Plant blindness is becoming a universal phenomenon among both students and adults. They do not know the names of the plants in their immediate environment, nor are they interested in familiarising ...themselves with the plants that surround them. Teachers and outdoor education can play a vital role in reversing and preventing this phenomenon; however, many teacher-training universities do not believe that this issue is important. Future teachers do not know the names of the plants in their environment, nor are they inclined to hold outdoor classes. This study examines the relevance of outdoor classes in university education as well as the plant knowledge of trainee teachers at universities in three countries, namely Serbia, Hungary, and Croatia. The results show that students who attended classes held in a natural outdoor environment had better plant identification knowledge. Students' plant identification knowledge was found to be at the same level in each of the three countries that were examined.
This paper reports on the self-assessment of future teachers regarding their familiarity with the Convention on the Rights of the Child and their competency to teach about children’s rights and ...participation. A total of 561 future teachers were surveyed in Serbia, Croatia, and Slovenia. They all agreed that, during their studies, they did not acquire sufficient knowledge on children’s rights and participation and were not adequately prepared for teaching this content in schools. The authors further suggest an introduction of new study programs and a significant increase in the number of classes dealing with these topics in day-to-day school practice.
Systematic monitoring of students’ achievements as well as encouraging and improving the development of their knowledge, skills and abilities is one of the basic tasks of school. Apart from ...monitoring the progress of students during the teaching process, monitoring and evaluation of their independent work at home is also considered. A new approach to curriculum planning emphasizes the importance of formative evaluation, which implies monitoring and feedback about the learning process. A well-designed homework task can be an excellent indicator of progress in a student’s independent work outside of school. Creating and evaluating constructivist homework enables monitoring the development of students’ research skills as one of the two key evaluation elements in Science and Social Studies.The aim of the paper was to determine the frequency of homework evaluated by teachers and the ways teachers evaluate homework in Science and Social Studies classes. In addition, the aim was to identify the sources of homework which are mostly evaluated. A sample study included 83 primary school teachers, whose assignment, assessment and evaluation of student homework was observed by the students of the Faculty of Education in Osijek and Slavonski Brod during their professional-pedagogical practice. The study analysed 343 Science and Social Studies lessons in which homework was assigned. The results show that teachers did not evaluate a large amount of homework, or they only marked it as reviewed without any feedback about students’ progress and achievement. Therefore, the study reflects the importance of planning, creating and evaluating homework assignments in Science and Social Studies classes.Key words: curriculum; formative evaluation; homework assignments; learning outcomes; sources of homework---Sustavno praćenje učeničkih postignuća, kao i poticanje i poboljšanje razvoja njihovih znanja, vještina i sposobnosti, jedna je od osnovnih zadaća škole. Osim praćenja napretka učenika tijekom procesa poučavanja, također smo razmotrili praćenje i evaluaciju samostalnoga rada učenika kod kuće. Novi pristup planiranju kurikula naglašava važnost formativne evaluacije, što obuhvaća praćenje i davanje povratnih informacija o procesu učenja. Dobro osmišljena zadaća može biti odličan pokazatelj napretka u samostalnom radu učenika izvan škole. Kreiranje i evaluacija konstruktivističke domaće zadaće omogućuje praćenje razvoja učeničkih istraživačkih vještina kao jednog od ključnih elemenata evaluacije u predmetu Priroda i društvo. Cilj ovoga rada bio je utvrditi koliko često učitelji evaluiraju domaće zadaće i načine na koje to čine u nastavi Prirode i društva. Osim toga, cilj je bio utvrditi koje izvore zadaće učitelji najviše evaluiraju. Uzorak studije obuhvatio je 83 osnovnoškolska učitelja čije zadavanje domaćega rada, procjenu i evaluaciju zadaća učenika promatrali su studenti Fakulteta za odgoj i obrazovne znanosti u Osijeku i Slavonskom Brodu tijekom profesionalno-pedagoške prakse. U istraživanju su analizirana 343 sata Prirode i društva na kojima je zadana domaća zadaća. Rezultati pokazuju da učitelji nisu evaluirali veliki broj domaćih zadaća ili su ih samo označili kao pregledane bez povratnih informacija o učeničkom napretku i postignuću. Stoga, istraživanje ukazuje na važnost planiranja, osmišljavanja i evaluacije zadataka domaćega rada u nastavi Prirode i društva.Ključne riječi: formativna evaluacija; ishodi učenja; izvori domaće zadaće; kurikul; zadatci za domaći rad
Cilj istraživanja bio je ispitati u kojem stupnju učitelji potiču kompetencije kod učenika te koliko su zadovoljni svojim poslom i motivirani za rad. Cilj je bio i ispitati povezanost stupnja u kojem ...učitelji potiču kompetencije kod učenika, zadovoljstva poslom i motivacije za rad te godina radnog staža. Sudionici su bili učitelji razredne nastave (N=341). Korišten je Upitnik poticanja razvoja kompetencija učenika, učiteljskog zadovoljstva poslom i motivacije za rad (Borić i Borić, 2013) konstruiran za potrebe istraživanja. Rezultati faktorske analize pokazali su kako se upitnik sastoji od: (1) subskale poticanja razvoja kompetencija učenika i (2) subskale zadovoljstva poslom i motivacije za rad učitelja. Utvrđeno je da postoji pozitivna korelacija (r = 0,360, p<0,05) između subskala. Moguće je zaključiti kako su učitelji u prosjeku visoko zadovoljni svojim poslom i motivirani za rad te se kod učenika trude razviti kompetencije u viskom stupnju. Rezultati su pokazali kako između godina radnog staža te zadovoljstva poslom i motivacije za rad postoji statistički značajna niska pozitivna korelacija r=0,176, p<0,01.
In the 21stcentury pupils learn how to use technological devices from their earlychildhood. Therefore, the use of Information and Communications Technology(ICT) in teaching and learning processes ...seems obvious. For the purpose of thisresearch, 305 class teachers from four European countries (Serbia, Spain, Croatiaand Hungary) were asked about their experiences and opinions on the use of ICTin biology classes. The aim was to determine whether they consider that this wayof teaching is effective and may motivate pupils for further learning. The resultsshowed that the teachers from all four countries agree that pupils enjoy and aremore motivated when learning with the use of the ICT, and it improves the qualityof their lessons.Keywords: biology education; information and communications technology;primary school; teachers
AbstractThe aim of this research was to ascertain the competencies of students who learn Science through research-based outdoor teaching. The research included 319 4th grade students of Osijek ...elementary schools. Two groups of students were to acquire the same contents by means of different didactic scenarios. The experimental group learned through research-based outdoor teaching, the control group through lecture-based teaching in the classroom. A questionnaire containing 16 statements was drafted for the needs of the research and the students were to evaluate, on a Likert-type 5 point scale, motivation, participation and learning through research-based outdoor teaching as well as through lecture-based teaching. A knowledge test for the students was also created and contained 18 questions of different levels of learning domains – knowledge, abilities and skills. In order to determine whether there is a statistically significant difference in the self-evaluation of the level of motivation, participation and learning as well as in the knowledge test between the experimental and control group, a t-test was calculated. The data was processed using the statistical programme SPSS 13.0. The results show that the level of students' reproductive knowledge remains the same in research-based outdoor teaching, but the problem-solving abilities and skills are significantly improved. Students wish to learn by exploring in nature because such work is motivating and less wearing. Key words: research-based outdoor teaching, students' competencies, lecture-based teaching, Science and Society---SažetakCilj je provedenoga istraživanja utvrditi kompetencije učenika učenjem sadržaja Prirode i društva istraživačkom izvanučioničkom nastavom. U istraživanju je sudjelovalo 319 učenika četvrtog razreda osnovnih škola u Osijeku. Dvije su skupine učenika različitim metodičkim scenarijima usvajale iste nastavne sadržaje. U eksperimentalnoj skupini nastava je istraživačka izvanučionička, a u kontrolnoj skupini nastava se izvodila na predavačko-prikazivački način u učionici. Za potrebe je istraživanja sastavljena anketa od 16 tvrdnji u kojoj su učenici procjenjivali motiviranost, sudjelovanje i učenje istraživačkom izvanučioničkom i predavačko-prikazivačkom nastavom na skali Likertova tipa od 5 stupnjeva. Za učenike je sastavljen ispit znanja koji se sastojao od 18 pitanja različitih razina kognitivne domene učenja – znanja, sposobnosti i vještina. Kako bi se utvrdilo postoji li statistički značajna razlika u samoprocjeni motiviranosti, suradnje i učenja, i u ispitu znanja između eksperimentalne i kontrolne skupine izračunat je t-test. Podaci su obrađeni statističkim programom SPSS 13.0. Rezultati su pokazali da razina reproduktivnog znanja učenika istraživačkom izvanučioničkom nastavom ostaje ista, a znatno se razvijaju sposobnosti i vještine rješavanja problema. Učenici žele učiti istražujući u prirodi jer ih takav rad motivira i manje opterećuje. Ključne riječi: istraživačka izvanučionička nastava; kompetencije učenika; predavačko-prikazivačka nastava; priroda i društvo.
AbstractAttitudes help us understand teachers’ relationship towards gifted students and they influence teachers’ practice, which can eventually determine the development of the gifted. The aim of ...this study was to examine the teachers' attitudes towards gifted students and some forms of work with gifted children in school, such as acceleration and ability grouping; as well as to determine whether teachers differ in their attitudes depending on the years of experience. The study was conducted on a sample of 209 class teachers in the area of Brod-Posavina county. The results showed that primary school teachers have positive attitudes towards the needs, support and social value of gifted students but express ambivalent attitudes towards the acceleration, ability grouping and concern that the special treatment of the gifted could have negative consequences. Statistically significant differences were established for certain statements among teachers depending on their years of teaching.Key words: ability grouping; acceleration; attitudes; gifted students; primary school teachers; years of teaching --- Sažetak Stavovi nam pomažu u razumijevanju odnosa učitelja prema darovitim učenicima te utječu na njihovu nastavnu praksu, što u konačnici može odrediti njihov razvoj. Cilj je ovog istraživanja bio ispitati stavove učitelja razredne nastave prema darovitim učenicima i nekim oblicima rada s darovitima u školi poput akceleracije i grupiranja prema sposobnostima, te utvrditi razlikuju li se učitelji u svojim stavovima s obzirom na godine radnog staža. Istraživanje je provedeno na uzorku od 209 učitelja razredne nastave s područja Brodsko-posavske županije. Rezultati su pokazali da učitelji imaju pozitivne stavove prema potrebama, podršci i društvenoj vrijednosti darovitih, no iskazuju neutralne stavove prema akceleraciji, grupiranju prema sposobnostima i bojazni da bi poseban tretman darovitih mogao imati negativne posljedice. Utvrđene su statistički značajne razlike na pojedinim tvrdnjama između učitelja s najmanje radnog staža u odnosu na starije kolege. Ključne riječi: akceleracija; daroviti učenici; grupiranje prema sposobnostima; stavovi; staž; učitelji razredne nastave
The aim of this study was to examine attitudes of primary school teachers toward gifted students and toward some approaches to their education – acceleration and ability grouping, as well as their ...relationship to the expressed interest and perceived knowledge of specific topics concerning giftedness. We distinguish between different possible occasions for knowledge acquisition: during the studies, at teachers’ professional conferences and in the course of individual professional improvement. A total of 209 primary school teachers of the Brod-Posavina county participated in the study. The respondents' attitudes were assessed using the Gagné and Nadeau attitude survey (1991) about gifted students and gifted education. The results show that teachers generally have a neutral attitude toward the gifted, meaning that teachers recognize the needs, support and social value of the gifted, but lack a clearly defined attitude toward special provisions for the gifted and toward the consequences special support of the gifted might have. The study revealed differences in attitudes toward the gifted, interest and level of awareness of giftedness with regard to the years of teaching experience, education level and workplace. Hierarchical regression analyses proved interest and individual professional improvement in topics concerning giftedness to be significant predictors of attitudes toward the needs, support and value of the gifted. The opinion about elitism of gifted education is significantly predicted by the place of work and interest. Keywords: attitudes; gifted education; gifted students; primary school teachers Cilj ovog istraživanja bio je ispitati stavove učitelja primarnog obrazovanja prema darovitim učenicima i nekim pristupima njihova obrazovanja, kao -akceleracija i grupiranje prema sposobnostima, te njihov odnos sa iskazanim interesom i informiranosti o određenim temama iz područja darovitosti tijekom studija, stručnih skupova i individualnog usavršavanja. U istraživanju je sudjelovalo 209 učitelja razredne nastave Brodsko-posavske županije. Stavovi učitelja su procijenjeni pomoću Gagné i Nadeau upitnika (1991) o darovitim učenicima i njihova obrazovanja. Rezultati pokazuju da učitelji općenito imaju neutralan stav prema darovitima, odnosno da učitelji prepoznaju potrebe, podršku i društvenu vrijednost darovitih no nemaju jasno izražen stav prema pristupima rada s darovitima kao ni prema posljedicama posebne potpore darovitih. Utvrđene su razlike u stavovima prema darovitima, interesu i informiranosti o području darovitosti s obzirom na godine radnog staža, stupnja obrazovanja i mjesto rada. Hijerarhijskim regresijskim analizama utvrđeno je da su značajni prediktori stava o potrebama podršci i vrijednosti darovitih zainteresiranost i individualno usavršavanje o temama iz područja darovitosti. Stav o elitizmu darovitih značajno predviđaju mjesto rada i zainteresiranost. Ključne riječi: stavovi; obrazovanje darovitih; daroviti učenici;učitelji primarnog obrazovanja
Cilj ovog istraživanja bio je ispitati stavove učitelja primarnog obrazovanja prema darovitim učenicima i nekim pristupima njihova obrazovanja (akceleracija i grupiranje prema sposobnostima), njihov ...odnos s iskazanim interesom i informiranošću o određenim temama iz područja darovitosti tijekom studija, stručnih skupova i individualnog usavršavanja i neka sociodemografska obilježja učitelja. U istraživanju je sudjelovalo 209 učitelja razredne nastave Brodsko-posavske županije. Stavovi učitelja procijenjeni su s pomoću (za potrebe ovog istraživanja na hrvatski jezik prevedenog i metrijski validiranog) Gagné i Nadeau upitnika (1991) o darovitim učenicima i njihovu obrazovanju. Rezultati pokazuju da učitelji općenito imaju neutralan stav prema darovitima, odnosno da učitelji prepoznaju potrebe, podršku i društvenu vrijednost darovitih, ali da nemaju jasno izražen stav prema pristupima radu s darovitima kao ni prema posljedicama posebne potpore darovitih. Utvrđene su razlike u stavovima prema darovitima, interesu i informiranosti o području darovitosti s obzirom na godine radnog staža, stupanj obrazovanja i mjesto rada. Hijerarhijskim regresijskim analizama utvrđeno je da su značajni prediktori stava o potrebama, podršci i vrijednosti darovitih zainteresiranost i individualno usavršavanje o temama iz područja darovitosti. Stav o elitizmu darovitih značajno predviđaju mjesto rada i zainteresiranost.
Just as each school subject has its own specific goals, so the role of homework depends on the specific requirements and learning outcomes of the subject within which it is assigned. Homework in ...Science and Social Studies should be assigned in those parts of learning content that will require research-oriented and problem-solving activities, which will enable students to gain experience, develop creativity and apply knowledge and skills in everyday life. The study included primary school teachers in Croatia and Slovenia (N = 144). The observation was conducted in real-life situations during Science and Social Studies lessons. The results show that Croatian teachers assign statistically significantly more homework and use ready-made sources of homework assignments more than Slovenian teachers. Teachers of both countries have preferences towards workbooks as the most commonly used source of homework. The aim of the paper is to emphasize the need for reducing homework in the Croatian practice. It also sheds light on the role of the teacher in designing homework tasks that will not be automatically assigned, but will have a meaningful purpose and be oriented towards students’ needs and interests while developing their competencies.
Kao što svaki školski predmet ima svoje specifične ciljeve, tako i uloga domaće zadaće ovisi o specifičnim zahtjevima i ishodima učenja pojedinoga školskog predmeta unutar kojega je zadana. Domaće zadaće u Prirodi i društvu trebaju se zadati u onim dijelovima sadržaja koji će zahtijevati istraživačke aktivnosti i aktivnosti rješavanja problema, što će učenicima omogućiti stjecanje iskustva, razvijanje kreativnosti i primjenu znanja i vještina u svakodnevnome životu. Istraživanje je obuhvatilo učitelje razredne nastave u Hrvatskoj i Sloveniji (N = 144). Promatranje je provedeno u stvarnim situacijama tijekom nastavnih sati Prirode i društva. Rezultati pokazuju da hrvatski učitelji zadaju više domaćih zadaća nego slovenski učitelji i upotrebljavaju gotove izvore domaćih zadataka u usporedbi sa zadatcima koje su sami osmislili više nego slovenski učitelji. Učitelji obiju zemalja preferiraju radne bilježnice kao najčešće korišten izvor za domaću zadaću. U radu se želi naglasiti potreba za smanjenjem domaćih zadaća u hrvatskoj praksi i uloga učitelja u kreiranju domaćih zadataka koji neće biti zadani automatski već će imati smislenu svrhu i biti orijentirani na potrebe i interese učenika i razvoj njihovih kompetencija.
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