Foreword / Uvodnik Topolovčan, Tomislav
Croatian Journal Educational / Hrvatski Casopis za Odgoj I Obrazovanje,
11/2022, Letnik:
24, Številka:
3
Journal Article
Recenzirano
Dear readers,Before you is the third regular issue of the Croatian Journal of Education in 2022. With it, the three-year editorial board composed of the Journal's secretary Zdenko Braičić, deputy ...editor Marijana Županić Benić and editor-in-chief Tomislav Topolovčan is saying goodbye. We are taking this opportunity to express a big thank you to all the collaborators on the Journal in our mandate, that is, manuscript authors, reviewers, translators, language editors, graphic designers, IT support team and the printing-house, as well as the Faculty of Teacher Education at the University of Zagreb for their comprehensive support. On the other hand, it is an extreme honour to present the new Editorial board for the next three-year mandate, as of 1 October 2022, composed of Srna Jenko Miholić as editor-in-chief, Marijana Hraski as deputy editor and Zdenko Braičić as the Journal's secretary. In this regard, the publication of the Journal continues under the Editorial board of exceptional quality, and we wish to extend all the best in their work!The third issue of the Journal in 2022 presents ten papers by authors form China, Turkey, Montenegro and Croatia, entailing seven original scientific papers, two preliminary communications and one review paper. These ten papers feature new scientific facts, conceptual redefinitions, categorisations, conceptualisations and innovative (re)definitions and reviews of theories in education. As previously, this issue nurtures the scientific culture of multidisciplinary research on education. Accordingly, the Journal still expects many more of your high-quality research papers.The editorial board --- Poštovani čitatelji,pred Vama je treći redovni broj Hrvatskog časopisa za odgoj i obrazovanje u 2022. godini. Ovim brojem oprašta se postojeća redakcija časopisa u svom trogodišnjem mandatu, a koju su činili izv. prof. dr. sc. Zdenko Braičić, tajnik časopisa; doc. dr. sc. Marijana Županić Benić, zamjenica glavnog urednika časopisa i izv. prof. dr. sc. Tomislav Topolovčan, glavni urednik časopisa. Ovom prilikom želim kazati veliko hvala svim suradnicima časopisa u našem mandatu, odnosno, autorima rukopisa, recenzentima, prevoditeljima, lektorima, grafičkim dizajnerima, informatičkoj podršci te tiskari kao i Učiteljskom fakultetu Sveučilišta u Zagrebu na sveobuhvatnoj podršci. S druge strane, iznimna nam je čast predstaviti novu redakciju časopisa u narednom trogošnjem mandatu koji stupa s 1. listopadom 2022. godine, a čine ju doc. dr. sc. Srna Jenko Miholić, glavna urednica časopisa; doc. dr. sc. Marijana Hraski, zamjenica glavne urednice časopisa i izv. prof. dr. sc. Zdenko Braičić, tajnik časopisa. U tom pogledu, publiciranje časopisa nastavlja organizirati iznimno kvalitetna redakcija te im želimo sve najbolje u njihovom poslu!U ovom broju predstavljamo deset priloga autora iz Kine, Turske, Crne Gore i Hrvatske od koji je sedam izvornih znanstvenih radova, dva prethodna pripćenja i jedan pregledni rad. Ovih deset priloga prikazuju nove znanstvene činjenice, redefinicije pojmova, kategorizacije, koncepturalizacije te inovativne (e)definicije i preglede teorija i fenomena odgoja i obrazovanja. Kao i do sada, tako i ovim izdanjem njegujemo znanstvenu kulturu multidisciplinarnih i interdisciplinarnih istraživanja odgoja i obrazovanja. U tom pogledu časopis i dalje očekuje mnoga Vaših kvalitetnih istraživačkih rukopisa.Uredništvo
Teorijsko-komparativnim i povijesnim metodološkim pristupom dekonstruirana je geneza medijske didaktike s ciljem dobivanja uvida u njenu povijest, obilježja, definiranje discipline i recentne ...trendove razvoja. U studiji je elaborirana uloga medija u obrazovanju, školovanju, nastavi, učenju i poučavanju. Sustavno je objašnjena anatomija društvenih okolnosti nastanka pojedinih kurikulumskih inovacija i njihovih konzekvenci za globalno obrazovanje te na razvoj medijske didaktike. Sintezom dobivenih činjenica iz analiziranih koncepata evidentno je kako je na razvoj medijske didaktike djelovao koncept nastavne tehnologije prenesen iz SAD-a, kao i niz društvenih te tehnoloških čimbenika. Teorijska i praktična esencija medijske didaktike etablirana je u primjeni raznih medija sa svrhom aranžiranja individualizirane, tj. učeniku usmjerene nastave. Obilježja i uloga medija u nastavi su se vremenom mijenjala sukladno dominantnim didaktičkim teorijama. Krucijalan izazov za medijsku didaktiku predviđa se u vidu primjene umjetne inteligencije u obrazovanju i školovanju.
A genesis of media didactics was deconstructed through a theoretical-comparative and historical methodological approach, with the aim of gaining insight into its history and characteristics, defining the discipline, and recent development trends. The study elaborates the role of media in education, schooling, teaching, and learning. The anatomy of the social circumstances of the emergence of certain curriculum innovations and their consequences for global education as well as the development of media didactics is systematically explained. A synthesis of the facts obtained from the analysed concept makes it evident that the development of media didactics was influenced by the concept of instructional technology transferred from the USA, as well as several social and technological factors. Theoretical and practical essence of media didactics is established in the application of various media with the purpose of arranging individualized, i.e., student-centred teaching. Over time, the characteristics and role of media in teaching have changed in accordance with the dominant didactic theories. A crucial challenge for media didactics is foreseen in the form of the application of artificial intelligence in education and schooling.
The aim of the study is to use a historical and theoretical-comparative methodological approach to elaborate and recapitulate the phenomenon, history, theoretical, methodological and didactic ...characteristics as well as certain controversies of constructivism in education. The emphasis will be placed on observing the constructivist teaching in the discourse of the movements of reform pedagogy from a hundred and more years ago. By synthesizing the analysed facts, one can state with certainty that constructivist teaching is a multiple and robust theoretical concept with its own definitions and a long history. The didactic arrangements of constructivist teaching show roots in the concepts of schools and teaching of the reform pedagogy movement, but these two terms cannot be considered synonymous. Constructivist teaching provides essential educational benefits to students, but there are also well-argued criticisms and limitations whose interpretations depend on the theoretical, epistemological and cultural perspectives of observation.
U radu su kritičko-komparativnom i povijesnom analizom definirani, objašnjeni i dovedeni u odnos koncepti konstruktivističke didaktike te neurodidaktike s pravcima i pokretima reformne pedagogije. ...Analizom je pokazano da su neka od zajedničkih obilježja konstruktivističke didaktike i neurodidaktike vidljiva u nastavnim strategijama kao što su: učenje istraživanjem, učenje rješavanjem problema, suradničko učenje, djelovanju usmjereno učenje, učenje igrom i projektno učenje. Drugim riječima, u okviru onoga što se naziva nastavom usmjerenom na učenika. Ta obilježja nisu (u potpunosti) noviteti proizašli iz tih koncepata. Ukazuje se da su ta didaktička obilježja formirana još prije više od stoljeća u pravcima i pokretima reformne pedagogije. Opravdano je nuditi zaključak da ono što je označeno kao konstruktivistička nastava već postoji oblikovano u reformnoj pedagogiji. Ali, isto je tako opravdano zaključiti da neuroznanstvena istraživanja, osim što nude nove spoznaje o procesima učenja, potvrđuju i didaktičke vrijednosti pravaca i pokreta reformne pedagogije s prijelaza 19. u 20. stoljeće. S obzirom na međusobnu kompatibilnost analiziranih koncepata, poželjno je težiti njihovoj daljnjoj kritičkoj i argumentiranoj sinergiji, a radi unapređenja nastave.
This work elaborates concepts of constructivism and neurodidactics and directions and movements of the reform pedagogy as defined, explained and brought into relations by critical comparative and historical analysis. Primarily, characteristics, definitions and the development of constructivism and neurodidactics have been explained. Special emphasis has been put on current neuroscientific understandings on methods and processes of learning and their implications in didactic theories and their manifestations in the organisation of learning and teaching. The analisys has shown that some of the ground characteristics of constructivism and neurodidactics are visible in learning strategies such as: inquiry-based learning, problem-based learning, collaborative learning, learning-by-doing, play-based learning and project-based learning. In other words, strategies involving student-centred teaching. Apart from these characteristics being common for both constructivism and neurodidactics, they are not entirely novelties that originated from these concepts alone. Further analysis showed that these didactic characteristics have been recognized, i.e. formed more than century ago in the directions and movements of the reform pedagogy. With respect, it is justifiable to conclude that the characteristics that have been deemed as constructivist teaching, are already present in the reform pedagogy. Likewise, it is reasonable to conclude that the neuroscientific research, besides offering new insights on learning processes, also confirm the didactic value of directions and movements of the reform pedagogy at the turn of the 20th century. Given the mutual compatibility of the concepts analysed in this work, further critical and arguments supported synergy is something to aspire to, with the intention of improvement and advancement of the organising of the learning, teaching and instruction processes.
Foreword / Uvodnik Topolovčan, Tomislav
Croatian Journal Educational / Hrvatski Casopis za Odgoj I Obrazovanje,
07/2022, Letnik:
24, Številka:
2
Journal Article
Recenzirano
Respected readers!Before you is the second regular issue of the Croatian Journal of Education in 2022. As previously, this time we also present ten papers by international authors from Spain, Turkey, ...Slovenia, Serbia, Bosnia and Herzegovina and Croatia. This issue entails nine original scientific papers and one review paper. As before, we still nurture the interdisciplinary and multidisciplinary scientific culture within the CJE. Therefore, it is our utmost pleasure to present new and original scientific conclusions, innovative classifications, and definitions of various concepts, taxonomies and (re)definitions of educational theories. In this regards, we wish you much success in your scientific work and expect many more of your high-quality manuscripts.The editorial board --- Poštovani čitatelji!Pred vama je drugo redovito izdanje Hrvatskog časopisa za odgoj i obrazovanje u 2022. godini. Kao i do sada, tako i ovom priliko objavljujemo deset radova internacionalnih autora iz Španjolske, Turske, Slovenije, Srbije, Bosne i Hercegovine te Hrvatske. U ovom broju nalazi se devet izvornih znanstvenih radova te jedan pregledni rad. Kao i do sada, i dalje razvijamo znanstvenu kulturu interdisciplinarnosti i multidisciplinarnosti Hrvatskog časopisa za odgoj i obrazovanje. Stoga, iznimno nam je drago predstaviti nove i originalne znanstvene zaključke, nove klasifikacije, definicije pojmova, taksonomije te (re)definicije teorija odgoja i obrazovanja. U tom pogledu, želimo vam mnogo uspjeha u znanstvenom radu i očekujemo vaše brojne rukopise iznimne kvalitete.Uredništvo
Foreword / Uvodnik Topolovčan, Tomislav
Croatian Journal Educational / Hrvatski Casopis za Odgoj I Obrazovanje,
02/2022, Letnik:
23, Številka:
4
Journal Article
Recenzirano
Dear readers!It is an exceptional pleasure for us to present you with the last regular issue of the Croatian Journal of Education in this year. With this issue we end 2021, the year not only riddled ...with the challenges of the COVID 19 pandemic, which had a substantial influence on the work of universities and the scientific community, but also with many adversities placed before us by the times we live in.In this issue we present ten papers of authors from Japan, Croatia, Russia, the USA, Slovenia and Serbia. These ten papers entail six original scientific works, three review papers and one preliminary communication.As in the previously published issues of the journal, we continue the tradition of advocating interdisciplinary and multidisciplinary studies which present various methodological paradigms and theoretical principles to researching education. We are glad to have the opportunity to publish innovative research providing recent scientific facts, definitions and classifications of scientific concepts, explanations of relationships between certain concepts, and the prediction and control of the researched educational phenomena.With the hope for a better tomorrow, we wish you plenty of success in your scientific work in 2022 and expect many more of your quality papers. --- Dragi čitatelji!Iznimno nam je zadovoljstvo predstaviti posljednji redovni broj Hrvatskog časopisa za odgoj i obrazovanje za ovo godište. Ovim brojem završavamo 2021. godinu. Godinu koja je bila ispunjena izazovima pandemije Covid19 koja je bitno utjecala i na rad sveučilišta i znanstvenu zajednicu, ali i mnogim drugim izazovima koje pred nas stavlja doba u kojem živimo.U ovom broju predstavljamo deset radova autora iz Japana, Hrvatske, Rusije, Sjedinjenih Američkih Država, Slovenije i Srbije. U tih deset priloga predstavljeno je šest izvornih znanstvenih radova, tri pregledna rada i jedno prethodno priopćenje.Kao i u dosadašnjim izdanjima časopisa, i dalje nastavljamo tradiciju objavljivanja interdisciplinarnih i multidisciplinarnih istraživanja u kojima su zastupljeni različite metodološke paradigme i teorijski pristupi istraživanja odgoja iobrazovanja. Raduje nas što smo u prilici objaviti inovativna istraživanja koja pružaju nove znanstvene činjenice, definicije i klasifikacije znanstvenih pojmova, objašnjenja odnosa između pojedinih koncepata, te predikciju i kontrolu istraživanjih fenomomena preblematike odgoja i obrazovanja.S nadom u bolje sutra, u narednoj 2022. godini želimo Vam puno uspjeha u zanstvenom radu te očekujemo mnogo Vaših kvalitetnih priloga.
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