Abstract The globalization of the economy creates the need for tech-savvy specialists, thereby stimulating the digital transformation of the education industry. This study aims to determine whether the integration of virtual reality and flipped classroom is able to increase academic performance of individuals enrolled in the course “Strategic management for the sustainable development of national and international tourism”. The study took place in the 2021/22 academic year in the department of tourism management at Zhejiang University, China. The study population consisted of 407 third-year students (54 % male and 46 % female); the mean age of the respondents was 20.81±0.94. Students in the Virtual Reality (VR) group showed 7.84 % better performance that those in the Flipped Classroom (FC) group. The percentage of difference between the VR and traditional groups was 13.01 %. Students in the FC group showed 4.79 % better performance than students in the traditional group (p 0.05). According to the respondents, the major benefits of innovative learning over traditional education methods are the support of personalized learning, flexibility, visual and auditory memory development, complete immersion into the learning process, and accessibility of learning materials. On the other hand, users reported getting addicted to the virtual world, spending a lot of money on the necessary software and hardware, experiencing reduction in interpersonal communication, and having problems with content creation. The present findings can be useful to teachers who seek to integrate innovative technologies into the learning process. Future research will focus on investigating the impact of other innovative technologies by integrating them into an online course “Analysis of the economic activity of tourist enterprises”.Key words: academic performance; flipped classroom; higher education; immersion; traditional education; virtual reality.---SažetakGlobalizacija ekonomije stvara potrebu za stručnjacima visokoga tehnološkog znanja, što stimulira digitalnu transformaciju obrazovne industrije. Cilj ove studije jest utvrditi može li integracija virtualne stvarnosti i obrnute učionice povećati akademski učinak osoba upisanih na kolegij Strateški menadžment za održivi razvoj nacionalnoga i međunarodnoga turizma. Istraživanje je provedeno u akademskoj godini 2021./22. na Odsjeku za menadžment u turizmu na Zhejiang International Studies University, Kina. Istraživačku populaciju činilo je 407 studenata treće godine (54 % muškaraca i 46 % žena); prosječna dob ispitanika bila je 20,81 ± 0,94 godine. Studenti u grupi virtualne stvarnosti (VR) pokazali su 7,84 % bolje rezultate od onih u grupi obrnute učionice (FC). Postotna razlika između VR i tradicionalnih grupa iznosila je 13,01 %. Studenti u grupi FC pokazali su 4,79 % bolje rezultate od studenata u tradicionalnoj grupi (p 0,05). Prema mišljenju ispitanika, glavne su prednosti inovativnoga učenja u odnosu na tradicionalne obrazo
摘要 经济全球化需要精通技术的专家，从而推动了教育行业的数字化转型。本研究旨在确定虚拟现实与翻转课堂的整合是否能够提高 "国内和国际旅游业可持续发展战略管理 "课程学生的学习成绩。研究于 2021/22 学年在中国浙江大学旅游管理系进行。研究对象包括 407 名三年级学生（男生占 54%，女生占 46%），平均年龄为（20.81±0.94）岁。虚拟现实（VR）组学生的成绩比翻转课堂（FC）组学生高出 7.84%。虚拟现实组与传统组之间的差异为 13.01%。FC 组学生的成绩比传统组学生高出 4.79 %（P 0.05）。受访者认为，与传统教育方法相比，创新学习的主要优势在于支持个性化学习、灵活性、视觉和听觉记忆开发、完全沉浸于学习过程以及学习材料的可获取性。另一方面，用户表示会沉迷于虚拟世界，在必要的软件和硬件上花费大量资金，人际交往减少，内容创建存在问题。本研究结果对寻求将创新技术融入学习过程的教师很有帮助。未来的研究将侧重于通过将其他创新技术整合到在线课程 "旅游企业经济活动分析 "中来调查这些技术的影响。关键词：学习成绩；翻转课堂；高等教育；沉浸式教学；传统教育；虚拟现实。本研究的目的是整合虚拟网站和在线旅游服务，以提高学术界对国内和海外旅游战略的认识。Istraživanje provedeno u akademskoj godini 2021./22. na Odsjeku za menadžment u turizmu na Zhejiang International Studies University, Kina.该校共有 407 名学生（其中 54 % 为中学生，46 % 为大学生）；学生人数为 20,81 ± 0,94 人。虚拟学习组（VR）的学生有 7.84% 的学习成绩优于传统学习组（FC）。VR 组和传统组的后验率为 13.01%。FC 组学生的成绩为传统组学生的 4.79%（P 0.05）。在传统的教学方法基础上进行创新性教学，包括个性化教学、灵活性教学、视觉教学和听觉教学、教学过程和教学方法的改进。在虚拟世界中，用户可以使用新的软硬件工具，来解决他们的问题。因此，我们需要将创新技术融入到我们的工作中。通过在线旅游目的地分析，我们可以了解如何利用创新技术整合在线旅游目的地分析。主要内容包括：学术论文；传统旅游；虚拟旅游；视觉旅游。
{"title":"Digital Transformation of Higher Education in China: Ways to Improve Academic Performance/Digitalna transformacija visokoga obrazovanja u Kini: načini poboljšanja akademskoga postignuća","authors":"Qingbin Liu","doi":"10.15516/cje.v26i1.4903","DOIUrl":"https://doi.org/10.15516/cje.v26i1.4903","url":null,"abstract":"Abstract The globalization of the economy creates the need for tech-savvy specialists, thereby stimulating the digital transformation of the education industry. This study aims to determine whether the integration of virtual reality and flipped classroom is able to increase academic performance of individuals enrolled in the course “Strategic management for the sustainable development of national and international tourism”. The study took place in the 2021/22 academic year in the department of tourism management at Zhejiang University, China. The study population consisted of 407 third-year students (54 % male and 46 % female); the mean age of the respondents was 20.81±0.94. Students in the Virtual Reality (VR) group showed 7.84 % better performance that those in the Flipped Classroom (FC) group. The percentage of difference between the VR and traditional groups was 13.01 %. Students in the FC group showed 4.79 % better performance than students in the traditional group (p 0.05). According to the respondents, the major benefits of innovative learning over traditional education methods are the support of personalized learning, flexibility, visual and auditory memory development, complete immersion into the learning process, and accessibility of learning materials. On the other hand, users reported getting addicted to the virtual world, spending a lot of money on the necessary software and hardware, experiencing reduction in interpersonal communication, and having problems with content creation. The present findings can be useful to teachers who seek to integrate innovative technologies into the learning process. Future research will focus on investigating the impact of other innovative technologies by integrating them into an online course “Analysis of the economic activity of tourist enterprises”.Key words: academic performance; flipped classroom; higher education; immersion; traditional education; virtual reality.---SažetakGlobalizacija ekonomije stvara potrebu za stručnjacima visokoga tehnološkog znanja, što stimulira digitalnu transformaciju obrazovne industrije. Cilj ove studije jest utvrditi može li integracija virtualne stvarnosti i obrnute učionice povećati akademski učinak osoba upisanih na kolegij Strateški menadžment za održivi razvoj nacionalnoga i međunarodnoga turizma. Istraživanje je provedeno u akademskoj godini 2021./22. na Odsjeku za menadžment u turizmu na Zhejiang International Studies University, Kina. Istraživačku populaciju činilo je 407 studenata treće godine (54 % muškaraca i 46 % žena); prosječna dob ispitanika bila je 20,81 ± 0,94 godine. Studenti u grupi virtualne stvarnosti (VR) pokazali su 7,84 % bolje rezultate od onih u grupi obrnute učionice (FC). Postotna razlika između VR i tradicionalnih grupa iznosila je 13,01 %. Studenti u grupi FC pokazali su 4,79 % bolje rezultate od studenata u tradicionalnoj grupi (p 0,05). Prema mišljenju ispitanika, glavne su prednosti inovativnoga učenja u odnosu na tradicionalne obrazo","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996078","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}
AbstractSynchronization of movement with the external pacing stimuli by use of finger tapping is a widely used paradigm for assessing the accuracy of timekeeping and repetitive motor timing. In the current study, developmental differences in repetitive movement timing between preschool children and young adults were assessed. The study showed that the length of the interresponse intervals (IRI) of children was significantly shorter than IRI’s of adults, and significantly more variable. The use of Wing-Kristofferson model allowed the separation of overall variability into motor and clock components. In both groups clock-related variability was larger than the motor-related one, and again, children variance components were both significantly higher than those of young adults. The observed differences in timing accuracy, detected at the central level, were explained in light of the development of cognitive processes, especially attention, but they are likely connected to the other motor control factors such as error correction and possible use of feedback.Key words: age-related differences, motor timing, sensory-motor synchronisation, tapping, young children, W-K model.---SažetakSinkronizacija pokreta s vanjskim ritmičkim podražajima uz uporabu tapinga prstima naširoko je korištena paradigma za procjenu točnosti procjenjivanja vremena i repetitivnoga motoričkog tajminga. U ovom radu procijenjene su razvojne razlike između predškolske djece i mladih odraslih osoba u repetitivnom motoričkom tajmingu. Pokazalo se da je duljina intervala između odgovora (IRI) djece značajno kraća od IRI-a odraslih te da je varijabilnost značajno veća. Uporaba WingKristoffersonova modela (WK) motoričkoga tajminga omogućila je razdvajanje ukupne varijabilnosti na motoričku komponentu i komponentu sata. Varijabilitet povezan sa satom u obje skupine bio je veći od varijabiliteta povezanoga s motoričkom komponentom, a komponente varijance kod djece i ovdje su bile značajno veće nego kod mladih odraslih osoba. Uočene razlike u točnosti procjenjivanja vremenskih intervala, otkrivene na središnjoj razini, objašnjene su u svjetlu razvoja kognitivnih procesa, posebno pažnje, ali su vjerojatno povezane i s čimbenicima motoričke kontrole poput ispravljanja pogrešaka i mogućega korištenja povratne informacije.Ključne riječi: dobne razlike, motorički tajming, predškolska djeca, senzornomotorička sinhronizacija, taping, W-K model
摘要 通过敲击手指使动作与外部起搏刺激同步是一种广泛使用的范式，用于评估计时和重复动作计时的准确性。本研究评估了学龄前儿童和青壮年在重复动作计时方面的发展差异。研究结果表明，儿童的反应间期（IRI）明显短于成人的反应间期，且变化明显。通过使用 Wing-Kristofferson 模型，可以将整体变异性分为运动和时钟两个部分。在这两组中，与时钟相关的变异性都大于与运动相关的变异性，而且儿童的变异成分都明显高于年轻成人。在中心水平上观察到的计时准确性差异可以从认知过程（尤其是注意力）的发展中得到解释，但它们很可能与其他运动控制因素有关，如错误纠正和可能使用的反馈。 关键词：与年龄有关的差异、运动计时、感觉运动同步、敲击、幼儿、W-K 模型。SažetakSinkronizacija pokreta s vanjskim ritmičkim podražajima uz uporabu tapinga prstima naširoko je korištena paradigma za procjenu točnosti procjenjivanja vremena i repetitivnoga motoričkog tajminga.在重复运动的过程中，您会发现您的身体变得越来越强壮。我们的研究表明，在不同的运动中，运动间隔（IRI）是不同的。翼式克里斯托弗森发动机型号（WK）的发动机组件和部件的可变性。在电机部件和组件之间的可变性，以及组件之间的可变性之间的关系上，都存在着很大的差异。在认知过程中，我们会发现，在认知过程的过程中，会出现一些新的问题、此外，该系统还可用于在汽车发动机的控制面板上提供信息，并可用于收集信息。主要内容包括：肢体运动、马达驱动、肢体运动、肢体运动训练、绷带、W-K 模型。
{"title":"Repetitive Movement Timing of Preschool Children and Young Adults Assessed by the Wing- Kristofferson Model/Tajming repetitivnih pokreta predškolske djece i mladih odraslih osoba procijenjen prema Wing-Kristoffersonovu modelu","authors":"Ivan Serbetar, Z. Petanjek, Predrag Zarevski","doi":"10.15516/cje.v26i1.5318","DOIUrl":"https://doi.org/10.15516/cje.v26i1.5318","url":null,"abstract":"AbstractSynchronization of movement with the external pacing stimuli by use of finger tapping is a widely used paradigm for assessing the accuracy of timekeeping and repetitive motor timing. In the current study, developmental differences in repetitive movement timing between preschool children and young adults were assessed. The study showed that the length of the interresponse intervals (IRI) of children was significantly shorter than IRI’s of adults, and significantly more variable. The use of Wing-Kristofferson model allowed the separation of overall variability into motor and clock components. In both groups clock-related variability was larger than the motor-related one, and again, children variance components were both significantly higher than those of young adults. The observed differences in timing accuracy, detected at the central level, were explained in light of the development of cognitive processes, especially attention, but they are likely connected to the other motor control factors such as error correction and possible use of feedback.Key words: age-related differences, motor timing, sensory-motor synchronisation, tapping, young children, W-K model.---SažetakSinkronizacija pokreta s vanjskim ritmičkim podražajima uz uporabu tapinga prstima naširoko je korištena paradigma za procjenu točnosti procjenjivanja vremena i repetitivnoga motoričkog tajminga. U ovom radu procijenjene su razvojne razlike između predškolske djece i mladih odraslih osoba u repetitivnom motoričkom tajmingu. Pokazalo se da je duljina intervala između odgovora (IRI) djece značajno kraća od IRI-a odraslih te da je varijabilnost značajno veća. Uporaba WingKristoffersonova modela (WK) motoričkoga tajminga omogućila je razdvajanje ukupne varijabilnosti na motoričku komponentu i komponentu sata. Varijabilitet povezan sa satom u obje skupine bio je veći od varijabiliteta povezanoga s motoričkom komponentom, a komponente varijance kod djece i ovdje su bile značajno veće nego kod mladih odraslih osoba. Uočene razlike u točnosti procjenjivanja vremenskih intervala, otkrivene na središnjoj razini, objašnjene su u svjetlu razvoja kognitivnih procesa, posebno pažnje, ali su vjerojatno povezane i s čimbenicima motoričke kontrole poput ispravljanja pogrešaka i mogućega korištenja povratne informacije.Ključne riječi: dobne razlike, motorički tajming, predškolska djeca, senzornomotorička sinhronizacija, taping, W-K model ","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140997542","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}
AbstractThis paper’s purpose is to evaluate faculty members’ and students’ opinions regarding the quality, benefits and challenges of online learning, transitioning from face-to-face learning during and after COVID-19 in Chinese universities. The paper relied on a quantitative study involving an online survey using a random sample method in June 2020. The sample size was 400 persons, including 160 instructors and 240 students from a university in China. Scores earned by students who took a face-to-face Introduction to Economics course and students who took the same course online during the quarantine were compared with the Students’ T-test. There was no significant difference in in the overall grade or the tests, term paper, and final exam grades. Time management skills, more freedom for instructors and students, and reliable Internet access at home were the extreme challenges most participants encountered in online courses. The research findings can be applied in further studies focusing on the quality, challenges, perspectives, and strategies of online education, the transformation of academic programs and instructor training to facilitate the transition to online learning. Future research could be done in other countries to get more comparative data.Keywords: COVID-19 pandemic; distance education; face-to-face learning; online learning; quality of education.---SažetakCilj je ovoga članka je procijeniti mišljenja nastavnika i studenata o kvaliteti, prednostima i izazovima online učenja, kao i prijelaz s nastave licem u lice tijekom i nakon pandemije bolesti COVID-19 na kineskim sveučilištima. Rad se oslanjao na kvantitativnu studiju koja uključuje internetsku anketu metodom slučajnoga uzorkovanja provedenu u lipnju 2020. Veličina je uzorka 400 ispitanika, uključujući 160 nastavnika i 240 studenata s jednoga sveučilišta u Kini. Rezultati koje su dobili studenti koji su pohađali kolegij „Uvod u ekonomiju” licem u lice i studenti koji su isti kolegij pohađali putem interneta tijekom karantene uspoređeni su s T-testom studenata. Nije bilo značajne razlike ni u ukupnoj ocjeni niti u ocjenama na testovima, seminarskim radovima i završnim ispitima. Vještine upravljanja vremenom, veća sloboda za nastavnike i studente i pouzdan pristup internetu kod kuće bili su iznimno zahtjevni izazovi s kojima se suočavala većina polaznika internetskih kolegija. Rezultati istraživanja mogu se primijeniti u daljnjim istraživanjima koja se bave kvalitetom, izazovima, perspektivama i strategijama online obrazovanja, transformacijom akademskih programa i obukom predavača kako bi se olakšao prijelaz na online učenje. Buduća istraživanja mogla bi se provesti u drugim zemljama kako bi se dobilo više usporednih podataka.Ključne riječi: pandemija; COVID-19; obrazovanje na daljinu; učenje licem u lice; online učenje; kvaliteta obrazovanja.
摘要 本文旨在评估中国高校教师和学生对在线学习的质量、益处和挑战的看法，以及在COVID-19期间和之后从面授学习过渡到在线学习的情况。 本文依赖于2020年6月采用随机抽样方法进行的在线调查的定量研究。样本量为 400 人，包括来自中国某大学的 160 名教师和 240 名学生。 采用学生 T 检验比较了在隔离期间面授《经济学导论》课程的学生和在线学习相同课程的学生所获得的分数。总成绩、测验、学期论文和期末考试成绩均无明显差异。时间管理技巧、教师和学生的更大自由度以及家中可靠的互联网接入是大多数参与者在在线课程中遇到的极端挑战。 研究结果可应用于进一步的研究中，重点关注在线教育的质量、挑战、观点和策略、学术项目的转型以及教师培训，以促进向在线学习的过渡。 未来的研究可以在其他国家进行，以获得更多的比较数据。 关键词：COVID-19大流行病；远程教育；面授学习；在线学习；教育质量。本文旨在评估学生和教师对在线学习的质量、优势和成果的看法，以及 COVID-19 大流行病对中国大学的影响。该研究采用随机方法，对 2020 年的 400 名学生、160 名大学生和 240 名基尼大学的学生进行了定量研究。在隔离期间，亲自参加 "Uvod u ekonomiju "学院学习的学生和通过互联网参加同一学院学习的学生所获得的结果与学生的 T 检验相关联。在学习成绩、考试成绩、研讨论文和期末考试成绩方面均无明显差异。时间管理的挑战、学生和管理者的更大自由度以及更方便的互联网访问不可避免地成为大多数互联网学院学生面临的主要挑战。未来的研究可以在其他国家进行。未来可在其他国家开展研究，以获得更系统的数据。关键词：大流行病；COVID-19；远程教育；面授学习；在线学习；教育质量。
{"title":"Transitioning from Face-To-Face to Online Learning During COVID-19: Changes in China’s Universities/Prijelaz s učenja licem u lice na online učenje tijekom pandemije COVID-19: promjene na sveučilištima u Kini","authors":"Tao Li","doi":"10.15516/cje.v26i1.4988","DOIUrl":"https://doi.org/10.15516/cje.v26i1.4988","url":null,"abstract":"AbstractThis paper’s purpose is to evaluate faculty members’ and students’ opinions regarding the quality, benefits and challenges of online learning, transitioning from face-to-face learning during and after COVID-19 in Chinese universities. The paper relied on a quantitative study involving an online survey using a random sample method in June 2020. The sample size was 400 persons, including 160 instructors and 240 students from a university in China. Scores earned by students who took a face-to-face Introduction to Economics course and students who took the same course online during the quarantine were compared with the Students’ T-test. There was no significant difference in in the overall grade or the tests, term paper, and final exam grades. Time management skills, more freedom for instructors and students, and reliable Internet access at home were the extreme challenges most participants encountered in online courses. The research findings can be applied in further studies focusing on the quality, challenges, perspectives, and strategies of online education, the transformation of academic programs and instructor training to facilitate the transition to online learning. Future research could be done in other countries to get more comparative data.Keywords: COVID-19 pandemic; distance education; face-to-face learning; online learning; quality of education.---SažetakCilj je ovoga članka je procijeniti mišljenja nastavnika i studenata o kvaliteti, prednostima i izazovima online učenja, kao i prijelaz s nastave licem u lice tijekom i nakon pandemije bolesti COVID-19 na kineskim sveučilištima. Rad se oslanjao na kvantitativnu studiju koja uključuje internetsku anketu metodom slučajnoga uzorkovanja provedenu u lipnju 2020. Veličina je uzorka 400 ispitanika, uključujući 160 nastavnika i 240 studenata s jednoga sveučilišta u Kini. Rezultati koje su dobili studenti koji su pohađali kolegij „Uvod u ekonomiju” licem u lice i studenti koji su isti kolegij pohađali putem interneta tijekom karantene uspoređeni su s T-testom studenata. Nije bilo značajne razlike ni u ukupnoj ocjeni niti u ocjenama na testovima, seminarskim radovima i završnim ispitima. Vještine upravljanja vremenom, veća sloboda za nastavnike i studente i pouzdan pristup internetu kod kuće bili su iznimno zahtjevni izazovi s kojima se suočavala većina polaznika internetskih kolegija. Rezultati istraživanja mogu se primijeniti u daljnjim istraživanjima koja se bave kvalitetom, izazovima, perspektivama i strategijama online obrazovanja, transformacijom akademskih programa i obukom predavača kako bi se olakšao prijelaz na online učenje. Buduća istraživanja mogla bi se provesti u drugim zemljama kako bi se dobilo više usporednih podataka.Ključne riječi: pandemija; COVID-19; obrazovanje na daljinu; učenje licem u lice; online učenje; kvaliteta obrazovanja.","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140994252","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}
{"title":"UVODNIK / FOREWORD","authors":"N. N","doi":"10.15516/cje.v26i1.5876","DOIUrl":"https://doi.org/10.15516/cje.v26i1.5876","url":null,"abstract":"","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140997383","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}
AbstractStudent participation in school is considered an important value and part of every school’s culture, not only in terms of improvement of school as a community, but also as an opportunity to put into practice civic skills and political literacy. The aim of this paper is to determine if there are differences in certain characteristics of participation in terms of the secondary school education programmes and academic achievement, as well as to determine the level of interaction between these variables and characteristics of participation. The examined characteristics of participation included awareness about the right to participation, readiness to participate, participation satisfaction in school and perception of teacher support for student participation. The research was conducted on a sample consisting of 1,545 students from 20 secondary schools in the Republic of Croatia. The results indicate that students with lower academic achievement tend to be less informed and less ready to participate. They also seem to be dissatisfied with opportunities for participation and perceive a lower level of teacher support for student participation, in comparison with students with very good or excellent academic achievement. It was revealed that students in vocational and art schools perceive a higher level of teacher support for student participation in comparison with students in grammar schools. The results also indicate insufficiently used student’s potential for participation. In further efforts to ensure the right to participation, it is important to examine the current methods of student participation and make it more inclusive, especially for students with lower academic achievement, regardless of their education programme. Secondary schools, regardless of the type and duration of the education programme, should create more opportunities for participation of all students, offer various participation activities and promote quality forms of dialogue between teachers and students.Keywords: academic achievement; participation; secondary school.---SažetakParticipacija učenika u školi prepoznata je kao važna vrijednost i dio kulture svake škole: u smislu poboljšanja škole kao zajednice, ali i kao prilika za vježbanje vještina građanske i političke pismenosti. Cilj je ovoga rada utvrditi postoje li razlike u pojedinim obilježjima participacije s obzirom na vrstu obrazovnih programa srednje škole i školski uspjeh, kao i interakciju tih varijabli i obilježja participacije. Ispitivana obilježja participacije su informiranost o pravu na participaciju, spremnost na participaciju, zadovoljstvo participacijom u školi te percepcija podrške nastavnika učeničkoj participaciji. Istraživanje je provedeno na uzorku od 1535 učenika iz 20 srednjih škola na području Republike Hrvatske. Rezultati pokazuju kako su učenici slabijega školskog uspjeha manje informirani i spremni participirati, nezadovoljniji prilikama za participacijom te doživljavaju manje podrške part
摘 要 学生参与学校活动被认为是一种重要的价值观，也是每所学校文化的一部分，这不仅是为了改善学校作为一个社区的状况，而且也是一个实践公民技能和政治素养的机会。本文旨在确定在中学教育计划和学业成绩方面，某些参与特征是否存在差异，并确定这些变量与参与特征之间的相互作用程度。研究的参与特征包括对参与权的认识、参与的准备程度、在学校的参与满意度以及对教师支持学生参与的看法。研究以克罗地亚共和国 20 所中学的 1545 名学生为样本。研究结果表明，学习成绩较差的学生对参与的了解和准备程度往往较低。与学习成绩非常好或优秀的学生相比，他们似乎也对参与机会不满意，认为教师对学生参与的支持程度较低。与文法学校的学生相比，职业学校和艺术学校的学生认为教师对学生参与的支持程度较高。研究结果还表明，学生的参与潜力没有得到充分发挥。在进一步努力确保参与权的过程中，重要的是要审查学生参与的现行方法，并使其更具包容性，特别是对于学业成绩较差的学生，无论其教育课程如何。中学，无论教育课程的类型和持续时间长短，都应为所有学生创造更多的参与机会，提供各种参与活动，并促进教师与学生之间高质量的对话形式。SažetakParticipacija učenika u školi prepoznata je kao važna vrijednost i dio kulture svake škole: u smislu poboljšanja škole kao zajednice, ali i kao prilika za vježbanje vještina građanske i političke pismenosti.我们的目标是，让更多的人参与到我们的活动中来，让更多的人参与到我们的活动中来，让更多的人参与到我们的活动中来，让更多的人参与到我们的活动中来。参与的重要性体现在对参与的理解、对参与的支持、对参与的感知以及对参与的认识上。该研究于 1535 年在克罗地亚共和国的 20 个城市进行。结果表明，在参与活动的过程中，可以获得信息和参与活动的机会，也可以获得参与活动的机会，从而提高参与活动的积极性。我们将继续努力，让更多的人参与我们的项目。目前，在全球范围内，参与计划的潜力巨大。在参与活动的过程中，我们必须预先了解参与活动的条件、在参与计划之前，您可以在网站上发布相关信息，以帮助您更好地了解您的计划。因此，在新的项目和培训计划中，应明确规定参与项目的人员，并提高他们参与项目的积极性。关键词：参与；社会责任；社会责任。
{"title":"Characteristics of Participation of Secondary School Students with Respect to Their Education Programme and Academic Achievement/Obilježja participacije učenika srednjih škola u odnosu na vrstu obrazovnoga programa i školski uspjeh","authors":"Andrea Ćosić, I. Borić","doi":"10.15516/cje.v26i1.4950","DOIUrl":"https://doi.org/10.15516/cje.v26i1.4950","url":null,"abstract":"AbstractStudent participation in school is considered an important value and part of every school’s culture, not only in terms of improvement of school as a community, but also as an opportunity to put into practice civic skills and political literacy. The aim of this paper is to determine if there are differences in certain characteristics of participation in terms of the secondary school education programmes and academic achievement, as well as to determine the level of interaction between these variables and characteristics of participation. The examined characteristics of participation included awareness about the right to participation, readiness to participate, participation satisfaction in school and perception of teacher support for student participation. The research was conducted on a sample consisting of 1,545 students from 20 secondary schools in the Republic of Croatia. The results indicate that students with lower academic achievement tend to be less informed and less ready to participate. They also seem to be dissatisfied with opportunities for participation and perceive a lower level of teacher support for student participation, in comparison with students with very good or excellent academic achievement. It was revealed that students in vocational and art schools perceive a higher level of teacher support for student participation in comparison with students in grammar schools. The results also indicate insufficiently used student’s potential for participation. In further efforts to ensure the right to participation, it is important to examine the current methods of student participation and make it more inclusive, especially for students with lower academic achievement, regardless of their education programme. Secondary schools, regardless of the type and duration of the education programme, should create more opportunities for participation of all students, offer various participation activities and promote quality forms of dialogue between teachers and students.Keywords: academic achievement; participation; secondary school.---SažetakParticipacija učenika u školi prepoznata je kao važna vrijednost i dio kulture svake škole: u smislu poboljšanja škole kao zajednice, ali i kao prilika za vježbanje vještina građanske i političke pismenosti. Cilj je ovoga rada utvrditi postoje li razlike u pojedinim obilježjima participacije s obzirom na vrstu obrazovnih programa srednje škole i školski uspjeh, kao i interakciju tih varijabli i obilježja participacije. Ispitivana obilježja participacije su informiranost o pravu na participaciju, spremnost na participaciju, zadovoljstvo participacijom u školi te percepcija podrške nastavnika učeničkoj participaciji. Istraživanje je provedeno na uzorku od 1535 učenika iz 20 srednjih škola na području Republike Hrvatske. Rezultati pokazuju kako su učenici slabijega školskog uspjeha manje informirani i spremni participirati, nezadovoljniji prilikama za participacijom te doživljavaju manje podrške part","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 43","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996317","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}
AbstractHow well-prepared preschool teachers are to teach kindergarten music activities largely depends on their previous music education (formal and informal), their personal affinities, attitudes towards music, and the amount and quality of music education accessible to university students. The majority of students enrolled in Faculties of Teacher Education have had very little or no musical experience before their studies. Hence, the quality of music education plays a key role in the formation of a musically competent preschool teacher. In this sense, this research aimed to determine how students of Early and Preschool Education (EPE) from one location Department of the Faculty of Teacher Education in Zagreb, assess the quality of music lessons and their readiness to conduct music activities in kindergarten. This research also sought to discover if there was a connection between those two categories and differences within them regarding demographic characteristics. For the purposes of this research, two instruments were constructed: the Scale of the Quality of Music Education and the Scale of Opinions about One’s Readiness to Conduct Kindergarten Music Activities. Descriptive analysis has showned that EPE students estimate the quality of music lessons as very high, including their own readiness to conduct music activities in kindergarten. Students with prior music education more positively assess their readiness to conduct music activities in kindergarten than students without such education, and part-time students also estimate their readiness as higher than full-time students. A significant difference was also discovered in the assessment of the quality of music education in EPE studies, which was most positively assessed by senior (third year) students, while no such difference was observed when comparing full-time and part-time students.Keywords: early and preschool education; teaching quality; music activities; preschool teachers; readiness.---SažetakKoliko će odgojitelj biti spreman za provođenje glazbenih aktivnosti u vrtiću, uvelike ovisi o njegovu prethodnu glazbenom obrazovanju (formalnom i neformalnom), osobnim afinitetima, stavovima o glazbi te količini i kvaliteti glazbenoga obrazovanja koje student ima na obrazovnom fakultetu. Većina studenata koja polaze obrazovne fakultete, imaju vrlo mala ili nikakva glazbena iskustva prije studija pa će upravo kvaliteta glazbenoga obrazovanja odigrati ključnu ulogu u formiranju glazbeno kompetentnoga odgojitelja. U tom smislu, ovim istraživanjem željelo se utvrditi kako studenti ranoga i predškolskog odgoja, jednoga lokacijskog odsjeka Učiteljskog fakulteta u Zagrebu, procjenjuju kvalitetu nastave glazbe i vlastitu spremnost za provođenje glazbenih aktivnosti u vrtiću. Također, željelo se otkriti postoji li povezanost između ovih dviju kategorija kao i razlike unutar istih s obzirom na demografska obilježja. Za potrebe ovoga istraživanja konstruirana su dva instrument: Skala kvalitete glazben
摘要 学前教师在教授幼儿园音乐活动时准备得如何，在很大程度上取决于他们以前所受的音乐教育（正规和非正规）、他们的个人亲和力、对音乐的态度以及大学生所能获得的音乐教育的数量和质量。师范教育学院的大多数学生在学习之前很少或根本没有音乐经验。因此，音乐教育的质量在培养有音乐素养的学前教师中起着关键作用。因此，本研究旨在确定萨格勒布师范教育学院某系早期和学前教育（EPE）专业的学生如何评价音乐课的质量及其在幼儿园开展音乐活动的准备情况。本研究还试图发现这两个类别之间是否存在联系，以及其中在人口特征方面的差异。为了开展这项研究，我们制作了两个工具：音乐教育质量量表和对自己是否准备好开展幼儿园音乐活动的看法量表。描述性分析表明，电子教育专业的学生对音乐课的质量评价很高，包括对自己是否准备好在幼儿园开展音乐活动的评价。受过音乐教育的学生比没有受过音乐教育的学生更积极地评价自己在幼儿园开展音乐活动的准备情况，非全日制学生对自己准备情况的评价也高于全日制学生。在对学前教育专业音乐教育质量的评价中也发现了明显的差异，高年级（三年级）学生对音乐教育质量的评价最为积极，而在比较全日制和非全日制学生时则没有发现这种差异。 关键词：早期和学前教育；教学质量；音乐活动；学前教师；准备程度。SažetakKoliko će odgojitelj biti spreman za provođenje glazbenih aktivnosti u vrtiću, uvelike ovisi o njegovu prethodnu glazbenom obrazovanju (formalnom i neformalnom)、学生在学院学习期间的学习计划、学习目标和学习效果。如果学生选择在高等院校学习，就必须在学习之前提高学习能力。在萨格勒布的大学里，学生们在学习和研究方面的能力得到了提高。因此，我们必须在人口统计的基础上，对这些类别进行分类。该工具可用于对人口统计数据的分析：在此基础上，我们设计了以下工具：人口统计评估工具和人口统计活动监测工具。通过案头分析，我们发现学生们在学习和研究过程中，都能看到自己的学习成绩，以及他们在学习过程中的努力程度。学生在完成学业后，可在学习过程中继续学习，也可在学习结束后继续学习。如果学生的学习成绩不理想（3.Godina），学校将对其进行重新评估，以确定其学习成绩。主要内容包括：学习策略、学习能力、学习方法、学习目标、学习策略和学习方法、学习策略和学习方法、学习策略和学习方法、学习策略和学习方法、学习策略和学习方法、学习策略和学习方法、学习策略和学习方法、学习策略和学习方法、学习策略和学习方法、学习策略和学习方法、学习策略和学习方法、学习策略和学习方法、学习策略和学习方法、学习策略和学习方法、学习策略和学习方法。
{"title":"Connection Between the Quality of Music Education and Student - Preschool Teachers’ Readiness to Conduct Music Activities in Kindergarten/Povezanost kvalitete glazbenoga obrazovanja i spremnosti studenata odgojiteljskoga studija za provođenje glazbenih aktivnosti u vrtiću","authors":"Tomislav Cvrtila","doi":"10.15516/cje.v26i1.4969","DOIUrl":"https://doi.org/10.15516/cje.v26i1.4969","url":null,"abstract":"AbstractHow well-prepared preschool teachers are to teach kindergarten music activities largely depends on their previous music education (formal and informal), their personal affinities, attitudes towards music, and the amount and quality of music education accessible to university students. The majority of students enrolled in Faculties of Teacher Education have had very little or no musical experience before their studies. Hence, the quality of music education plays a key role in the formation of a musically competent preschool teacher. In this sense, this research aimed to determine how students of Early and Preschool Education (EPE) from one location Department of the Faculty of Teacher Education in Zagreb, assess the quality of music lessons and their readiness to conduct music activities in kindergarten. This research also sought to discover if there was a connection between those two categories and differences within them regarding demographic characteristics. For the purposes of this research, two instruments were constructed: the Scale of the Quality of Music Education and the Scale of Opinions about One’s Readiness to Conduct Kindergarten Music Activities. Descriptive analysis has showned that EPE students estimate the quality of music lessons as very high, including their own readiness to conduct music activities in kindergarten. Students with prior music education more positively assess their readiness to conduct music activities in kindergarten than students without such education, and part-time students also estimate their readiness as higher than full-time students. A significant difference was also discovered in the assessment of the quality of music education in EPE studies, which was most positively assessed by senior (third year) students, while no such difference was observed when comparing full-time and part-time students.Keywords: early and preschool education; teaching quality; music activities; preschool teachers; readiness.---SažetakKoliko će odgojitelj biti spreman za provođenje glazbenih aktivnosti u vrtiću, uvelike ovisi o njegovu prethodnu glazbenom obrazovanju (formalnom i neformalnom), osobnim afinitetima, stavovima o glazbi te količini i kvaliteti glazbenoga obrazovanja koje student ima na obrazovnom fakultetu. Većina studenata koja polaze obrazovne fakultete, imaju vrlo mala ili nikakva glazbena iskustva prije studija pa će upravo kvaliteta glazbenoga obrazovanja odigrati ključnu ulogu u formiranju glazbeno kompetentnoga odgojitelja. U tom smislu, ovim istraživanjem željelo se utvrditi kako studenti ranoga i predškolskog odgoja, jednoga lokacijskog odsjeka Učiteljskog fakulteta u Zagrebu, procjenjuju kvalitetu nastave glazbe i vlastitu spremnost za provođenje glazbenih aktivnosti u vrtiću. Također, željelo se otkriti postoji li povezanost između ovih dviju kategorija kao i razlike unutar istih s obzirom na demografska obilježja. Za potrebe ovoga istraživanja konstruirana su dva instrument: Skala kvalitete glazben","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140994917","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}
AbstractWith the recent reform of the Geography curriculum in Croatia, the learning outcomes related to the research work have become one of the most important innovations. The first insight into the degree of achievement of these learning outcomes in the first years of their application has shown difficulties in data collection, processing, and analysis, as well as in proper citation and bibliography writing, while the overall degree of the learning outcomes achievement indicates that there is room for improvement. With the aim of gaining a more comprehensive insight into the student perceptions, students in Antun Gustav Matoš Grammar School in Samobor, whose work was analyzed in the study by Ivić et al. (2021), were interviewed. Although the results indicate relatively low levels of motivation and negative perceptions of the creation process, students’ perceptions of the research as a very useful teaching practice provide a solid foundation for its further application.Key words: geography teaching; research work; students’ motivation; students’ perception.---SažetakOdgojno-obrazovni ishodi koji pred učenike stavljaju izazov izrade istraživačkoga rada predstavljaju jednu od najvećih novina novoga predmetnog kurikula Geografije. Inicijalni uvid u razinu ostvarenosti tih ishoda nakon prvih godina njihove primjene pokazao je da postoji značajan prostor za daljnji napredak jer su detektirane poteškoće u prikupljanju, obradi i analizi podataka, kao i pravilnom citiranju i sastavljanju popisa literature. S ciljem dobivanja uvida u učeničku percepciju istraživačkoga rada, intervjuirani su učenici Gimnazije Antuna Gustava Matoša u Samoboru čiji su istraživački radovi analizirani u studiji Ivića i sur. (2021). Iako rezultati upućuju na relativno nisku razinu motivacije i pretežito negativnu percepciju procesa izrade istraživačkoga rada, učenička percepcija istraživanja kao vrlo korisne nastavne prakse daju dobru osnovu za njegovo usavršavanje i daljnju primjenu.Ključne riječi: istraživački rad; nastava geografije; učenička motivacija; učenička percepcija.
摘要随着最近克罗地亚地理课程的改革，与研究工作有关的学习成果已成为最重要的创新之一。对这些学习成果在应用的最初几年中的实现程度的初步了解表明，在数据收集、处理和分析以及正确引用和书写参考文献方面存在困难，而学习成果的总体实现程度表明还有改进的余地。为了更全面地了解学生的看法，萨莫博尔安通-古斯塔夫-马托斯文法学校的学生接受了访谈。尽管结果表明学生的积极性相对较低，而且对创作过程持消极看法，但学生认为研究是一种非常有用的教学实践，这为进一步应用研究奠定了坚实的基础。SažetakOdgojnoo-obrazovni ishodi koji pred učenike stavljaju izazov izrade istraživačkoga rada predstavljaju jednu od najvećih novina novoga predmetnog kurikula Geografije.该书的主要内容是对世界上最重要的文学作品的研究、分析和评价。在 Samoboru čiji su istraživački radovi analizirani u studiji Ivića i sur 上进行分析。(2021).在对动机和消极感知过程进行分析的过程中，我们的感知能力得到了进一步提高。其主要内容包括：辐射；自然地理；动机；感知。
{"title":"Student Perceptions of Research Work in Geography Teaching: Motivation, Difficulties, and Values/Učenička percepcija istraživačkoga rada u nastavi geografije: motivacija, teškoće i vrijednosti","authors":"Karlo Mak, Ivan Ivić","doi":"10.15516/cje.v26i1.5412","DOIUrl":"https://doi.org/10.15516/cje.v26i1.5412","url":null,"abstract":"AbstractWith the recent reform of the Geography curriculum in Croatia, the learning outcomes related to the research work have become one of the most important innovations. The first insight into the degree of achievement of these learning outcomes in the first years of their application has shown difficulties in data collection, processing, and analysis, as well as in proper citation and bibliography writing, while the overall degree of the learning outcomes achievement indicates that there is room for improvement. With the aim of gaining a more comprehensive insight into the student perceptions, students in Antun Gustav Matoš Grammar School in Samobor, whose work was analyzed in the study by Ivić et al. (2021), were interviewed. Although the results indicate relatively low levels of motivation and negative perceptions of the creation process, students’ perceptions of the research as a very useful teaching practice provide a solid foundation for its further application.Key words: geography teaching; research work; students’ motivation; students’ perception.---SažetakOdgojno-obrazovni ishodi koji pred učenike stavljaju izazov izrade istraživačkoga rada predstavljaju jednu od najvećih novina novoga predmetnog kurikula Geografije. Inicijalni uvid u razinu ostvarenosti tih ishoda nakon prvih godina njihove primjene pokazao je da postoji značajan prostor za daljnji napredak jer su detektirane poteškoće u prikupljanju, obradi i analizi podataka, kao i pravilnom citiranju i sastavljanju popisa literature. S ciljem dobivanja uvida u učeničku percepciju istraživačkoga rada, intervjuirani su učenici Gimnazije Antuna Gustava Matoša u Samoboru čiji su istraživački radovi analizirani u studiji Ivića i sur. (2021). Iako rezultati upućuju na relativno nisku razinu motivacije i pretežito negativnu percepciju procesa izrade istraživačkoga rada, učenička percepcija istraživanja kao vrlo korisne nastavne prakse daju dobru osnovu za njegovo usavršavanje i daljnju primjenu.Ključne riječi: istraživački rad; nastava geografije; učenička motivacija; učenička percepcija.","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140994271","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}
Jasna Kudek Mirošević, Rea Fulgosi Masnjak, Siniša Opić
AbstractThis research has been aimed at discovering how teachers evaluate their own competences for inclusive teaching and support they give learners with disabilities to help them learn. The total of 263 teachers from regular primary schools in the central regions of Croatia participated in this research, for which an adequate questionnaire was designed. The obtained results show that teachers do not consider themselves competent for inclusive teaching, but they do support their learners with disabilities. Seniority (the duration of teaching career) has an impact on their self-evaluation related to competences for inclusion. In inferential statistics, a polystochastic model was used for making conclusions. Such findings indicate, among other things, a need for teachers’ permanent education towards inclusive teaching, especially about their stronger role in unusual life circumstances like pandemic, as well as the encouragement of teachers’ professional development and their acquisition of new competences required for inclusive teaching since teachers represent direct stakeholders in education activities. Having all this in mind, together with the aim to provide education which actively promotes the complete development of every learner, as suggested in the National Strategy of Development until 2030, it is necessary to reform processes within the system of education.Keywords: competence self-evaluation/self-estimation; education staff; inclusive education---Sažetak Cilj je istraživanja utvrditi kako učitelji procjenjuju vlastitu kompetentnost za inkluzivno poučavanje te stupanj pružanja podrške u učenju učenicima s teškoćama. Na uzorku od 263 učitelja iz redovitih osnovnoškolskih ustanova iz središnje Hrvatske primijenjen je upitnik o samoprocjeni kompetentnosti učitelja za inkluzivno poučavanje i pružanje podrške učenicima s teškoćama, koji je konstruiran za potrebe ovoga istraživanja. Rezultati pokazuju da se učitelji ne smatraju kompetentnima za inkluzivno poučavanje, no pružaju podršku u učenju učenicima s teškoćama. Pri tome duljina radnoga staža utječe na samoprocjenu kompetencija za inkluziju. U inferencijalnoj statistici korišten je polistohastički model zaključivanja. Ovakvi nalazi, između ostaloga, ukazuju na potrebu kontinuirane edukacije učitelja za inkluzivno poučavanje, posebice njihovo osnaživanje u izvanrednim životnim okolnostima poput pandemije, kao i na poticanje profesionalnoga razvoja te stjecanje novih kompetencija za inkluzivno poučavanje njih kao neposrednih nositelja odgojno-obrazovnoga rada. U tom smislu, a s ciljem ostvarivanja obrazovanja koje aktivno potiče cjelovit razvoj svakoga učenika, kako je predviđeno u Nacionalnoj strategiji razvoja do 2030. godine, potrebno je provesti reformske procese u sustavu odgoja i obrazovanja.Ključne riječi: inkluzivno obrazovanje; odgojno-obrazovni djelatnici; samoprocjenjena kompetentnost.
摘要 本研究旨在了解教师如何评价自己在全纳教学方面的能力，以及他们为帮助残疾学生学习而提供的支持。共有 263 名来自克罗地亚中部地区普通小学的教师参与了这项研究，并为此设计了一份适当的调查问卷。 研究结果表明，教师并不认为自己有能力进行全纳教学，但他们确实为残疾学生提供了支持。 教龄（教学生涯的长短）对教师有关全纳教学能力的自我评价有影响。这些结果表明，除其他外，有必要对教师进行全纳教学方面的长期教育，特别是让他们了解自己在大流行病等不寻常的生活环境中发挥的更大作用，以及鼓励教师的专业发展和获得全纳教学所需的新能力，因为教师是教育活动的直接利益相关者。考虑到这一切，以及《2030 年前国家发展战略》中提出的提供积极促进每个学习者全面发展的教育的目标，有必要对教育系统内的流程进行改革。关键词：能力自我评价/自我估计；教育工作者；全纳教育----Sažetak Objective je istraživanja utvrditi kako učitelji procjenjuju vlastitu kompetentnost za inkluzivno poučavanje te stupanj pružanja podrške u učenju učenicima s teškoćama.在克罗地亚的 263 家初等教育机构中，有 3 家机构的能力得到了认可。我们的研究结果表明，在提高教学质量的同时，也不会降低学生的学习兴趣。在这一主题下，我们将继续努力提高融入能力。U inferencijalnoj statistici korišten je polystohastički modeli zaključivanja.在此意义上，但为了实现这一目标，我们必须在教育、职业培训和社会服务等方面继续努力。从这个意义上说，为了创建一种积极促进所有学生全面发展的教育，正如《2030 年前国家发展战略》所设想的那样，有必要在教育和培训系统中实施改革进程。
{"title":"The Self-Evaluation of Teachers’ Competences for Inclusive Teaching in the Conditions of Pre-Pandemic Education/Samoprocjena kompetentnosti učitelja za inkluzivno poučavanje u uvjetima predpandemijskoga obrazovanja","authors":"Jasna Kudek Mirošević, Rea Fulgosi Masnjak, Siniša Opić","doi":"10.15516/cje.v26i1.4965","DOIUrl":"https://doi.org/10.15516/cje.v26i1.4965","url":null,"abstract":"AbstractThis research has been aimed at discovering how teachers evaluate their own competences for inclusive teaching and support they give learners with disabilities to help them learn. The total of 263 teachers from regular primary schools in the central regions of Croatia participated in this research, for which an adequate questionnaire was designed. The obtained results show that teachers do not consider themselves competent for inclusive teaching, but they do support their learners with disabilities. Seniority (the duration of teaching career) has an impact on their self-evaluation related to competences for inclusion. In inferential statistics, a polystochastic model was used for making conclusions. Such findings indicate, among other things, a need for teachers’ permanent education towards inclusive teaching, especially about their stronger role in unusual life circumstances like pandemic, as well as the encouragement of teachers’ professional development and their acquisition of new competences required for inclusive teaching since teachers represent direct stakeholders in education activities. Having all this in mind, together with the aim to provide education which actively promotes the complete development of every learner, as suggested in the National Strategy of Development until 2030, it is necessary to reform processes within the system of education.Keywords: competence self-evaluation/self-estimation; education staff; inclusive education---Sažetak Cilj je istraživanja utvrditi kako učitelji procjenjuju vlastitu kompetentnost za inkluzivno poučavanje te stupanj pružanja podrške u učenju učenicima s teškoćama. Na uzorku od 263 učitelja iz redovitih osnovnoškolskih ustanova iz središnje Hrvatske primijenjen je upitnik o samoprocjeni kompetentnosti učitelja za inkluzivno poučavanje i pružanje podrške učenicima s teškoćama, koji je konstruiran za potrebe ovoga istraživanja. Rezultati pokazuju da se učitelji ne smatraju kompetentnima za inkluzivno poučavanje, no pružaju podršku u učenju učenicima s teškoćama. Pri tome duljina radnoga staža utječe na samoprocjenu kompetencija za inkluziju. U inferencijalnoj statistici korišten je polistohastički model zaključivanja. Ovakvi nalazi, između ostaloga, ukazuju na potrebu kontinuirane edukacije učitelja za inkluzivno poučavanje, posebice njihovo osnaživanje u izvanrednim životnim okolnostima poput pandemije, kao i na poticanje profesionalnoga razvoja te stjecanje novih kompetencija za inkluzivno poučavanje njih kao neposrednih nositelja odgojno-obrazovnoga rada. U tom smislu, a s ciljem ostvarivanja obrazovanja koje aktivno potiče cjelovit razvoj svakoga učenika, kako je predviđeno u Nacionalnoj strategiji razvoja do 2030. godine, potrebno je provesti reformske procese u sustavu odgoja i obrazovanja.Ključne riječi: inkluzivno obrazovanje; odgojno-obrazovni djelatnici; samoprocjenjena kompetentnost. ","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140995075","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}
AbstractFor years, school geometry has faced with many issues including losing its strong position in school mathematics and earning the reputation of being the “problem child” of mathematics teaching. These issues stem from the problems in the intended curriculum. The goal of this paper is to shed light on the two intended curricula for primary mathematics education in Croatia in terms of the diversity and coherence of geometry topics through the lens of fundamental ideas of geometry. Additionally, the analysis is associated with previous results on the attained and potentially implemented curriculum regarding textbook tasks and primary school students’ images of geometry. Even though the new curriculum reflects more diversity regarding the fundamental ideas of geometry compared to the old curriculum, there is clear evidence that they still do not offer the learning opportunities in line with modern geometry education. Based on the data, the results are discussed with regard to their theoretical and practical implications with the goal of providing suggestions on how to improve the position of school geometry in mathematics education in Croatia conducive to modern geometry education, as emphasised in the literature.Keywords: fundamental ideas; geometry education; primary education; tripartite model of curriculum.---SažetakŠkolska geometrija tijekom godina suočavala se s mnogim problemima, u što ulazi i gubitak nekad snažne pozicije unutar školske matematike te dobivanje reputacije „problematičnog djeteta” nastave Matematike. Ovi problemi proizlaze iz planiranog kurikula. Cilj ovoga rada je analiza dvaju planiranih kurikula za razrednu nastavu Matematike u Hrvatskoj s fokusom na raznolikost i koherentnost geometrijskih sadržaja i kroz objektiv fundamentalnih ideja geometrije. Uz to, rezultati su povezani s prethodnim nalazima o postignutom (slike učenika o geometriji) i potencijalno primijenjenom kurikulu (udžbenički zadatci). Iako novi kurikul odražava više raznolikosti u pogledu fundamentalnih ideja geometrije u odnosu na stari, rezultati pokazuju da ti kurikuli još uvijek ne nude značajke suvremene metodike geometrije u punom potencijalu. Na temelju dobivenih rezultata provedena je rasprava s prijedlozima kako poboljšati položaj školske geometrije u matematičkom obrazovanju u Hrvatskoj prema preporukama iz literature.Ključne riječi: fundamentalne ideje; nastava geometrije; razredna nastava; trodijelni model kurikula.
摘 要 多年来，学校几何面临着许多问题，包括在学校数学中失去了强有力的地位，并赢得了数学教学 "问题儿童 "的美誉。这些问题都源于预定课程中存在的问题。本文的目的是通过几何基本思想的视角，从几何主题的多样性和连贯性方面阐明克罗地亚小学数学教育的两个预定课程。此外，本文的分析还结合了以往在教科书任务和小学生对几何的印象方面所取得的成果和可能实施的课程。尽管与旧课程相比，新课程在几何基本思想方面体现了更多的多样性，但有明显的证据表明，它们仍然没有提供符合现代几何教育的学习机会。根据这些数据，对结果的理论和实践意义进行了讨论，目的是就如何改善学校几何在克罗地亚数学教育中的地位提出建议，以利于现代几何教育的发展，正如文献中所强调的那样。 关键词：基本思想；几何教育；小学教育；三方课程模式。SažetakŠkolska geometrija tijekom godina suočavala se s mnogim problemima, u što ulazi i gubitak nekad snažne pozicije unutar školske matematike te dobivanje reputacije "problematičnog djeteta" nastave Matematike.Ovi problemi proizlaze iz planiranog kurikula.在克罗地亚的数学课程中，我们以几何基本概念和几何基本概念为重点，分析了平面几何的问题。因此，研究结果既是对未来（类似于几何图形）的预测，也是对初步知识（研究）的潜在预测。新的几何图形在解决几何图形的基本概念方面具有独特的优势，其结果是几何图形将几何图形的潜力发挥到了极致。我们的研究结果证明，在克罗地亚的数学和文学研究中，几何方法是非常重要的。研究内容包括：基本概念；几何图形；快速几何图形；数学模型。
{"title":"Diversity and Coherence as Important Aspects of Curriculum: A Content Analysis of the Two Croatian Geometry Curricula for Primary Education/Raznolikost i koherentnost kao važni aspekti kurikula: analiza geometrijskih sadržaja dvaju hrvatskih kurikula u razrednoj nastavi","authors":"Dubravka Glasnovic Gracin, Ana Kuzle","doi":"10.15516/cje.v26i1.4984","DOIUrl":"https://doi.org/10.15516/cje.v26i1.4984","url":null,"abstract":"AbstractFor years, school geometry has faced with many issues including losing its strong position in school mathematics and earning the reputation of being the “problem child” of mathematics teaching. These issues stem from the problems in the intended curriculum. The goal of this paper is to shed light on the two intended curricula for primary mathematics education in Croatia in terms of the diversity and coherence of geometry topics through the lens of fundamental ideas of geometry. Additionally, the analysis is associated with previous results on the attained and potentially implemented curriculum regarding textbook tasks and primary school students’ images of geometry. Even though the new curriculum reflects more diversity regarding the fundamental ideas of geometry compared to the old curriculum, there is clear evidence that they still do not offer the learning opportunities in line with modern geometry education. Based on the data, the results are discussed with regard to their theoretical and practical implications with the goal of providing suggestions on how to improve the position of school geometry in mathematics education in Croatia conducive to modern geometry education, as emphasised in the literature.Keywords: fundamental ideas; geometry education; primary education; tripartite model of curriculum.---SažetakŠkolska geometrija tijekom godina suočavala se s mnogim problemima, u što ulazi i gubitak nekad snažne pozicije unutar školske matematike te dobivanje reputacije „problematičnog djeteta” nastave Matematike. Ovi problemi proizlaze iz planiranog kurikula. Cilj ovoga rada je analiza dvaju planiranih kurikula za razrednu nastavu Matematike u Hrvatskoj s fokusom na raznolikost i koherentnost geometrijskih sadržaja i kroz objektiv fundamentalnih ideja geometrije. Uz to, rezultati su povezani s prethodnim nalazima o postignutom (slike učenika o geometriji) i potencijalno primijenjenom kurikulu (udžbenički zadatci). Iako novi kurikul odražava više raznolikosti u pogledu fundamentalnih ideja geometrije u odnosu na stari, rezultati pokazuju da ti kurikuli još uvijek ne nude značajke suvremene metodike geometrije u punom potencijalu. Na temelju dobivenih rezultata provedena je rasprava s prijedlozima kako poboljšati položaj školske geometrije u matematičkom obrazovanju u Hrvatskoj prema preporukama iz literature.Ključne riječi: fundamentalne ideje; nastava geometrije; razredna nastava; trodijelni model kurikula. ","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996302","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}
AbstractIn this paper, we deal with the consideration of space as materiality and space as a process in the broader context of childhood studies and, more specifically, in the context of school pedagogy. We outline the question of the material construction of childhood (in childhood geographies and geographies of education). Then, we consider the relationship between space and pedagogy, that is, the material aspect of learning, on an explicit level, presenting findings on the share of spatial components in student achievement. The central consideration in the paper is devoted to the concept of innovative learning environments (ILE) and its spatial requirements, especially to the renaissance of open school plans based on that concept. Furthermore, we deal with the issue of spatial mediation of power relations in open-plan schools but also in traditional corridor-type schools (“cells and bells” schools) and with the idea of shaping the identity of students and teachers through these processes. We conclude the paper with a brief review of the neoliberal nature of the concept of ILE and with recommendations on considering the space and environment for learning through the paradigms of critical pedagogy of place and common world pedagogiesKey words: innovative learning environments (ILE); material construction ofchildhood; open space school plans---SažetakU radu se govori o razmatranju prostora kao materijalnosti i prostora kao procesa, u širem kontekstu studija o djetinjstvu, a konkretnije u kontekstu školske pedagogije. Skiciramo pitanje materijalne konstrukcije djetinjstva (u geografijama djetinjstva i geografijama obrazovanja). Potom se analizira odnos prostora i pedagogije, odnosno materijalne dimenzije učenja, na eksplicitnoj ravni, dajući prikaz nalaza o udjelu prostornih komponenti u učeničkom postignuću. Središnje razmatranje u radu usredtočeno je na koncept inovativnih okružja za učenje (ILE) i njegovim prostornim zahtjevima te naročito renesansi otvorenih planova škola zasnovanoj na tom konceptu. Nadalje, govori se o pitanju prostornoga posredovanja odnosa moći u školama otvorenoga, ali i tradicionalnog koridor-tipa („cells and bells“ škole) te oblikovanjem identiteta učenika i nastavnika tim procesima. U zaključnom dijelu donosi se kratki osvrt na neoliberalnu prirodu koncepta ILE-a i preporukama o razmatranju prostora i okružja za učenje kroz paradigme kritičke pedagogije mjesta i pedagogijâ zajedničkoga svijeta.Ključne riječi: inovativna okružja za učenje (ILE); materijalna konstrukcija djetinjstva; otvoreni planovi škola
摘要 在本文中，我们将在儿童研究的大背景下，更具体地说，在学校教育学的背景下，探讨作为物质性的空间和作为过程的空间。我们概述了童年的物质构造问题（在童年地理学和教育地理学中）。然后，我们从明确的层面考虑了空间与教学法（即学习的物质方面）之间的关系，介绍了关于空间因素在学生成绩中所占比例的研究结果。本文的核心内容是创新学习环境（ILE）的概念及其空间要求，特别是基于这一概念的开放式学校计划的复兴。此外，我们还讨论了开放式学校和传统走廊式学校（"单元和钟声 "学校）中权力关系的空间调解问题，以及通过这些过程塑造学生和教师身份的理念。最后，我们简要回顾了创新学习环境概念的新自由主义性质，并就通过批判性场所教学法和共同世界教学法范式考虑学习空间和环境提出了建议：创新学习环境（ILE）；儿童物质建设；开放空间学校计划--SažetakU radu se govori o razmatranju prostora kao materijalnosti i prostora kao procesa, u širem kontekstu studija o djetinjstvu, a konkretnije u kontekstu školske pedagogije.该课程提供了实质性的教学结构（教学地理和学习地理）。我们将分析前列腺和教育、前列腺的物质层面、前列腺的功能、前列腺的结构、前列腺的后处理等问题。我们将在创新工作坊（ILE）和新的前列腺治疗技术概念的基础上，继续努力。现在，我们的工作重点是在工作场所和传统的工作台（"细胞和钟声"）上进行身份识别和过程识别。在新自由主义思潮的指导下，ILE-a 的概念已成为一种新的教学范式。关键词：创新教育（ILE）；材料结构；校外计划
{"title":"Pedagogical Semiotics of Space/Pedagoška semiotika prostora","authors":"Jovana Marojević","doi":"10.15516/cje.v26i1.5020","DOIUrl":"https://doi.org/10.15516/cje.v26i1.5020","url":null,"abstract":"AbstractIn this paper, we deal with the consideration of space as materiality and space as a process in the broader context of childhood studies and, more specifically, in the context of school pedagogy. We outline the question of the material construction of childhood (in childhood geographies and geographies of education). Then, we consider the relationship between space and pedagogy, that is, the material aspect of learning, on an explicit level, presenting findings on the share of spatial components in student achievement. The central consideration in the paper is devoted to the concept of innovative learning environments (ILE) and its spatial requirements, especially to the renaissance of open school plans based on that concept. Furthermore, we deal with the issue of spatial mediation of power relations in open-plan schools but also in traditional corridor-type schools (“cells and bells” schools) and with the idea of shaping the identity of students and teachers through these processes. We conclude the paper with a brief review of the neoliberal nature of the concept of ILE and with recommendations on considering the space and environment for learning through the paradigms of critical pedagogy of place and common world pedagogiesKey words: innovative learning environments (ILE); material construction ofchildhood; open space school plans---SažetakU radu se govori o razmatranju prostora kao materijalnosti i prostora kao procesa, u širem kontekstu studija o djetinjstvu, a konkretnije u kontekstu školske pedagogije. Skiciramo pitanje materijalne konstrukcije djetinjstva (u geografijama djetinjstva i geografijama obrazovanja). Potom se analizira odnos prostora i pedagogije, odnosno materijalne dimenzije učenja, na eksplicitnoj ravni, dajući prikaz nalaza o udjelu prostornih komponenti u učeničkom postignuću. Središnje razmatranje u radu usredtočeno je na koncept inovativnih okružja za učenje (ILE) i njegovim prostornim zahtjevima te naročito renesansi otvorenih planova škola zasnovanoj na tom konceptu. Nadalje, govori se o pitanju prostornoga posredovanja odnosa moći u školama otvorenoga, ali i tradicionalnog koridor-tipa („cells and bells“ škole) te oblikovanjem identiteta učenika i nastavnika tim procesima. U zaključnom dijelu donosi se kratki osvrt na neoliberalnu prirodu koncepta ILE-a i preporukama o razmatranju prostora i okružja za učenje kroz paradigme kritičke pedagogije mjesta i pedagogijâ zajedničkoga svijeta.Ključne riječi: inovativna okružja za učenje (ILE); materijalna konstrukcija djetinjstva; otvoreni planovi škola ","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996971","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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