Novija znanstvena istraživanja pokazuju da uključivanje djece u glazbene aktivnosti utječe na njihov psihički, emocionalni i socijalni razvoj zbog čega se glazba sve više koristi i u medicinske, ...odnosno terapeutske svrhe. Kako bismo saznali je li moguće neke elemente iz pojedinih metoda glazboterapije primijeniti i u nastavi glazbe u osnovnoj općeobrazovnoj školi, proveli smo kvalitativno istraživanje u kojemu su sudionici bili učenici trećeg razreda jedne osnovne škole iz Osijeka. Za potrebe prikupljanja podataka koristili smo postupak sustavnog promatranja, a za analizu podataka kvalitativnu i kvantitativnu analizu. Rezultati istraživanja pokazali su da je uvođenje elemenata iz pojedinih metoda glazboterapije moguće te da učenici rado sudjeluju u svim provedenim aktivnostima. Pritom učenici iskazuju maštovitost, kreativnost, samostalnost u radu te spremnost na suradnju.
Od školske godine 2019./2020. nastava Glazbene kulture treba se realizirati prema Kurikulumu nastavnog predmeta Glazbena kultura za osnovne škole i Glazbena umjetnost za gimnazije koji će tijekom tri ...godine ući u sve razrede osnovne škole. U nastavi se realizira otvoreni kurikulum koji učiteljima omogućuje da učenje i podučavanje prilagođavaju interesima i sposobnostima učenika te vlastitim sklonostima. U okviru rada provedeno je istraživanje čiji je cilj bio utvrditi preferencije učenika prema različitim aktivnostima i sadržajima u nastavi Glazbene kulture te otkriti postoje li razlike u preferencijama s obzirom na razred, spol učenika te (ne)pohađanje izvannastavne/izvanškolske glazbene aktivnosti. Istraživanje, koje se odvijalo tijekom 2018. godine, obuhvatilo je 280 ispitanika, tj. anketirani su učenici četvrtog, šestog i osmog razreda. Rezultati pokazuju da učenici imaju pozitivan stav prema nastavi Glazbene kulture i da najviše preferiraju pjevanje, a zatim slušanje glazbe i glazbene igre. Međutim, zastupljenost aktivnosti i sadržaja, osim pjevanja, nije proporcionalna učeničkim preferencijama. Preferencije prema glazbenim aktivnostima s obzirom na spol učenika pokazuju kako se pojedine aktivnosti nalaze na istom mjestu i kod učenika i kod učenica. Također, slušanje glazbe više preferiraju učenici koji glazbenu izvannastavnu/izvanškolsku aktivnost nisu polazili ili je ne polaze. Zaključno, smatramo da bi se glazbene preferencije učenika trebale uzeti u obzir prilikom osmišljavanja nastavnih jedinica, izbora glazbe i organiziranja i izvođenja nastave.
From the 2019/20 school year Music Culture classes should be implemented according to the Curriculum of the Music Culture for Primary Schools and Musical Arts for Gymnasium curriculum, which will enter all grades of primary school over the course of three years. The curriculum implements an open curriculum that allows teachers to adapt learning and teaching to students’ interests and abilities and their own preferences. Within the framework of the study, a study was conducted to identify students’ preferences for different activities and content in Music Culture teaching and to find out if there were differences in preferences with regard to class, student gender, and (non)attendance of extracurricular/after-school music activities. The survey, which took place during 2018, included 280 respondents, ie, fourth, sixth and eighth grade students were surveyed. The results show that students have a positive attitude towards teaching Music Culture and that they prefer singing and then listening to music and playing music. However, the representation of activities and content, apart from singing, is not proportional to the students’ preferences. The preferences for music activities according to the gender of students show that certain activities are in the same place for both male and female students. Also, listening to music is preferred by students who did not attend or do not attend music extracurricular/after-school music activities. In conclusion, we believe that students’ musical preferences should be taken into account when designing teaching units, choosing music, and organizing and conducting classes.
Elementary school students are offered a variety of music activities, both within (extracurricular activities) and outside school (out of school activities). Their involvement in these activities ...often depends on various factors. To study this, we conducted a survey with 510 respondents in 2018. The survey was conducted on a convenience sample in two general elementary schools in Osijek–Baranja County, including pupils from the fourth to the eighth grades of one suburban and one urban school. The study aimed to determine how much pupils participate in extracurricular and out-of-school music activities and whether their participation is affected by the school location, pupil’s gender and class, and their parents’ engagement in music activities. The study results indicate that the interest in taking these activities is equally prevalent among pupils in suburban and urban areas. Besides, a significantly higher number of girls attended different activities than boys. Out-of-school music activities were attended by fourth-, fifth- and sixth-grade students to a greater extent than seventh- and eighth-grade students. At the same time, the study found that students whose parents engaged in some kind of music activity took a more significant part in music activities. Overall, the results of this research showed that just over a third of surveyed students attended an extracurricular or out-of-school music activity. A more numerous selection of musical activities and stronger encouragement of students are necessary because research has pointed to the benefits of music, such as improving behaviour, school achievement, social skills, memory, creativity, cognitive skills and overall personal development.
Uvođenje
tehnologije u nastavu sve je češće prisutno ne samo u poučavanju već i u
učenju. U projektu „Inovativno okružje za učenje uz podršku IKT-a“ cilj je
uvođenja tehnologije potpora ...transformaciji nastave tako da se učenicima u
osnovnoj i srednjoj školi pruže mogućnosti za učenje u kojima stječu znanje i
razvijaju kompetencije. Učitelji pritom trebaju poznavati alate kojima mogu
procijeniti jesu li aktivnosti podržane IKT-om primjerene za postizanje
postavljenih ciljeva te omogućuju li transformaciju nastave. U prilogu
istražujemo tri modela koji bi učiteljima mogli u tome pomoći. Na temelju
analize 68 predanih primjera dobre prakse ustanovili smo da je za učitelje u
projektu „Inovativno okružje za učenje uz podršku IKT-a“ najprimjerenija
ljestvica RAT, uz kontinuirano preispitivanje dodane vrijednosti koju
primijenjena tehnologija donosi u proces poučavanja i učenja.
Introducing ICT to schools is increasingly present not only in teaching but also in the learning process. In the Innovative Learning Environment Supported by ICT project, the goal of introducing technology is to support the transformation of lessons in order to prepare learning opportunities in which students will acquire their knowledge and develop competencies. In doing so, teachers need knowledge and tools to assess whether ICT supported activities are appropriate for achieving the set goals and enable the transformation of lessons. In the paper, we explore three models that could help teachers making these important decisions. Based on the analysis of 68 examples of lessons plans, we propose that the R.A.T. model is the most appropriate for teachers in the 'Innovative ICT-supported learning environment' project. The benefit of the ICT implementation in teaching and learning process should be continuously monitored and evaluated.
A sulphide capacity prediction model of CaO-SiO2-MgO-Al2O3 slags has been developed based on the ion and molecule coexistence theory(IMCT). Sulphide capacity(Cs) of slag for blast furnace (BF) with ...high Al2O3 in the CaO-SiO2-MgO-Al2O3 system at 1773K were measured by applying slag-metal equilibrium method. The feasibility of the developed IMCT model is verified by the sulphide capacity measured in the experiment. Effects of R(w(CaO)/w(SiO2)), w(MgO)/w(Al2O3) and w(Al2O3) on sulphide capacity were discussed. There is a good linear relationship between the experimental value and the predicted value. Therefore, the theoretical model of ion and molecule coexistence can be used to calculate the sulphide capacity of CaO-SiO2-MgO-Al2O3 quaternary slag system. When w(Al2O3)=20% and w(MgO)/w(Al2O3)=0.5, the sulphide capacity of slag increased with the increase of R. When w(Al2O3)=20% and R=1.30, the sulphide capacity of slag increased with the increase of w(MgO)/w(Al2O3). When R=1.30 and w(MgO)/w(Al2O3)=0.4, the sulphide capacity of slag decreased with the increase of w(Al2O3).
U desetogodišnjoj primjeni otvorenog modela u nastavi je Glazbene kulture u primarnom obrazovanju, osim slušanja glazbe i usvajanja muzikoloških sadržaja, pjevanje utvrđeno kao najčešća izabrana ...aktivnost. Zanimanje za tu aktivnost u nižim razredima nadovezuje se na sustavno i kvalitetno provođenje pjevanja u predškolskim ustanovama i u aktivnosti zborskog pjevanja. Organizirane su aktivnosti zborskog pjevanja, kao dio neformalnog učenja glazbe, zbog brojnih pozitivnih karakteristika najprisutniji oblik izvannastavnog stjecanja glazbenog znanja i razvoja glazbenih sposobnosti kod djece predškolskog uzrasta i učenika. U aktivnostima zborskog pjevanja glazbenim se i pjevačkim razvojem učenika sustavno djeluje na razvoj njihovih glazbenih preferencija te se utječe na formiranje stavova o estetski vrijednoj glazbi. U radu je predstavljeno istraživanje koje je provedeno u rasponu od godinu dana s ciljem ispitivanja glazbenih preferencija učenika primarnog obrazovanja te utvrđivanja utjecaja strukturirane glazbene poduke unutar pjevačkog zbora na glazbene preferencije.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
Istraživanje je provedeno na uzorku učenika trećih razreda strukovnih škola i gimnazija (N=605). Od uključenih učenika, gimnaziju je pohađalo njih 253, a srednje strukovne škole 352 učenika. Cilj ...istraživanja bio je ispitati neke specifičnosti u percepciji učenika srednjih škola o važnosti nastavnih predmeta iz područja likovnih umjetnosti. Napravljena je posebna analiza samo za dvije odabrane zavisne varijable: važnost nastavnih predmeta iz područja likovnih umjetnosti za razvoj pamćenja i sposobnosti za učenje ostalih nastavnih predmeta te interes i zadovoljstvo sudjelovanjem u likovnim aktivnostima. Rezultati pokazuju da ne postoji statistički značajna razlika između učenika gimnazija i strukovnih škola u procjeni sudjelovanja u aktivnostima nastave likovne umjetnosti te u procjeni važnosti likovnih aktivnosti za razvoj pamćenja i sposobnosti za učenje ostalih predmeta. Postoji statistički značajna spolna razlika u procjeni sudjelovanja u aktivnostima nastave likovne umjetnosti te u procjeni važnosti likovnih aktivnosti za razvoj pamćenja i sposobnosti za učenje ostalih predmeta. Može se zaključiti da ispitanici nisu bili u mogućnosti procijeniti koliko i u koju svrhu će im u daljnjem školovanju i budućem zanimanju koristiti kompetencije stečene u nastavi likovne umjetnosti.
This research was carried out on a sample of third year pupils of vocational schools and gymnasiums (N=605). Of the surveyed pupils, 253 of them attended gymnasiums, while 352 attended vocational secondary schools. The goal of this research was to examine specificities in secondary school pupils’ perceptions of the importance of subjects in the field of the fine arts. A separate analysis was undertaken for only two selected dependent variables: the importance of subjects in the field of the fine arts for developing memory and the ability to learn other subjects, and interest in and satisfaction with participation in fine arts activities. The results show that there is no statistically significant difference between the estimation of gymnasium and vocational school pupils regarding participation in fine arts activities or in their estimation of the importance of fine arts activities in developing memory and the ability to learn other subjects. There is a statistically significant gender difference in the estimation of participation in fine arts activities, as well as in the estimation of the importance of fine arts activities in developing memory and the ability to learn other subjects. It can be concluded that respondents were unable to estimate how much or why they would use competencies gained in fine arts teaching in their continued education or their future careers.
The basic law governing minority rights in the Republic of Croatia was adopted by The Constitutional Act on the Rights of National Minorities (CARNM) in 2002. Among other things, it provides for the ...election of representatives of members of national minorities in accordance with a special election act. The unified election act – Act on the Election of Councils and Representatives of National Minorities (AECRNM), which regulates the election of members of national minority councils and representatives of national minorities in local and regional self-government units, entered into force on 14 March 2019, 17 years after the adoption of the CARNM. The first elections held under the provisions of that act were the elections of representatives and members of Councils of National Minorities, held in 2019, on 5 May (first round) and 19 May (second round). The 2019 elections went unnoticed by the Croatian press, with the exception of the involvement of some local media in areas with a larger population of members of national minorities. Apart from invisibility, another problem of the 2019 elections was the low voter turnout, from 10 to 24 percent, depending on the level of the self-government unit at which the elections were held. The empirical analysis of election results and Government Reports on the implementation of the CARNM seeks to answer the questions of the extent to which national minorities were politically active in the previous election cycle (2015–2019) and whether more generous funding of political activities affects voter turnout. The evaluation of the results is also an answer to the question of whether the adoption of the new act is a step forward in promoting the political rights of national minorities in Croatia and a guide for election participants to prepare activities for the new election cycle.
Cilj ovog istraživanja bio je utvrditi internu konzistenciju i retest pouzdanost hrvatske inačice PAQ-C upitnika na uzorku djece u dobi od 6 do 10 godina te izvijestiti o razini tjelesne aktivnosti ...učenika razredne nastave. Isti set pitanja primijenjen je na učenicima dva puta s vremenskim razmakom od tri tjedna. Oba mjerenja učenika u dobi od 8 do 10 godina održana su u školi uz prisustvo iskusnog istraživača. Suprotno tome, učenici u dobi od 6 do 8 godina ispunjavali su upitnik kod kuće, uz pomoć roditelja. Ukupno 81 učenik (85 %) ispunio je upitnik u obje vremenske točke. Interna konzistencija procijenjena Cronbachovom alfom kod skupine u dobi od 6 do 8 godina iznosila je .51 za prvo mjerenje, odnosno .69 za drugo mjerenja. Kod skupine od 8 do 10 godina, za prvo mjerenje Cronbahova alfa iznosila je .77, a za drugo mjerenje .75. Prosječan Intraclass Correlation Coefficient (ICC) između rezultata ukupne tjelesne aktivnosti prvog i drugog mjerenja iznosio je 0.56 (95% IC .05 – .76) za skupinu u dobi od 6 do 8 godina, odnosno .75 (95%CI 0.54 – 0.86) za skupinu u dobi od 8 do 10 godina. Rezultati ovog istraživanja podupiru korištenje hrvatske inačice PAQ-C upitnika za procjenu razine tjelesne aktivnosti učenika u dobi od 8 do 10 godina. Nasuprot tome, trenutni dokazi upućuju na to kako PAQ-C upitnik neće pouzdano procijeniti razinu tjelesne aktivnosti učenika mlađih od 8 godina.
La Convention pour la sauvegarde du patrimoine culturel Immatériel de 2003 et la Convention sur la protection et la promotion de la diversité des expressions culturelles de 2005 sont les deux plus ...récents traités culturels internationaux conclus sous l’égide de l’Organisation des Nations Unies pour l’éducation, la science et la culture (UNESCO). Puisant leur source dans la Déclaration universelle sur la diversité culturelle adoptée à l’unanimité des membres de l’UNESCO en 2001, les Conventions de 2003 et de 2005 constituent toutes deux une réponse de la communauté internationale aux phénomènes de mondialisation des économies et d’homogénéisation des cultures, notamment générés par l’intégration des marchés. Ces instruments demeurent néanmoins distincts et poursuivent des objectifs qui leurs sont propres, bien que des interactions entre les deux conventions puissent être identifiées. Cet ouvrage a pour vocation de mettre les deux textes en parallèles, de manière à clarifier leur champ d’application respectif, tout en valorisant leur complémentarité et leur contribution au développement durable des sociétés.
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