Pub Date : 2019-12-23DOI: 10.32728/mo.13.1.2018.01
Academician Miroslava Kojić
The goal of this research is to determine which strategies within six teaching methods kindergarten teachers apply in order to include poor children in all kindergarten activities. The research has been realized by the polling of 384 kindergarten teachers employed in preschool institutions in several towns in Serbia. The research results indicated the readiness of kindergarten teachers to provide support and develop the strategies for the inclusion of poor children in all preschool aimed activities - teaching methods. The support for poor children in the activities, support for parents, support from a professional service and informing about a child represent the framework of the strategies kindergarten teachers apply in an educational and upbringing process in order to mitigate the consequences of insufficiently stimulating environments in which the children live. Similarly, parents are pointed to the significance of education and upbringing of their children with a collaboration and partnership with preschool institution. The support for poor children in activities is a field in which kindergarten teachers make the most contribution in the implementation of their strategies by realizing six teaching methods. The strategies rely on the organization of teaching methods in which a child’s integrated learning is supported. In addition to this, poor children are provided with peer support, since the activities are organized in small groups and as a work in pairs, depending on needs. Kindergarten teachers start from the experience of a child and throughout the individualized organization of educational and upbringing work, they enable poor children to investigate, express and deepen their knowledge in activities. The children are encouraged to present the knowledge to peers, to collaborate with them and seek for possible solutions.
{"title":"THE STRATEGIES OF KINDERGARTEN TEACHERS FOR THE INCLUSION OF CHILDREN FROM DESTITUTE FAMILIES INTO AIMED ACTIVITIES","authors":"Academician Miroslava Kojić","doi":"10.32728/mo.13.1.2018.01","DOIUrl":"https://doi.org/10.32728/mo.13.1.2018.01","url":null,"abstract":"The goal of this research is to determine which strategies within six teaching methods kindergarten teachers apply in order to include poor children in all kindergarten activities. The research has been realized by the polling of 384 kindergarten teachers employed in preschool institutions in several towns in Serbia. The research results indicated the readiness of kindergarten teachers to provide support and develop the strategies for the inclusion of poor children in all preschool aimed activities - teaching methods. The support for poor children in the activities, support for parents, support from a professional service and informing about a child represent the framework of the strategies kindergarten teachers apply in an educational and upbringing process in order to mitigate the consequences of insufficiently stimulating environments in which the children live. Similarly, parents are pointed to the significance of education and upbringing of their children with a collaboration and partnership with preschool institution. The support for poor children in activities is a field in which kindergarten teachers make the most contribution in the implementation of their strategies by realizing six teaching methods. The strategies rely on the organization of teaching methods in which a child’s integrated learning is supported. In addition to this, poor children are provided with peer support, since the activities are organized in small groups and as a work in pairs, depending on needs. Kindergarten teachers start from the experience of a child and throughout the individualized organization of educational and upbringing work, they enable poor children to investigate, express and deepen their knowledge in activities. The children are encouraged to present the knowledge to peers, to collaborate with them and seek for possible solutions.","PeriodicalId":429389,"journal":{"name":"Metodički obzori/Methodological Horizons","volume":"1 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":"130858522","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}
Pub Date : 2019-12-23DOI: 10.32728/mo.13.1.2018.03
S. Horvat
Gifted individuals are those with extraordinary abilities unlike their peers. Poor sociometric status of gifted students often stems from the dissatisfaction of their educational needs and the fact that their interests often do not coincide with those of their peers. Research has shown that the popularity and popularity of students in a peer group is important for success in the future. The aim of this empirical study was to determine the sociometric status of potential perceived gifted students in the classroom and subject teaching. The sample were 59 students of the elementary and subject classes in rural areas in the Osijek – Baranja County. The results of the study showed that there is a strong and positive correlation between sociometric status and the number of nominations in different areas of academic achievement, and it was found that students who were found to have potential perceived giftedness had a higher sociometric status than children who were not identified as potential perceived giftedness. The results of the research could provide guidance for checking previous theoretical assumptions and supplementing existing key factors that influence the sociometric status of students in the educational system. Also, this research could be an impetus for future research in this area.
{"title":"SOCIOMETRIC STATUS OF GIFTED STUDENTS IN CLASSROOM AND SUBJECT TEACHING IN ELEMENTARY SCHOOL","authors":"S. Horvat","doi":"10.32728/mo.13.1.2018.03","DOIUrl":"https://doi.org/10.32728/mo.13.1.2018.03","url":null,"abstract":"Gifted individuals are those with extraordinary abilities unlike their peers. Poor sociometric status of gifted students often stems from the dissatisfaction of their educational needs and the fact that their interests often do not coincide with those of their peers. Research has shown that the popularity and popularity of students in a peer group is important for success in the future. The aim of this empirical study was to determine the sociometric status of potential perceived gifted students in the classroom and subject teaching. The sample were 59 students of the elementary and subject classes in rural areas in the Osijek – Baranja County. The results of the study showed that there is a strong and positive correlation between sociometric status and the number of nominations in different areas of academic achievement, and it was found that students who were found to have potential perceived giftedness had a higher sociometric status than children who were not identified as potential perceived giftedness. The results of the research could provide guidance for checking previous theoretical assumptions and supplementing existing key factors that influence the sociometric status of students in the educational system. Also, this research could be an impetus for future research in this area.","PeriodicalId":429389,"journal":{"name":"Metodički obzori/Methodological Horizons","volume":"84 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":"130965441","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}
Pub Date : 2019-12-23DOI: 10.32728/mo.13.1.2018.05
Suzana Tomaš, J. Juric, Mirna Paradžik
Technology has been imposed on today’s students since their birth, them being surrounded by computers, tablets and other tools of the digital age. Mathematics is a teaching subject which represents the gratest obstacle to students in their schooling and prejudice against it has existed since the very beginning of schooling. Information and communication technology can make its learning much easier, both to students and teachers. The aim of the paper was to determine if there was a difference in the achievement of the students taught by contemporary GeoGebra classes and traditional classes. By conducting the research and interpreting the results, the GeoGebra program was found to have a significant role in learning of new contents in mathematics, and students have shown progress by working in the contemporary mode of GeoGebra program. It can be said that this program is very convenient in learning maths, especially in geometry, and the students were satisfied with their work in the program, what is confirmed with the results of the survey questionnaires on satisfaction issue.
{"title":"GEOGEBRA APPLIANCE IN THE TEACHING OF MATHEMATICS IN LOWER GRADES OF ELEMENTARY SCHOOL","authors":"Suzana Tomaš, J. Juric, Mirna Paradžik","doi":"10.32728/mo.13.1.2018.05","DOIUrl":"https://doi.org/10.32728/mo.13.1.2018.05","url":null,"abstract":"Technology has been imposed on today’s students since their birth, them being surrounded by computers, tablets and other tools of the digital age. Mathematics is a teaching subject which represents the gratest obstacle to students in their schooling and prejudice against it has existed since the very beginning of schooling. Information and communication technology can make its learning much easier, both to students and teachers. The aim of the paper was to determine if there was a difference in the achievement of the students taught by contemporary GeoGebra classes and traditional classes. By conducting the research and interpreting the results, the GeoGebra program was found to have a significant role in learning of new contents in mathematics, and students have shown progress by working in the contemporary mode of GeoGebra program. It can be said that this program is very convenient in learning maths, especially in geometry, and the students were satisfied with their work in the program, what is confirmed with the results of the survey questionnaires on satisfaction issue.","PeriodicalId":429389,"journal":{"name":"Metodički obzori/Methodological Horizons","volume":"13 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":"129039228","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}
Pub Date : 2019-11-23DOI: 10.32728/mo.13.1.2018.04
Ivan Beroš, Luka Pongračić
This paper points to different modes of agency that aimed and are still aiming at the transformation of social, political and economic discourse in the direction of 'conservative modernization' in most Western countries. The paper begins with a brief historical sketch of the socio-political circumstances that provided fertile ground for the emergence and development of 'conservative modernization', and continues to further elaborate the concept through the analysis of the categories that draw from works of the Michael W. Apple. The Apple's theoretical apparatus is applied as a 'tool' for the analysis of neoliberal, neoconservative, authoritarian-populist and expert conceptual and implementation pressures in the process of Comprehensive Curricular Reform in Croatia. The concluding section of the paper presents the results of the analysis of conceptual and implementation pressures in the process of Comprehensive Curricular Reform in Croatia.
本文指出，在大多数西方国家，不同的代理模式旨在并仍在致力于社会、政治和经济话语向“保守现代化”方向的转变。本文首先简要介绍了为“保守现代化”的出现和发展提供肥沃土壤的社会政治环境的历史概况，并通过分析迈克尔·w·苹果(Michael W. Apple)作品中的类别，继续进一步阐述这一概念。苹果的理论装置被用作分析克罗地亚综合课程改革过程中新自由主义、新保守主义、威权民粹主义和专家概念和实施压力的“工具”。论文的最后部分介绍了克罗地亚综合课程改革过程中概念压力和实施压力分析的结果。
{"title":"THE IMPACT OF THE 'CONSERVATIVE MODERNIZATION' ON THE EDUCATIONAL SYSTEM IN CROATIA: THE CONCEPTUAL AND IMPLEMENTATIONAL PRESSURES IN THE PROCESS OF COMPREHENSIVE CURRICULAR REFORM","authors":"Ivan Beroš, Luka Pongračić","doi":"10.32728/mo.13.1.2018.04","DOIUrl":"https://doi.org/10.32728/mo.13.1.2018.04","url":null,"abstract":"This paper points to different modes of agency that aimed and are still aiming at the transformation of social, political and economic discourse in the direction of 'conservative modernization' in most Western countries. The paper begins with a brief historical sketch of the socio-political circumstances that provided fertile ground for the emergence and development of 'conservative modernization', and continues to further elaborate the concept through the analysis of the categories that draw from works of the Michael W. Apple. The Apple's theoretical apparatus is applied as a 'tool' for the analysis of neoliberal, neoconservative, authoritarian-populist and expert conceptual and implementation pressures in the process of Comprehensive Curricular Reform in Croatia. The concluding section of the paper presents the results of the analysis of conceptual and implementation pressures in the process of Comprehensive Curricular Reform in Croatia.","PeriodicalId":429389,"journal":{"name":"Metodički obzori/Methodological Horizons","volume":"69 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120896244","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}
Pub Date : 2014-12-19DOI: 10.32728/MO.09.2.2014.02
Nedim Čirić
Contemporary university courses in the process of implementation of principles based on the Bologna Declaration is between traditional and contemporary paradigm of high education. Integrating of new valid forms is possible to actualize in readiness to change in relationships within academic community that still has intention of centralization in form but with no essence and purposefulness of educational work. Those changes happen in conceptions, goals and tasks, curriculums and programs, education of new teaching staff, organization and managing, financing and legal regulations and other segments streaming towards standardization and adaption of universities to needs of society and time with a special accent on creation of assumptions for continual lifetime education and professional development. In relation to this, methodic organization of teaching in which a special accent is put on teaching aids, didactic media and teaching technology is of existential value to sustainability of contemporary university courses. Results acquired through analytic descriptive method and survey method as a variant of analytic descriptive method and through apposite instruments for self evaluation of university teaching staff shows that contemporary university teaching is dominated by combining of teaching aids, that laptop and projector are dominant didactic media that characterize contemporary university courses.
{"title":"SELECTION AND USE OF TEACHING AIDS AND TECHNOLOGIES IN CONTEMPORARY UNIVERSITY COURSES","authors":"Nedim Čirić","doi":"10.32728/MO.09.2.2014.02","DOIUrl":"https://doi.org/10.32728/MO.09.2.2014.02","url":null,"abstract":"Contemporary university courses in the process of implementation of principles based on the Bologna Declaration is between traditional and contemporary paradigm of high education. Integrating of new valid forms is possible to actualize in readiness to change in relationships within academic community that still has intention of centralization in form but with no essence and purposefulness of educational work. Those changes happen in conceptions, goals and tasks, curriculums and programs, education of new teaching staff, organization and managing, financing and legal regulations and other segments streaming towards standardization and adaption of universities to needs of society and time with a special accent on creation of assumptions for continual lifetime education and professional development. In relation to this, methodic organization of teaching in which a special accent is put on teaching aids, didactic media and teaching technology is of existential value to sustainability of contemporary university courses. Results acquired through analytic descriptive method and survey method as a variant of analytic descriptive method and through apposite instruments for self evaluation of university teaching staff shows that contemporary university teaching is dominated by combining of teaching aids, that laptop and projector are dominant didactic media that characterize contemporary university courses.","PeriodicalId":429389,"journal":{"name":"Metodički obzori/Methodological Horizons","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126826901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：