Algoritamsko razmišljanje koristi sposobnost razmišljanja na način da se problem koji se rješava tumači kao niz jednostavnih i malih zadataka koji će dovesti do rješenja. Algoritam je skup jednostavnih uputa koje vode do rješenja zadatka. Upute bi trebale jednostavne, tako da svatko prema tim uputama može riješiti zadani problem. Vještine algoritamskog razmišljanja nisu isključivo povezane s programiranjem i računalima, nego se mogu primijeniti pri rješavanju problema u svim područjima djelatnosti. Prije svega, potrebno je razumjeti problem, procijeniti način kako ga riješiti, odabrati strategiju, razbiti problem na manje dijelove i rješavati ih korak po korak. Na taj način algoritamsko razmišljanje može se koristiti i podučavati u ranom i predškolskomodgoju i obrazovanju svaki put kada se djeca susreću s novim problemom ili situacijom. Uloga je odgajatelja usmjeriti djecu da sama razumiju, procijene i prepoznaju problem te im pomoći u koracima pri rješavanju problema. Projekt ALGOLITTLE, sufinanciran programom Erasmus+, bavi se integracijom vještina algoritamskog razmišljanja u predškolsku praksu pomoću aktivnosti temeljenih na igri. U radu su opisane aktivnosti i spoznaje do kojih se došlo tijekom rada na projektu s ciljem izrade i provedbe kurikuluma nastavnog predmeta za studente preddiplomskog studija ranog i predškolskog odgoja i obrazovanja u svim zemljama partnerima.
算法思维得益于这样一种思维能力，即要解决的问题是一系列单状态的小任务，这些小任务将导致一个解决方案。算法是一组单状态的uputa koje vode do rješenja zadatka。算法应该是单状态的，这样世界才能在这些算法面前解决问题。算法思维的概念并非只与编程和计算有关，而是可以应用于所有工作领域的问题解决。在解决问题的过程中，我们可以一步一步地解决问题，制定策略，解决问题。在算法思维的基础上，对新问题和新情况进行思考和分析。答辩者的作用是引导儿童自己理解、思考和认识问题，并帮助他们逐步解决问题。由 Erasmus+ 计划资助的 ALGOLITTLE 项目在游戏的基础上整合了算法。我们将在项目中对学生的游戏学习和游戏研究进行指导，并将其纳入到我们的合作伙伴关系中。
{"title":"Definiranje sadržaja kolegija za obrazovanje odgajatelja","authors":"Jasminka Mezak","doi":"10.53577/oot.5.1.10","DOIUrl":"https://doi.org/10.53577/oot.5.1.10","url":null,"abstract":"Algoritamsko razmišljanje koristi sposobnost razmišljanja na način da se problem koji se rješava tumači kao niz jednostavnih i malih zadataka koji će dovesti do rješenja. Algoritam je skup jednostavnih uputa koje vode do rješenja zadatka. Upute bi trebale jednostavne, tako da svatko prema tim uputama može riješiti zadani problem. Vještine algoritamskog razmišljanja nisu isključivo povezane s programiranjem i računalima, nego se mogu primijeniti pri rješavanju problema u svim područjima djelatnosti. Prije svega, potrebno je razumjeti problem, procijeniti način kako ga riješiti, odabrati strategiju, razbiti problem na manje dijelove i rješavati ih korak po korak. Na taj način algoritamsko razmišljanje može se koristiti i podučavati u ranom i predškolskomodgoju i obrazovanju svaki put kada se djeca susreću s novim problemom ili situacijom. Uloga je odgajatelja usmjeriti djecu da sama razumiju, procijene i prepoznaju problem te im pomoći u koracima pri rješavanju problema. Projekt ALGOLITTLE, sufinanciran programom Erasmus+, bavi se integracijom vještina algoritamskog razmišljanja u predškolsku praksu pomoću aktivnosti temeljenih na igri. U radu su opisane aktivnosti i spoznaje do kojih se došlo tijekom rada na projektu s ciljem izrade i provedbe kurikuluma nastavnog predmeta za studente preddiplomskog studija ranog i predškolskog odgoja i obrazovanja u svim zemljama partnerima.","PeriodicalId":202053,"journal":{"name":"Odgojno-obrazovne teme","volume":"183 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131883867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Arsić, A. Bašić, Dragana Maćešić-Petrović, Tamara Lazović, Anja Gajić
Video modeling is a teaching strategy in the form of presentation of a video of a personperforming a skill correctly, while the observer of the video performs that skill simultaneously or afterwards. The aim of this literature review is to examine the possibilities of video modeling use with people with disabilities, and to examine the effects of interventions implemented by the use of this technique on skill acquisition.Following online resources have been used for literature search: Google Scholar search engine, SCIndex, ProQuest, and Serbian Library Consortium for Coordinated Acquisition – KoBson. The articles have been searched in Serbian and English languages. The literature review includes ten studies that used video modeling technique in teaching the participants different skills, such as cooking, shopping, performing house chores, oral hygiene, writing, injury sanitation, maintaining eye contact, and motor skills. The overall sample consisted of 46 participants, and the average number of sessions was 30. All participants mastered the taught skills with 83.3% success on average, which implies that this technique can be successful. This literature review emphasizes the need for using technology in teaching people with disabilities, and discusses the implications for future research.
{"title":"The use of video\u0000modeling in teaching children with disabilities","authors":"B. Arsić, A. Bašić, Dragana Maćešić-Petrović, Tamara Lazović, Anja Gajić","doi":"10.53577/oot.5.1.4","DOIUrl":"https://doi.org/10.53577/oot.5.1.4","url":null,"abstract":"Video modeling is a teaching strategy in the form of presentation of a video of a personperforming a skill correctly, while the observer of the video performs that skill simultaneously or afterwards. The aim of this literature review is to examine the possibilities of video modeling use with people with disabilities, and to examine the effects of interventions implemented by the use of this technique on skill acquisition.Following online resources have been used for literature search: Google Scholar search engine, SCIndex, ProQuest, and Serbian Library Consortium for Coordinated Acquisition – KoBson. The articles have been searched in Serbian and English languages. The literature review includes ten studies that used video modeling technique in teaching the participants different skills, such as cooking, shopping, performing house chores, oral hygiene, writing, injury sanitation, maintaining eye contact, and motor skills. The overall sample consisted of 46 participants, and the average number of sessions was 30. All participants mastered the taught skills with 83.3% success on average, which implies that this technique can be successful. This literature review emphasizes the need for using technology in teaching people with disabilities, and discusses the implications for future research.","PeriodicalId":202053,"journal":{"name":"Odgojno-obrazovne teme","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124227011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper illustrates the information literacy strategy in an undergraduate program at the U.S. Coast Guard Academy. The paper exemplifies a sequential approach to advancing information literacy skills with the goal of improving students’ capabilities to evaluate and apply information in a specifically designed learning environment, while generating new knowledge in undergraduate coursework. The paper emphasizes how information literacy can be developed within coursework through a six-step process, including defining, locating, selecting, organizing, presenting, and assessing. Moreover, the proposed information literacy process consists of five key components with related informational questions allowing completion of the information literacy tasks with the CRAAP process. The five elements of the CRAAP process comprise currency, relevance, authority, accuracy, and purpose, which must be advanced and mastered across a four-year undergraduate program. The paper concluded that information literacy requires the development of a specially designed framework of informationliteracy learning that must be applied across coursework using specifically designed assignments.
{"title":"Advancing\u0000information literacy using the CRAAP process in the principles of Macroeconomics course","authors":"A. Zapalska, Pamela Dolin","doi":"10.53577/oot.5.1.2","DOIUrl":"https://doi.org/10.53577/oot.5.1.2","url":null,"abstract":"This paper illustrates the information literacy strategy in an undergraduate program at the U.S. Coast Guard Academy. The paper exemplifies a sequential approach to advancing information literacy skills with the goal of improving students’ capabilities to evaluate and apply information in a specifically designed learning environment, while generating new knowledge in undergraduate coursework. The paper emphasizes how information literacy can be developed within coursework through a six-step process, including defining, locating, selecting, organizing, presenting, and assessing. Moreover, the proposed information literacy process consists of five key components with related informational questions allowing completion of the information literacy tasks with the CRAAP process. The five elements of the CRAAP process comprise currency, relevance, authority, accuracy, and purpose, which must be advanced and mastered across a four-year undergraduate program. The paper concluded that information literacy requires the development of a specially designed framework of informationliteracy learning that must be applied across coursework using specifically designed assignments.","PeriodicalId":202053,"journal":{"name":"Odgojno-obrazovne teme","volume":"16 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126105205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inclusion is a process that allows students with special needs to join regular school groups. The teacher differentiates and individualizes the learning process and social environment, adapting it to the individual characteristics, peculiarities and interests of the students. For the purpose of the research, we monitored the inclusive class and the social climate in it for two years, as well as the progress of the individuals attending it. In addition, the research also presents the methods and strategies used in an inclusive classroom with the aim of better social cohesion and a greater sense of belonging of the individual. A qualitative case study was conducted. The research sample included 22 students in an inclusive classroom. The results of the research showed that the class climate was very demanding – in the beginning there was a lot of exclusion and verbal and physical violence present. After two years, the elimination rate of students dropped drastically. Verbal violence was still present, with physical violence appearing occasionally. In children with special needs, individual progress in social inclusion and learning performance was evident. In this article we will also present certain strategies and methods that, in the opinion of the teacher and the students, had the biggest impact on building a good classroom climate and achieving better connections between students.
{"title":"Case study: progress of students in the inclusive classroom","authors":"Nina Volčanjk","doi":"10.53577/oot.5.1.8","DOIUrl":"https://doi.org/10.53577/oot.5.1.8","url":null,"abstract":"Inclusion is a process that allows students with special needs to join regular school groups. The teacher differentiates and individualizes the learning process and social environment, adapting it to the individual characteristics, peculiarities and interests of the students. For the purpose of the research, we monitored the inclusive class and the social climate in it for two years, as well as the progress of the individuals attending it. In addition, the research also presents the methods and strategies used in an inclusive classroom with the aim of better social cohesion and a greater sense of belonging of the individual. A qualitative case study was conducted. The research sample included 22 students in an inclusive classroom. The results of the research showed that the class climate was very demanding – in the beginning there was a lot of exclusion and verbal and physical violence present. After two years, the elimination rate of students dropped drastically. Verbal violence was still present, with physical violence appearing occasionally. In children with special needs, individual progress in social inclusion and learning performance was evident. In this article we will also present certain strategies and methods that, in the opinion of the teacher and the students, had the biggest impact on building a good classroom climate and achieving better connections between students.","PeriodicalId":202053,"journal":{"name":"Odgojno-obrazovne teme","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131594408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Igra je čovjeku urođena, ugodna i slobodna aktivnost, te je stoga jedna od metoda i strategija suvremenoga nastavnog procesa. Igra čini nastavu zanimljivijom, motivira učenike, povećava njihovu pažnju i koncentraciju te lakše i brže usvajanje obrazovnoga sadržaja, osobito apstraktnoga sadržaja kao što je jezik. Iako već ranije započeto, pandemijsko je vrijeme doprinijelo sve većoj uporabi računala i računalnih igara u nastavi. Upravo zato željeli smo istražiti povećava li uspjeh u učenju jezičnih sadržaja uporaba motivacijske računalne igre te ispitati stavove učenika i učitelja o igri unastavi te o uporabi edukativnih računalnih igara (N = 47). Kako smo i očekivali, dobiveni su rezultati pokazali kako učenici imaju pozitivan stav o igri u nastavi te o računalnoj igri, ali da se u nastavi Hrvatskoga jezika igraju tek ponekad iako se u igri osjećaju uzbuđeno, dobro i ugodno te tako lakše uče. Ipak, provedba motivacijske igre nije pokazala značajan uspjeh u jezičnome znanju učenika.
{"title":"Edukativne računalne igre u nastavi hrvatskoga jezika","authors":"Katarina Aladrović Slovaček, I. Tomić","doi":"10.53577/oot.4.2.1","DOIUrl":"https://doi.org/10.53577/oot.4.2.1","url":null,"abstract":"Igra je čovjeku urođena, ugodna i slobodna aktivnost, te je stoga jedna od metoda i strategija suvremenoga nastavnog procesa. Igra čini nastavu zanimljivijom, motivira učenike, povećava njihovu pažnju i koncentraciju te lakše i brže usvajanje obrazovnoga sadržaja, osobito apstraktnoga sadržaja kao što je jezik. Iako već ranije započeto, pandemijsko je vrijeme doprinijelo sve većoj uporabi računala i računalnih igara u nastavi. Upravo zato željeli smo istražiti povećava li uspjeh u učenju jezičnih sadržaja uporaba motivacijske računalne igre te ispitati stavove učenika i učitelja o igri unastavi te o uporabi edukativnih računalnih igara (N = 47). Kako smo i očekivali, dobiveni su rezultati pokazali kako učenici imaju pozitivan stav o igri u nastavi te o računalnoj igri, ali da se u nastavi Hrvatskoga jezika igraju tek ponekad iako se u igri osjećaju uzbuđeno, dobro i ugodno te tako lakše uče. Ipak, provedba motivacijske igre nije pokazala značajan uspjeh u jezičnome znanju učenika.","PeriodicalId":202053,"journal":{"name":"Odgojno-obrazovne teme","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123954459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The following article presents the results of research, whose purpose was the analysis of the artistic creativity level and development of fine arts skills among students in the third cycle of elementary school. We monitored the level of artistic creativity and analysed the differences between artistic creativity from the viewpoint of factors among eighth-grade students of different elementary schools in Maribor, Slovenia. The aim of the research, which included 101 students (n=101), was to highlight the importance of art-oriented educational work on creativity among students finishing elementary school, in comparison to the students of lower grades. The results revealed that the level of artistic creativity between genders, showed statistically significant differences in only one factor – fluency, with the girls being more successful. There was a tendency of elaboration and flexibility, where girls achieved slightly better results as well. In comparison to previous research, we can conclude that the girls in lower and higher grades were more creative than boys
{"title":"The role of gender in monitoring fine arts creative skills of elementary school students","authors":"Sara Cetl, Jerneja Herzog","doi":"10.53577/oot.4.2.3","DOIUrl":"https://doi.org/10.53577/oot.4.2.3","url":null,"abstract":"The following article presents the results of research, whose purpose was the analysis of the artistic creativity level and development of fine arts skills among students in the third cycle of elementary school. We monitored the level of artistic creativity and analysed the differences between artistic creativity from the viewpoint of factors among eighth-grade students of different elementary schools in Maribor, Slovenia. The aim of the research, which included 101 students (n=101), was to highlight the importance of art-oriented educational work on creativity among students finishing elementary school, in comparison to the students of lower grades. The results revealed that the level of artistic creativity between genders, showed statistically significant differences in only one factor – fluency, with the girls being more successful. There was a tendency of elaboration and flexibility, where girls achieved slightly better results as well. In comparison to previous research, we can conclude that the girls in lower and higher grades were more creative than boys","PeriodicalId":202053,"journal":{"name":"Odgojno-obrazovne teme","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127184640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this article is to present the Croatian dual career system (DC) and observe its implementation in secondary schools that provide DC special conditions and support. The participants of this study are 54 student-athletes (31 female and 23 male), who are representatives of three secondary schools that were partners in the project “Sinergy of Sports Culture, Olympic Value and DC for Young Athletes”, supported by the International Olympic Committee (IOC) and the European Olympic Committee (EOC) programs (2019). Despite the mandatory flexibility in education, 55.56% athletes confirmed that they had faced the problem of balancing between school and sports commitments. The majority of athletes (57.41%) trained every day, while 33.33% athletes trained several times a day. This study confirmed that student-athletes got most help and support on DC from family (83.33%) and coaches (9.26%). Monitoring the implementation of DC special conditions and support services designed specifically for athletes could be more successful.
{"title":"Athletes’ opinion of a dual career in Croatian secondary schools","authors":"Romana Caput - Jogunica, A. Jazbec","doi":"10.53577/oot.4.2.4","DOIUrl":"https://doi.org/10.53577/oot.4.2.4","url":null,"abstract":"The purpose of this article is to present the Croatian dual career system (DC) and observe its implementation in secondary schools that provide DC special conditions and support. The participants of this study are 54 student-athletes (31 female and 23 male), who are representatives of three secondary schools that were partners in the project “Sinergy of Sports Culture, Olympic Value and DC for Young Athletes”, supported by the International Olympic Committee (IOC) and the European Olympic Committee (EOC) programs (2019). Despite the mandatory flexibility in education, 55.56% athletes confirmed that they had faced the problem of balancing between school and sports commitments. The majority of athletes (57.41%) trained every day, while 33.33% athletes trained several times a day. This study confirmed that student-athletes got most help and support on DC from family (83.33%) and coaches (9.26%). Monitoring the implementation of DC special conditions and support services designed specifically for athletes could be more successful.","PeriodicalId":202053,"journal":{"name":"Odgojno-obrazovne teme","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126738613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cilj ovog istraživanja bio je istražiti razlike između dviju skupina studenata, onih koji dnevno provode do tri sata i onih koji provode više od tri sata u sjedilačkom načinu, u odnosu na vrijednosti krvnog tlaka, frekvenciju srca i indeks tjelesne mase. U ovom istraživanju sudjelovalo je 129 nasumično odabranih studenata Ekonomskog fakulteta Sveučilišta u Zagrebu. Sjedilački način života procijenjen je na temelju pitanja iz Međunarodnog upitnika o tjelesnoj aktivnosti. Postavljeno je sljedeće pitanje: Unazad 7 dana, koliko ste vremena provodili sjedeći tijekom jednog radnog dana?. Odgovori su razvrstali ispitanike u dvije kategorije sjedilačkog načina života, „do tri sata“ i „više od tri sata“. Krvni tlak (dijastolički i sistolički), kao i broj otkucaja srca mjereni su OMRON-ovim digitalnim tlakomjerom. Studenti koji su izjavili da provode više od tri sata sjedeći statistički su imali veće vrijednosti sistoličkog krvnog tlaka (p < 0,010), dijastoličkog krvnog tlaka (p < 0,001) i frekvencije otkucaja srca (p < 0,024). Rezultati pokazuju da sjedilački način života utječe na broj otkucaja srca u mirovanju i krvni tlak, što se odražava na druge organske sustave i u konačnici utječe na kvalitetu života i opće zdravlje
{"title":"Razlike u parametrima kardiovaskularnog sustava sveučilišnih studenata u odnosu na sjedilački način života","authors":"Marko Čule","doi":"10.53577/oot.4.2.2","DOIUrl":"https://doi.org/10.53577/oot.4.2.2","url":null,"abstract":"Cilj ovog istraživanja bio je istražiti razlike između dviju skupina studenata, onih koji dnevno provode do tri sata i onih koji provode više od tri sata u sjedilačkom načinu, u odnosu na vrijednosti krvnog tlaka, frekvenciju srca i indeks tjelesne mase. U ovom istraživanju sudjelovalo je 129 nasumično odabranih studenata Ekonomskog fakulteta Sveučilišta u Zagrebu. Sjedilački način života procijenjen je na temelju pitanja iz Međunarodnog upitnika o tjelesnoj aktivnosti. Postavljeno je sljedeće pitanje: Unazad 7 dana, koliko ste vremena provodili sjedeći tijekom jednog radnog dana?. Odgovori su razvrstali ispitanike u dvije kategorije sjedilačkog načina života, „do tri sata“ i „više od tri sata“. Krvni tlak (dijastolički i sistolički), kao i broj otkucaja srca mjereni su OMRON-ovim digitalnim tlakomjerom. Studenti koji su izjavili da provode više od tri sata sjedeći statistički su imali veće vrijednosti sistoličkog krvnog tlaka (p < 0,010), dijastoličkog krvnog tlaka (p < 0,001) i frekvencije otkucaja srca (p < 0,024). Rezultati pokazuju da sjedilački način života utječe na broj otkucaja srca u mirovanju i krvni tlak, što se odražava na druge organske sustave i u konačnici utječe na kvalitetu života i opće zdravlje","PeriodicalId":202053,"journal":{"name":"Odgojno-obrazovne teme","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129943961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
U nastavu kolegija koji se bave proučavanjem obiteljske dinamike, roditeljevanja i suradnje s obiteljima gotovo svi studenti ulaze s osobnim iskustvom bivanja dijelom obitelji. Nastavnik tomu može pristupiti zanemarivanjem te činjenice, njezinim uvažavanjem, ali nečinjenjem tih iskustava eksplicitnim dijelom nastave ili pak stvaranjem konteksta u kojemu se potiče interpretiranje nastavnih sadržaja uvažavanjem (i) osobnih iskustava kao referentnoga okvira. Takvo stimuliranje autorefleksivnosti ima međutim potencijal generiranja različitih pedagoških dilema, koje obuhvaćaju pitanje nastavnikova legitimiteta za stimuliranje autorefleksivnosti u obrazovanju, opasnost generiranja studentove emocionalne nelagode uslijed kontrastiranja znanstvenih spoznaja s vlastitim obiteljskim iskustvima i opasnost narušavanja povjerljivosti osobnih podataka studenata tijekom nastavnoga procesa. Analizirajući svaku od tih triju dilema, cilj je ovoga rada odgovoriti na pitanje je li, da bi se njihove potencijalne negativne implikacije minimalizirale, nastavu iz ovoga područja moguće/poželjno organizirati izuzimajući studentova osobna iskustva i emocije. Zaključak je provedene analize da apersonalno pristupanje znanstvenim spoznajama u nastavi kolegija fokusiranih na obitelj na studiju pedagogije, čak i ako jest moguće, iz teorijske perspektive kritičke i feminističke pedagogije nije poželjno, zbog čega se konstruktivnijim drži promišljanje o nastavnikovu odgovornome pozicioniranju prema (učincima) autorefleksivnosti u nastavi.
{"title":"Izazovi stimuliranja autorefleksivnosti u nastavi kolegija fokusiranih na obitelj na studiju pedagogije","authors":"Barbara Kušević","doi":"10.53577/oot.4.2.6","DOIUrl":"https://doi.org/10.53577/oot.4.2.6","url":null,"abstract":"U nastavu kolegija koji se bave proučavanjem obiteljske dinamike, roditeljevanja i suradnje s obiteljima gotovo svi studenti ulaze s osobnim iskustvom bivanja dijelom obitelji. Nastavnik tomu može pristupiti zanemarivanjem te činjenice, njezinim uvažavanjem, ali nečinjenjem tih iskustava eksplicitnim dijelom nastave ili pak stvaranjem konteksta u kojemu se potiče interpretiranje nastavnih sadržaja uvažavanjem (i) osobnih iskustava kao referentnoga okvira. Takvo stimuliranje autorefleksivnosti ima međutim potencijal generiranja različitih pedagoških dilema, koje obuhvaćaju pitanje nastavnikova legitimiteta za stimuliranje autorefleksivnosti u obrazovanju, opasnost generiranja studentove emocionalne nelagode uslijed kontrastiranja znanstvenih spoznaja s vlastitim obiteljskim iskustvima i opasnost narušavanja povjerljivosti osobnih podataka studenata tijekom nastavnoga procesa. Analizirajući svaku od tih triju dilema, cilj je ovoga rada odgovoriti na pitanje je li, da bi se njihove potencijalne negativne implikacije minimalizirale, nastavu iz ovoga područja moguće/poželjno organizirati izuzimajući studentova osobna iskustva i emocije. Zaključak je provedene analize da apersonalno pristupanje znanstvenim spoznajama u nastavi kolegija fokusiranih na obitelj na studiju pedagogije, čak i ako jest moguće, iz teorijske perspektive kritičke i feminističke pedagogije nije poželjno, zbog čega se konstruktivnijim drži promišljanje o nastavnikovu odgovornome pozicioniranju prema (učincima) autorefleksivnosti u nastavi.","PeriodicalId":202053,"journal":{"name":"Odgojno-obrazovne teme","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125157176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lidija Čilić Burušić, Katarina Pavičić Dokoza, K. Bakota
The paper examines the differences and similarities in the assessments of verbotonal teachers and speech and language pathologists regarding the activities, educational habits, and progress of children with speech and language disorders and hearing impairments who are enrolled in the program of the elementary school at SUVAG Polyclinic. These assessments were compared with perceived social support reported by students’ parents. The research was conducted at the SUVAG Polyclinic Elementary School, Zagreb in 2019. Three groups of participants took part in the research: parents of children with speech and language disorders and hearing impairment, verbotonal teachers and SLPs of those children. The results of the research showed that there is a significant degree of harmonization in the assessment of the child’s activity and educational habits and progress by verbotonal teachers and SLPs. Parents’ reports regarding received social support differ from the opinion of the experts.
{"title":"The correlation of students’ progress assessed by verbotonal teachers and speech and language pathologists and social support reported by parents","authors":"Lidija Čilić Burušić, Katarina Pavičić Dokoza, K. Bakota","doi":"10.53577/oot.4.2.5","DOIUrl":"https://doi.org/10.53577/oot.4.2.5","url":null,"abstract":"The paper examines the differences and similarities in the assessments of verbotonal teachers and speech and language pathologists regarding the activities, educational habits, and progress of children with speech and language disorders and hearing impairments who are enrolled in the program of the elementary school at SUVAG Polyclinic. These assessments were compared with perceived social support reported by students’ parents. The research was conducted at the SUVAG Polyclinic Elementary School, Zagreb in 2019. Three groups of participants took part in the research: parents of children with speech and language disorders and hearing impairment, verbotonal teachers and SLPs of those children. The results of the research showed that there is a significant degree of harmonization in the assessment of the child’s activity and educational habits and progress by verbotonal teachers and SLPs. Parents’ reports regarding received social support differ from the opinion of the experts.","PeriodicalId":202053,"journal":{"name":"Odgojno-obrazovne teme","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130735952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：