The development of technology over the last decade has fundamentally changed our daily lives, and consequently the methodological and didactic approach to the teaching process. The intensive development of information and communication technologies has introduced significant changes in the teaching processes in recent decades and focuses teaching methodology on issues of approaching e-learning and changes in teaching and learning to adapt teaching to the present requirements and opportunities. To satisfy the requirements of the contemporary school, culture can be interpreted as "historical creation (of the people) expressed through material and spiritual achievements, production, styles and ways of working – to put it simply a kind of wisdom of living" (Previšić, 2010, p. 170). This is exactly what the application of modern information and communication technologies offers for teaching and learning the English language as a foreign language. One of the important segments of the culture of the contemporary school is the teaching process, which must first of all be modern and innovative. The research aimed to examine the attitudes of the students of the vocational schools in Osijek-Baranja County towards information and communication technology in learning and teaching. The data were collected through a questionnaire and it was found that respondents are very positive about the use of information and communication technologies in learning and teaching, but they are also aware of some of the pitfalls that technology brings.
在过去的十年里，科技的发展从根本上改变了我们的日常生活，因此也改变了教学过程的方法和教学方法。近几十年来，信息和通信技术的密集发展给教学过程带来了重大变化，并将教学方法集中在接近电子学习的问题上，以及教学和学习的变化，以使教学适应当前的要求和机遇。为了满足当代学派的要求，文化可以被解释为“通过物质和精神成就、生产、风格和工作方式表现出来的(人民的)历史创造——简单地说，是一种生活的智慧”(Previšić， 2010, p. 170)。这正是现代信息和通信技术的应用为英语作为外语的教学提供的。当代学校文化的重要组成部分之一是教学过程，教学过程首先必须具有现代性和创新性。本研究旨在调查奥西耶克-巴拉尼亚县职业学校学生在学习和教学中对信息和通信技术的态度。数据是通过问卷收集的，发现受访者对在学习和教学中使用信息和通信技术非常积极，但他们也意识到技术带来的一些陷阱。
{"title":"New school culture in the attitudes towards information and communication technology of the students of vocational schools in osijek-baranja county","authors":"Vlasta Svalina, Vlatka Ivić","doi":"10.32903/ZS.66.2.7","DOIUrl":"https://doi.org/10.32903/ZS.66.2.7","url":null,"abstract":"The development of technology over the last decade has fundamentally changed our daily lives, and consequently the methodological and didactic approach to the teaching process. The intensive development of information and communication technologies has introduced significant changes in the teaching processes in recent decades and focuses teaching methodology on issues of approaching e-learning and changes in teaching and learning to adapt teaching to the present requirements and opportunities. To satisfy the requirements of the contemporary school, culture can be interpreted as \"historical creation (of the people) expressed through material and spiritual achievements, production, styles and ways of working – to put it simply a kind of wisdom of living\" (Previšić, 2010, p. 170). This is exactly what the application of modern information and communication technologies offers for teaching and learning the English language as a foreign language. One of the important segments of the culture of the contemporary school is the teaching process, which must first of all be modern and innovative. The research aimed to examine the attitudes of the students of the vocational schools in Osijek-Baranja County towards information and communication technology in learning and teaching. The data were collected through a questionnaire and it was found that respondents are very positive about the use of information and communication technologies in learning and teaching, but they are also aware of some of the pitfalls that technology brings.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124965815","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}
It is with great interest that the modern society of today has been discussing the 'society of knowledge' and the 'society of education', putting great emphasis on the professional and educational role of the teacher and environment within the process of a life-long education of students. The project in question was set up to correspond with the idea of the comprehensive curricular reform of the Croatian education system together with the programme 'School for Life', and it aims to encourage and develop social-emotional as well as interpersonal (SEI) competences in students and teachers, taking into consideration that the competences in question have been proven to have a positive effect on students' academic success and skills improvement, as well as on their general development. A secondary goal of the project was to present good practice examples with special attention paid to activities of prevention in a partner-school, with students as mediators. This research was undertaken as a part of the 'High Schoolers for High Schoolers' project, from October 2018 to April 2019, in form of a single visit to both schools, which included interactive workshops previously prepared by schools. The workshops were conducted by students mediators, that is four senior grade students from XV. gimnazija as members of a psychology-group, and five 11th-grade students mediators from Gimnazija Josipa Slavenskog in Čakovec. Forty-five 9th- and 11th-grade students from XV. gimnazija and seventy-five 9th- and 10th-grade students from Gimnazija Josipa Slavenskog participated in the project. A test sample consisted of four students mediators and fortyfive students participants from XV. gimnazija. As for the project evaluation, two short questionnaires were designed, depending on the role of the examinees in the project (student mediator or student participant), with a 5 point Likert scale to be completed at the end of a visit. A descriptive data analysis was conducted using the SPSS 20.0 system, and the process and content evaluation results show a stronger collaboration effect, as well as a stronger satisfaction level in terms of collaboration, in case of students mediators than in case of other students participants, in almost all estimated items. The results support further collaboration of this kind.
今天的现代社会一直在饶有兴趣地讨论“知识社会”和“教育社会”，非常强调教师和环境在学生终身教育过程中的专业和教育作用。所述项目是为了配合克罗地亚教育系统的全面课程改革构想以及“终身学校”方案而设立的，其目的是鼓励和发展学生和教师的社会情感和人际能力，同时考虑到所述能力已被证明对学生的学业成功和技能提高有积极影响。以及他们的总体发展。该项目的第二个目标是介绍良好做法的例子，特别注意伙伴学校的预防活动，由学生作为调解人。这项研究是作为“高中生为高中生”项目的一部分进行的，从2018年10月到2019年4月，以对两所学校进行一次访问的形式进行，其中包括学校事先准备的互动研讨会。研讨会由学生调解员主持，他们是来自XV的四名高年级学生。gimnazija作为一个心理小组的成员，以及来自gimnazija Josipa Slavenskog在Čakovec的五名11年级学生调解员。45名来自XV的9年级和11年级学生。gimnazija和来自gimnazija Josipa Slavenskog的75名9年级和10年级的学生参加了这个项目。测试样本由4名学生调解员和45名来自XV的学生参与者组成。gimnazija。在项目评估方面，根据考生在项目中的角色(学生调解员或学生参与者)，设计了两份简短的问卷，在访问结束时完成5分李克特量表。使用SPSS 20.0系统进行描述性数据分析，过程和内容评估结果显示，在几乎所有估计项目中，学生调解员比其他学生参与者具有更强的协作效应，并且在协作方面的满意度水平更高。研究结果支持进一步开展此类合作。
{"title":"High schoolers for high schoolers as support to students' social-emotional and interpersonal (sei) competences enforcement","authors":"Sanja Vucetic, Ana Dundović","doi":"10.32903/ZS.66.2.6","DOIUrl":"https://doi.org/10.32903/ZS.66.2.6","url":null,"abstract":"It is with great interest that the modern society of today has been discussing the 'society of knowledge' and the 'society of education', putting great emphasis on the professional and educational role of the teacher and environment within the process of a life-long education of students. The project in question was set up to correspond with the idea of the comprehensive curricular reform of the Croatian education system together with the programme 'School for Life', and it aims to encourage and develop social-emotional as well as interpersonal (SEI) competences in students and teachers, taking into consideration that the competences in question have been proven to have a positive effect on students' academic success and skills improvement, as well as on their general development. A secondary goal of the project was to present good practice examples with special attention paid to activities of prevention in a partner-school, with students as mediators. This research was undertaken as a part of the 'High Schoolers for High Schoolers' project, from October 2018 to April 2019, in form of a single visit to both schools, which included interactive workshops previously prepared by schools. The workshops were conducted by students mediators, that is four senior grade students from XV. gimnazija as members of a psychology-group, and five 11th-grade students mediators from Gimnazija Josipa Slavenskog in Čakovec. Forty-five 9th- and 11th-grade students from XV. gimnazija and seventy-five 9th- and 10th-grade students from Gimnazija Josipa Slavenskog participated in the project. A test sample consisted of four students mediators and fortyfive students participants from XV. gimnazija. As for the project evaluation, two short questionnaires were designed, depending on the role of the examinees in the project (student mediator or student participant), with a 5 point Likert scale to be completed at the end of a visit. A descriptive data analysis was conducted using the SPSS 20.0 system, and the process and content evaluation results show a stronger collaboration effect, as well as a stronger satisfaction level in terms of collaboration, in case of students mediators than in case of other students participants, in almost all estimated items. The results support further collaboration of this kind.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126846220","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 aim of this paper is to present the results of a quantitative research study of the experiences of pupils, their parents and teachers involved in distance learning at the upper elementary level. The research sample consisted of 517 pupils (5th-8th Grade), 458 parents and 53 teachers at the Vladimir Nazor Elementary School in Pazin. The results show that pupils felt overloaded, strained and confused as a consequence of not interacting with their teachers in person. Nevertheless, the interactive learning materials and the convenience of distance learning were seen as benefits of the programme. For the pupils’ parents, the biggest hurdles were lack of time, lack of comprehension of educational resources, work commitments and the inability to handle ICT well. The teachers missed the ability to further clarify instructions, but the biggest obstacles for them were not being able to test their pupils’ knowledge of the subject content and organizing their work schedule. Despite the issues, both the parents and the teachers were satisfied with how distance learning was organized. The results have important implications regarding educational practices, but they also indicate the importance of further research in the field of distance learning.
本文的目的是提出一项定量研究的结果，研究小学生、家长和教师参与小学高年级远程教育的经验。研究样本包括Pazin Vladimir Nazor小学的517名学生(5 -8年级)、458名家长和53名教师。结果显示，由于没有与老师面对面交流，学生们感到负担过重、紧张和困惑。然而，互动式学习材料和远程学习的便利性被视为该方案的好处。对于学生家长来说，最大的障碍是缺乏时间，缺乏对教育资源的理解，工作承诺以及无法很好地处理ICT。老师们失去了进一步阐明指导的能力，但对他们来说最大的障碍是无法测试学生对学科内容的知识和组织他们的工作时间表。尽管存在这些问题，家长和老师都对远程教育的组织方式感到满意。研究结果对教育实践具有重要意义，但也表明了在远程学习领域进一步研究的重要性。
{"title":"Distance learning in elementary school - participant experiences at the upper elementary level (5th-8th grade)","authors":"Lea Ferlin","doi":"10.32903/ZS.66.2.8","DOIUrl":"https://doi.org/10.32903/ZS.66.2.8","url":null,"abstract":"The aim of this paper is to present the results of a quantitative research study of the experiences of pupils, their parents and teachers involved in distance learning at the upper elementary level. The research sample consisted of 517 pupils (5th-8th Grade), 458 parents and 53 teachers at the Vladimir Nazor Elementary School in Pazin. The results show that pupils felt overloaded, strained and confused as a consequence of not interacting with their teachers in person. Nevertheless, the interactive learning materials and the convenience of distance learning were seen as benefits of the programme. For the pupils’ parents, the biggest hurdles were lack of time, lack of comprehension of educational resources, work commitments and the inability to handle ICT well. The teachers missed the ability to further clarify instructions, but the biggest obstacles for them were not being able to test their pupils’ knowledge of the subject content and organizing their work schedule. Despite\u0000\u0000the issues, both the parents and the teachers were satisfied with how distance learning was organized. The results have important implications regarding educational practices, but they also indicate the importance of further research in the field of distance learning.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"1922 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130122553","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 article presents the results of an empirical research aimed at examining and analysing the presence of high school students' risky behaviour. The sample consisted of 137 high school students from the Republic of Serbia. A descriptive method was applied, and techniques a survey questionnaire technique that was constructed for this research. The obtained research results show that a large number of respondents consume cigarettes and alcohol, while they started going out to nightclubs already during elementary school. As the most common reason for consuming cigarettes, high school students cited the influence of their peers. More than half of high school students stated that alcohol is usually consumed once a week and on weekends, while a third of the respondents stated that they very often and often run away from classes. The analysed results lead us to the conclusion that risky behaviour is present among high school students and that it is necessary to pay more attention to this topic not only theoretically, but also practically through the unified action of the family, the school and the local community and a positive focus on overcoming the behavioural problems of this young population.
{"title":"Risky behaviour of high school students","authors":"Nedjeljko M. Milanović","doi":"10.32903/ZS.66.2.9","DOIUrl":"https://doi.org/10.32903/ZS.66.2.9","url":null,"abstract":"This article presents the results of an empirical research aimed at examining and analysing the presence of high school students' risky behaviour. The sample consisted of 137 high school students from the Republic of Serbia. A descriptive method was applied, and techniques a survey questionnaire technique that was constructed for this research. The obtained research results show that a large number of respondents consume cigarettes and alcohol, while they started going out to nightclubs already during elementary school. As the most common reason for consuming cigarettes, high school students cited the influence of their peers. More than half of high school students stated that alcohol is usually consumed once a week and on weekends, while a third of the respondents stated that they very often and often run away from classes. The analysed results lead us to the conclusion that risky behaviour is present among high school students and that it is necessary to pay\u0000\u0000more attention to this topic not only theoretically, but also practically through the unified action of the family, the school and the local community and a positive focus on overcoming the behavioural problems of this young population.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116606536","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 aim of this paper is to test the impact of the implementation of gratitude development program on the quality of life and happiness of sixth, seventh and eighth grade elementary school students. The total of 79 students of one elementary school from a rural part of Eastern Croatia participated in the research, divided into experimental (N = 39) and control (N = 40) groups. The gratitude development program was conducted once a day for a period of four weeks. The Personal Well-Being Index for School Children and the Subjective Happiness Scale were administered before and after the program. The results were processed by a two-way analysis of variance with repeated measurements on the first factor. There was a significant increase in the level of overall quality of life and specific quality of life domains in the experimental group in comparison to the control group. There were no significant changes in happiness level in the experimental group after the program. The findings contribute to a better understanding of the relationship of gratitude, the quality of life and the experience of happiness. Also, the results indicate the importance of using psychological interventions that can improve the quality of life of students in the educational context. The paper extensively discusses the usefulness of this research and its implications for future research.
{"title":"The effects of implementing a gratitude development program on the quality of life and happiness of upper elementary school students","authors":"Josipa Erdeši, Željka Mendek Ocelić, G. Vuletić","doi":"10.32903/zs.66.1.2","DOIUrl":"https://doi.org/10.32903/zs.66.1.2","url":null,"abstract":"The aim of this paper is to test the impact of the implementation of gratitude development program on the quality of life and happiness of sixth, seventh and eighth grade elementary school students. The total of\u000079 students of one elementary school from a rural part of Eastern Croatia participated in the research, divided into experimental (N = 39)\u0000and control (N = 40) groups. The gratitude development program was conducted once a day for a period of four weeks. The Personal Well-Being\u0000Index for School Children and the Subjective Happiness Scale were administered before and after the program. The results were processed by\u0000a two-way analysis of variance with repeated measurements on the first factor. There was a significant increase in the level of overall quality\u0000of life and specific quality of life domains in the experimental group in comparison to the control group. There were no significant changes in\u0000happiness level in the experimental group after the program. The findings contribute to a better understanding of the relationship of gratitude, the quality of life and the experience of happiness. Also, the results indicate the importance of using psychological interventions\u0000that can improve the quality of life of students in the educational context. The paper extensively discusses the usefulness of this research\u0000and its implications for future research.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"192 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133781420","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}
Istarska županija 2014. godine započinje proces implementacije zavičajne nastave u kurikulum ustanova ranog i predškolskog odgoja, osnovne i srednje škole. Smisao je procesa implementacije da se sačuvaju zavičajne vrijednosti i svijest o kulturnom identitetu. Cilj je provedenog istraživanja utvrditi podržavaju li roditelji i odgojitelji implementaciju zavičajnosti u kurikulume dječjih vrtića te utvrditi utječe li odgoj i učenje zavičajnih vrijednosti pozitivno na razvoj i očuvanje kulturnog identiteta. U radu se prikazuju empirijski podaci provedeni u dječjim vrtićima „Rapčići“ Žminj i „Grdelin“ Buzet. Anketnim upitnikom ispitani su roditelji djece koja pohađaju dječji vrtić i odgojitelji dječjeg vrtića. Istraživanjem je utvrđeno da u ukupnom prosječnom rezultatu stavova roditelja i odgojitelja roditelji procjenjuju važnijim uvođenje zavičajnosti u kurikulume u odnosu na odgojitelje. Odgojitelji se ne razlikuju značajnije u procjeni važnosti implementacije zavičajnosti u kurikulume vrtića, međutim u procjeni važnosti podrške ravnatelja, kolega i lokalne zajednice primijećena je značajna razlika.
{"title":"Stavovi roditelja i\u0000odgojitelja o implementaciji zavičajnosti u kurikulume ustanova ranog i\u0000predškolskog odgoja","authors":"Davorka Kalčić","doi":"10.32903/zs.65.1-2.12","DOIUrl":"https://doi.org/10.32903/zs.65.1-2.12","url":null,"abstract":"Istarska županija 2014. godine započinje proces implementacije zavičajne\u0000nastave u kurikulum ustanova ranog i predškolskog odgoja, osnovne i srednje škole. Smisao je procesa implementacije da se sačuvaju zavičajne\u0000vrijednosti i svijest o kulturnom identitetu. Cilj je provedenog istraživanja utvrditi podržavaju li roditelji i odgojitelji implementaciju zavičajnosti u kurikulume dječjih vrtića te utvrditi utječe li odgoj i učenje zavičajnih vrijednosti pozitivno na razvoj i očuvanje kulturnog identiteta. U radu se prikazuju empirijski podaci provedeni u dječjim vrtićima „Rapčići“ Žminj i „Grdelin“ Buzet. Anketnim upitnikom ispitani su roditelji djece koja pohađaju dječji vrtić i odgojitelji dječjeg vrtića. Istraživanjem je utvrđeno da u ukupnom prosječnom rezultatu stavova roditelja i odgojitelja roditelji procjenjuju važnijim uvođenje zavičajnosti u kurikulume u odnosu na odgojitelje. Odgojitelji se ne razlikuju značajnije u procjeni važnosti implementacije zavičajnosti u kurikulume vrtića, međutim u procjeni važnosti podrške ravnatelja, kolega i lokalne zajednice primijećena je značajna razlika.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124264510","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 istraživanja bio je utvrditi povezanost između percepcije školske klime i uporabe strategija učenja kod učenika u osnovnoj školi. U istraživanju je sudjelovalo 407 učenika prosječne dobi od 12 godina. Korišteni su instrumeni Hrvatski upitnik školske klime za učenike (HUŠK-U, Velki, Kuterovac Jagodić i Antunović, 2012) i Skala strategija učenja (SSU, Lončarić, 2014). Utvrđene su razlike u percepciji školske klime s obzirom na spol učenika, razred koji pohađaju i školski uspjeh na kraju prethodne školske godine. Postoje statistički značajne razlike u korištenju strategija učenja s obzirom na uspjeh kojim su učenici završili prethodnu školsku godinu. Vrlo dobri i odlični učenici mnogo više koriste dimenziju Ciklus metakognitivne kontrole učenja i Duboko kognitivno procesiranje, a Površinsko kognitivno procesiranje značajno manje koriste učenici koji su postigli odličan uspjeh od onih koji su postigli dovoljan ili dobar uspjeh. Utvrđeno je da uporaba različitih strategija učenja predviđa doživljaj školske klime učenika te da se 32,7% varijance doživljaja školske klime može objasniti uporabom strategija učenja. Svaki prediktor, tj. svaka dimenzija strategija učenja daje značajan jedinstven doprinos modelu, a Ciklus metakognitivne kontrole učenja pokazao se najboljim prediktorom doživljaja školske klime.
本研究旨在确认小学学生对学校氛围的感知与使用学习策略之间的关系。研究涉及 407 名 12 岁以上的小学生。研究使用的工具是 Hrvatski upitnik školske klime za učenike (HUŠK-U, Velki, Kuterovac Jagodić i Antunović, 2012) i Skala strategie učenčenja (SSU, Lončarić, 2014). Utvrđene su rozdícije u percepcji školske klime s obzirom na spoleksu učenika, klassoji pohađaju i školski uspjeh na kraju prethodne školske godine.根据上一学年学生取得的成绩，在使用学习策略方面存在明显的统计学差异。在使用 Ciklus metakognitivne kontroly učenja i Duboko kognitivno procesiranje, a Povšinsko kognitivno procesiranje značajno manje koriste učenici koji su postigli odličan uspjeh od onih koji su postigli dovoljan ili dobar uspjeh.研究表明，不同学习策略的使用预先决定了学生的校风体验，32.7%的校风体验差异可以用学习策略的使用来解释。Svaki prediktor, tj. svaka dimenzija strategii mokyčenja daje značajan jedinstven doprinos modeli, a Ciklus metakognitivnekontrole učenja pokazao se nejim prediktorom doživljaja školske klime.
{"title":"Povezanost dožvljaja školske klime i strategija učenja učenika osnovne škole","authors":"Lara Gudelj","doi":"10.32903/zs.64.2.2","DOIUrl":"https://doi.org/10.32903/zs.64.2.2","url":null,"abstract":"Cilj istraživanja bio je utvrditi povezanost između percepcije školske klime i uporabe strategija učenja kod učenika u osnovnoj školi. U istraživanju je sudjelovalo 407 učenika prosječne dobi od 12 godina. Korišteni su instrumeni Hrvatski upitnik školske klime za učenike (HUŠK-U, Velki, Kuterovac Jagodić i Antunović, 2012) i Skala strategija učenja (SSU, Lončarić, 2014). Utvrđene su razlike u percepciji školske klime s obzirom na spol učenika, razred koji pohađaju i školski uspjeh na kraju prethodne školske godine. Postoje statistički značajne razlike u\u0000korištenju strategija učenja s obzirom na uspjeh kojim su učenici završili prethodnu školsku godinu. Vrlo dobri i odlični učenici mnogo više koriste dimenziju Ciklus metakognitivne kontrole učenja i Duboko kognitivno procesiranje, a Površinsko kognitivno procesiranje značajno manje koriste učenici koji su postigli odličan uspjeh od onih koji su postigli dovoljan ili dobar uspjeh. Utvrđeno je da uporaba različitih strategija učenja predviđa doživljaj školske klime učenika te da se 32,7% varijance doživljaja školske klime može objasniti uporabom strategija učenja. Svaki prediktor, tj. svaka dimenzija strategija učenja daje značajan jedinstven doprinos modelu, a Ciklus metakognitivne\u0000kontrole učenja pokazao se najboljim prediktorom doživljaja školske klime.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130694930","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}
Izvannastavne aktivnosti u osnovnoj školi organiziraju se u svrhu zadovoljenja različitih potreba i interesa učenika i provode se u sedam različitih područja kojima pripada i tjelesno i zdravstveno područje. Izvanškolske sportske aktivnosti realiziraju se izvan škole, obično u sportskim klubovima. Njihov je cilj dodatni utjecaj na razvoj antropoloških obilježja učenika te stjecanje novih teorijskih i praktičnih znanja iz izborne aktivnosti (Caput Jogunica i Barić, 2015). Cilj provedenog istraživanja bio je utvrditi utječu li dodatne izvannastavne sportske aktivnosti na razvoj motoričkih vještina djece u razrednoj nastavi. Na uzorku od 55 učenika i učenica 3. i 4. razreda primarnog obrazovanja, koji je podijeljen na dva subuzorka s obzirom na uključenost u sportske programe, primijenjen je mjerni instrument Bruininks-Oseretsky testa (2. izdanje), skraćena inačica, kojim su se procjenjivale motoričke vještine učenika. Rezultati su pokazali kako u većini varijabli nema značajnih razlika između skupina sudionika, ali učenici koji nisu uključeni u dodatne izvannastavne i izvanškolske sportske aktivnosti postižu bolje rezultate u jednoj manipulativnoj vještini (vođenje lopte; Z=2,68, p=0,01) te dvije grube motoričke vještine (sklekovi; Z=281, p=0,00; podizanje trupa Z 2,06, p=0,04).
{"title":"Utječu li izvannastavne\u0000sportske aktivnosti na razvoj motoričkih vještina učenika primarnog\u0000obrazovanja?","authors":"Zvonimir Tomac","doi":"10.32903/zs.65.1-2.9","DOIUrl":"https://doi.org/10.32903/zs.65.1-2.9","url":null,"abstract":"Izvannastavne aktivnosti u osnovnoj školi organiziraju se u svrhu zadovoljenja različitih potreba i interesa učenika i provode se u sedam različitih područja kojima pripada i tjelesno i zdravstveno područje. Izvanškolske sportske aktivnosti realiziraju se izvan škole, obično u sportskim klubovima. Njihov je cilj dodatni utjecaj na razvoj antropoloških obilježja učenika te stjecanje novih teorijskih i praktičnih znanja iz izborne aktivnosti (Caput Jogunica i Barić, 2015). Cilj provedenog istraživanja bio je utvrditi utječu li dodatne izvannastavne sportske aktivnosti na razvoj motoričkih vještina djece u razrednoj nastavi. Na uzorku od 55 učenika i učenica 3. i 4. razreda primarnog obrazovanja, koji je podijeljen na dva subuzorka s obzirom na uključenost u sportske programe, primijenjen je mjerni instrument Bruininks-Oseretsky testa (2. izdanje), skraćena inačica, kojim su se procjenjivale motoričke vještine učenika. Rezultati su pokazali kako u većini varijabli nema značajnih razlika između skupina sudionika, ali učenici koji nisu uključeni u dodatne izvannastavne i izvanškolske sportske aktivnosti postižu bolje rezultate u jednoj manipulativnoj vještini (vođenje lopte; Z=2,68, p=0,01) te dvije grube motoričke vještine (sklekovi; Z=281, p=0,00; podizanje trupa Z 2,06, p=0,04).","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117026772","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 istraživanja bio je ispitati postoje li razlike u zadovoljstvu poslom, smislenosti posla, psihološkom kapitalu i dobrobiti kod nastavnika u privatnim i državnim školama. Nadalje, cilj je bio ispitati u kojoj mjeri zadovoljstvo poslom, smislenost posla i psihološki kapital doprinose dobrobiti zaposlenika u privatnim i državnim školama.Sudjelovalo je 152 nastavnika iz državnih te 100 nastavnika iz privatnih škola u Zagrebu. Kao mjerni instrumenti korišteni su skala smislenosti posla, upitnik psihološkog kapitala, skala zadovoljstva životom i skala psihološkog procvata. Globalno zadovoljstvo poslom mjereno je jednom česticom. Rezultati su pokazali da nema razlike između nastavnika u državnim i privatnim škola ni u jednoj ispitivanoj varijabli. Zadovoljstvo poslom pokazalo se kao značajan prediktor životnog zadovoljstva, dok se smislenost posla pokazala kao značajan prediktor psihološkog procvata. Psihološki kapital pozitivno doprinosi i zadovoljstvu životom i psihološkom procvatu. Rezultati istraživanja daju teorijski doprinos razumijevanju faktora dobrobiti nastavnika u državnim i privatnim školama, a mogu doprinijeti i osmišljavanju intervencija za stvaranje pozitivnog okruženja koje tu dobrobit poboljšava.
{"title":"Psihološki kapital, smislenost posla, zadovoljstvo poslom i dobrobit kod nastavnika u privatnim i državnim školama","authors":"Natalija Smrtić, Majda Rijavec","doi":"10.32903/zs.65.1-2.1","DOIUrl":"https://doi.org/10.32903/zs.65.1-2.1","url":null,"abstract":"Cilj istraživanja bio je ispitati postoje li razlike u zadovoljstvu poslom, smislenosti posla, psihološkom kapitalu i dobrobiti kod nastavnika u privatnim i državnim školama. Nadalje, cilj je bio ispitati\u0000u kojoj mjeri zadovoljstvo poslom, smislenost posla i psihološki kapital doprinose dobrobiti zaposlenika u privatnim i državnim školama.Sudjelovalo je 152 nastavnika iz državnih te 100 nastavnika iz privatnih škola u Zagrebu. Kao mjerni instrumenti korišteni su skala smislenosti posla, upitnik psihološkog kapitala, skala zadovoljstva životom i skala psihološkog procvata. Globalno zadovoljstvo poslom mjereno je jednom česticom. Rezultati su pokazali da nema razlike između\u0000nastavnika u državnim i privatnim škola ni u jednoj ispitivanoj varijabli. Zadovoljstvo poslom pokazalo se kao značajan prediktor životnog zadovoljstva, dok se smislenost posla pokazala kao značajan prediktor psihološkog procvata. Psihološki kapital pozitivno doprinosi i\u0000zadovoljstvu životom i psihološkom procvatu. Rezultati istraživanja daju teorijski doprinos razumijevanju faktora dobrobiti nastavnika u državnim i privatnim školama, a mogu doprinijeti i osmišljavanju intervencija za stvaranje pozitivnog okruženja koje tu dobrobit poboljšava.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121015457","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}
Riječ JEST u naslovu naglašava našu želju da sagledamo metodiku "iznutra" i "egzistencijalno", sagledamo ono što metodiku potvrđuje kao zaseban i samoopstojan entitet u sustavu znanosti koje se, kao temeljnim predmetom, bave intencionalnim i sustavno organiziranim učenjem - obrazovanjem i odgojem u nastavi. Dva rada, objavljena u razmaku od trinaest godina (Epistemološke karakteristike metodike (Milat, 2000.) i Metodika u suvremenom odgojno-obrazovnom sustavu (Bežen, 2013.) izravan su povod ovom tekstu. Zajedničko im je to što se zauzimaju za "povoljniji znanstveni status metodike" u sustavu obrazovanja i odgoja. Mene osobno više zanima: Što metodika odnosno predmetna didaktika JEST, kako ju znanstveno-teorijski misliti, njen znanstveni i stručni identitet. I tu, upravo oko tog pitanja, nastaje temeljni prijepor s autorima navedenih tekstova koji afirmaciju metodike žele graditi negacijom didaktike/pedagogije. 0bezvređivanjem didaktike ne može se doći do "metodičke istine", ne može se otvoriti prostor metodici. Dapače, može ju se gušiti i usmjeriti na ono što metodika NIJE. To se može vidjeti u nastavi koja, npr. umjesto autentičnog književno-literarnog izričaja, nudi učeniku njegovu patvorinu… a da, pritom, toga nije ni svjesna i to samo zato što u okviru metodike nije izgrađen kognitivni, estetski, literarni… temelj valjane evaluacije onoga što se s nastavom događa kad "metodički čin" nije didaktički valjano utemeljen. Nije, dakle, sve u metodi odnosno metodici. Misao o biti metodike danas je prerasla "metodiku". To, na neki način, potvrđuje i činjenica postojanja kineziološke, religijske… didaktike i metodike…
{"title":"Što metodika jest?","authors":"Filip Jelavić","doi":"10.32903/zs.64.2.16","DOIUrl":"https://doi.org/10.32903/zs.64.2.16","url":null,"abstract":"Riječ JEST u naslovu naglašava našu želju da sagledamo metodiku \"iznutra\" i \"egzistencijalno\", sagledamo ono što metodiku potvrđuje kao zaseban i samoopstojan entitet u sustavu znanosti koje se, kao temeljnim\u0000predmetom, bave intencionalnim i sustavno organiziranim učenjem - obrazovanjem i odgojem u nastavi. Dva rada, objavljena u razmaku od trinaest godina (Epistemološke karakteristike metodike (Milat, 2000.) i Metodika u suvremenom odgojno-obrazovnom sustavu (Bežen, 2013.) izravan su povod ovom tekstu. Zajedničko im je to što se zauzimaju za \"povoljniji znanstveni status metodike\" u sustavu obrazovanja i odgoja. Mene osobno više zanima: Što metodika odnosno predmetna didaktika JEST, kako ju znanstveno-teorijski misliti, njen znanstveni i stručni identitet. I tu, upravo oko tog pitanja, nastaje temeljni prijepor s autorima navedenih tekstova koji afirmaciju metodike žele graditi negacijom didaktike/pedagogije. 0bezvređivanjem didaktike ne može se doći do \"metodičke istine\", ne može se otvoriti prostor metodici. Dapače, može ju se gušiti i usmjeriti na ono što metodika NIJE. To se može vidjeti u nastavi koja, npr. umjesto autentičnog književno-literarnog izričaja, nudi učeniku njegovu patvorinu… a da, pritom, toga nije ni svjesna i to samo zato što u okviru metodike nije izgrađen kognitivni, estetski, literarni… temelj valjane evaluacije onoga što se s nastavom događa kad \"metodički čin\" nije didaktički valjano utemeljen. Nije, dakle, sve u metodi odnosno metodici. Misao o biti metodike danas je prerasla \"metodiku\". To, na neki način, potvrđuje\u0000i činjenica postojanja kineziološke, religijske… didaktike i metodike…","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116125179","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}
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