S. 9), da in Schule nicht nur soziale Praktiken reproduziert, sondern auch neu hervorgebracht werden. Diese Praktiken werden in außer- und nachschulischen Handlungsfeldern weitergetragen (vgl. Sturm 2018, S. 251; Powell 2016, S. 681; Budde 2012, S. 530ff.). Zwar wird durch die Einführung von Inklusion das gesamte Mehrebenensystem Schule damit konfrontiert, bestehende Strukturen, Konzepte sowie Praktiken kritisch zu hinterfragen und inklusionsorientiert zu bearbeiten (vgl. Lindmeier & Lütje-Klose 2019, S. 590), doch findet sich eine Komplexitätsverdichtung der Anforderungen in dem Handlungsfeld von Lehrkräften. Sie sind nicht nur zugleich Verantwortungsträger*innen auf der Meso- und auf der Mikroebene des Systems Schule, sondern auch interaktiv an der (Re-)produktion sozialer Praktiken in der schulischen Handlungspraxis beteiligt (vgl. Sturm 2018, S. 254ff.). Der Lehrer*innenbildung obliegt es, Lehramtsstudierende auf die Annahme der Herausforderung schulischer Inklusion vorzubereiten und tradierte Ausbildungsstrukturen sowie -inhalte inklusionsorientiert zu adaptieren. In der Dissertation wird hier angesetzt und rekonstruiert, über welches inklusionsbezogene konjunktive Erfahrungswissen Studierende verschiedener Lehramtsstudiengänge im Verlauf des Studiums verfügen. Dazu werden Gruppendiskussionen mit Studierenden des Lehramts für Sonderpädagogik und des Lehramts an Gymnasien unter Anwendung der dokumentarischen Methode ausgewertet. Die erstellten Rekonstruktionen geben Aufschluss darüber, wie die teilnehmenden Lehramtsstudierenden Inklusion als Herausforderung der schulischen Handlungspraxis antizipieren sowie bewältigen. Auf den gewonnenen Erkenntnissen aufbauend werden abschließend Implikationen für die (Neu-)Ausrichtung von Ausbildungsstrukturen und -inhalten der Lehrer*innenbildung zur Diskussion gestellt.
PDF
