As many European countries have introduced English language teaching at pre-primary and primary levels, the need for effective development of foreign language literacy skills has proved to be essential. Traditionally, literacy is defined as the ability to read and write. However, broader definitions include understanding of a wide range of texts and the ability to communicate in multilingual environments. Most teacher education programmes do not provide sufficient training for the development of initial and basic foreign language literacy skills of learners, and teachers feel they do not receive enough support in this area. As a result, Slovenian pupils of English are the least proficient in reading of all the language skills, with 12% of them failing to reach A1 level in reading and 29% remaining at this level at the end of primary school (European Commission, 2012). The aim of the present study was to investigate the perceptions of English teachers (N=112) regarding the development of foreign language literacy skills in Slovenian primary schools. For this purpose, a questionnaire was used to research how teachers conceptualise the development of FL literacy, how they assess pupils’ difficulties with reading and writing tasks and the literacy areas in which they think they would need more support in their teaching. A quantitative approach and a content analysis of the open questions were used. The differences between the teacher groups were measured with the Chi-square test. The study indicated teachers’ restricted views on the meaning of literacy in the open questions, while the closed questions implied a broader understanding of the concept. Most teachers expressed a desire to gain more professional knowledge in this area. The results of the study will provide a starting point for developing more effective teacher training programmes in foreign language literacy and for supporting in-service teachers in developing foreign language literacy at primary level. Key words : primary education; professional development; reading; teachers’ perceptions; writing --- Buduci da su mnoge europske države ukljucile poucavanja engleskoga jezika na predskolskoj i osnovnoskolskoj razini, potreba za ucinkovitim razvojem jezicnih vjestina na stranom jeziku pokazala se važnom. Tradicionalne definicije određuju pismenost kao sposobnost citanja i pisanja, a sire definicije pismenosti ukljucuju razumijevanje sirokoag raspona tekstova i sposobnost komunikacije u visejezicnom okruženju. Vecina programa obrazovanja ucitelja ne osposobljava ih dovoljno za razvoj inicijalnih i osnovnih vjestina pismenosti ucenika na stranom jeziku, a sami ucitelji smatraju da ne dobivaju dovoljno podrske u ovom podrucju. Zahvaljujuci tome najmanje razvijena jezicna vjestina slovenskih ucenika engleskoga jezika je citanje: 12 % ucenika ne uspijeva dosegnuti A1 razinu citanja, a 29 % ucenika ostaje na ovoj razini na kraju osnovne skole (Europska komisija, 2012). Cilj ovog istraživanja bio j
随着许多欧洲国家在学前和小学阶段引入英语教学，有效发展外语读写技能的必要性已被证明是必不可少的。传统上，读写能力被定义为读写能力。然而，更广泛的定义包括理解广泛的文本和在多语言环境中交流的能力。大多数教师教育方案没有为学习者的初步和基本外语读写技能的发展提供足够的培训，教师感到他们在这方面没有得到足够的支持。因此，学习英语的斯洛文尼亚学生是所有语言技能中阅读能力最不熟练的，12%的学生在阅读方面达不到A1水平，29%的学生在小学毕业时仍停留在这一水平(European Commission, 2012)。本研究的目的是调查英语教师(N=112)对斯洛文尼亚小学外语读写技能发展的看法。为此，我们使用了一份调查问卷来研究教师如何理解外语读写能力的发展，他们如何评估学生在阅读和写作任务方面的困难，以及他们认为在教学中需要更多支持的读写能力领域。采用定量方法和开放性问题的内容分析。教师组间的差异采用卡方检验。该研究表明，教师在开放式问题中对读写能力的理解是有限的，而在封闭式问题中，教师对读写能力的理解是广泛的。大多数教师表示希望在这一领域获得更多的专业知识。这项研究的结果将为制订更有效的外语识字教师培训方案和支助在职教师在小学一级培养外语识字能力提供一个起点。关键词:小学教育;专业发展;阅读;教师的观念;写作- Buduci da su mnoge europske države ukljuile poucavanja engleskoga jezika na predskolskoj i osnovnoskolskoj razini, potreba za ucinkovitim razvojem jezicnih vjestina na stranom jeziku pokazala se važnom。传统定义为određuju pismenost kao sposobnost citanja i pisanja，一个sire definicije pismenosti ukljuuju razumijevanje sirokoag raspona tekstova i sposobnost komunikacje u visejezicnom okruženju。Vecina programa obrazovanja ucitelja ne osposobljava with dovoljno za razvoj iciicijalnii osnovnih vjestina pismenosti ucenika na stranom jeziku，一个sami ucitelji smatjui dobivaju dovoljno podraske from podrucju。zahvaljujui tome najmanje razvijena jezicna vjestina slovenskih ucenika engleskoga jezika je citanje: 12% ucenika ne uspijeva dosegnuti A1 razinu citanja, 29% ucenika ostaje na ovoj razini na kraju osnovne skole(欧洲科学院，2012)。(N = 112); (N = 112); (N = 112)我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是。U istraživanju je upotrijebljenkantitivtivnipristup i analizizsadržaja za odgovore na pitanja otvorenoga tipa。Razlike između skupina ucitelja izmjerene su Hi-kvadrat testom。Rezultati istraživanja ukazuju na uciteljsko ograniceno viđenje znacenja pismenosti u pitanjima otvorenoga tipa, dok pitanja zatvorenoga tipa ukazuju na sire razumijevanje concept。Vecina ucitelja izrazila je želju za stjecanjem dodatnoga专业生产的产品。Rezultati istraživanja predstavljaju polaznu tocku za razvoj ucinkovitijih programa obrazovanja ucitelja u podrucju pismenosti na stranom jeziku a raziteljimi razvoju pismenosti na stranom jeziku na razini osnovne skole。kljune rijeci;percepcije ucitelja;pisanje;primarno obrazovanje;profesionalni razvoj
{"title":"Teachers’ Conceptualisations and Needs in Developing Foreign Language Literacy Skills at Primary Level / Konceptualizacije i potrebe učitelja u razvoju osnovnih vještina pismenosti na stranom jeziku u primarnom obrazovanju","authors":"Mateja Dagarin Fojkar, Tina Rozmanič","doi":"10.15516/CJE.V23I0.4035","DOIUrl":"https://doi.org/10.15516/CJE.V23I0.4035","url":null,"abstract":"As many European countries have introduced English language teaching at pre-primary and primary levels, the need for effective development of foreign language literacy skills has proved to be essential. Traditionally, literacy is defined as the ability to read and write. However, broader definitions include understanding of a wide range of texts and the ability to communicate in multilingual environments. Most teacher education programmes do not provide sufficient training for the development of initial and basic foreign language literacy skills of learners, and teachers feel they do not receive enough support in this area. As a result, Slovenian pupils of English are the least proficient in reading of all the language skills, with 12% of them failing to reach A1 level in reading and 29% remaining at this level at the end of primary school (European Commission, 2012). The aim of the present study was to investigate the perceptions of English teachers (N=112) regarding the development of foreign language literacy skills in Slovenian primary schools. For this purpose, a questionnaire was used to research how teachers conceptualise the development of FL literacy, how they assess pupils’ difficulties with reading and writing tasks and the literacy areas in which they think they would need more support in their teaching. A quantitative approach and a content analysis of the open questions were used. The differences between the teacher groups were measured with the Chi-square test. The study indicated teachers’ restricted views on the meaning of literacy in the open questions, while the closed questions implied a broader understanding of the concept. Most teachers expressed a desire to gain more professional knowledge in this area. The results of the study will provide a starting point for developing more effective teacher training programmes in foreign language literacy and for supporting in-service teachers in developing foreign language literacy at primary level. Key words : primary education; professional development; reading; teachers’ perceptions; writing --- Buduci da su mnoge europske države ukljucile poucavanja engleskoga jezika na predskolskoj i osnovnoskolskoj razini, potreba za ucinkovitim razvojem jezicnih vjestina na stranom jeziku pokazala se važnom. Tradicionalne definicije određuju pismenost kao sposobnost citanja i pisanja, a sire definicije pismenosti ukljucuju razumijevanje sirokoag raspona tekstova i sposobnost komunikacije u visejezicnom okruženju. Vecina programa obrazovanja ucitelja ne osposobljava ih dovoljno za razvoj inicijalnih i osnovnih vjestina pismenosti ucenika na stranom jeziku, a sami ucitelji smatraju da ne dobivaju dovoljno podrske u ovom podrucju. Zahvaljujuci tome najmanje razvijena jezicna vjestina slovenskih ucenika engleskoga jezika je citanje: 12 % ucenika ne uspijeva dosegnuti A1 razinu citanja, a 29 % ucenika ostaje na ovoj razini na kraju osnovne skole (Europska komisija, 2012). Cilj ovog istraživanja bio j","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88696627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Systematic monitoring of students’ achievements as well as encouraging and improving the development of their knowledge, skills and abilities is one of the basic tasks of school. Apart from monitoring the progress of students during the teaching process, monitoring and evaluation of their independent work at home is also considered. A new approach to curriculum planning emphasizes the importance of formative evaluation, which implies monitoring and feedback about the learning process. A well-designed homework task can be an excellent indicator of progress in a student’s independent work outside of school. Creating and evaluating constructivist homework enables monitoring the development of students’ research skills as one of the two key evaluation elements in Science and Social Studies. The aim of the paper was to determine the frequency of homework evaluated by teachers and the ways teachers evaluate homework in Science and Social Studies classes. In addition, the aim was to identify the sources of homework which are mostly evaluated. A sample study included 83 primary school teachers, whose assignment, assessment and evaluation of student homework was observed by the students of the Faculty of Education in Osijek and Slavonski Brod during their professional-pedagogical practice. The study analysed 343 Science and Social Studies lessons in which homework was assigned. The results show that teachers did not evaluate a large amount of homework, or they only marked it as reviewed without any feedback about students’ progress and achievement. Therefore, the study reflects the importance of planning, creating and evaluating homework assignments in Science and Social Studies classes. Key words: curriculum; formative evaluation; homework assignments; learning outcomes; sources of homework --- Sustavno pracenje ucenickih postignuca, kao i poticanje i poboljsanje razvoja njihovih znanja, vjestina i sposobnosti, jedna je od osnovnih zadaca skole. Osim pracenja napretka ucenika tijekom procesa poucavanja, također smo razmotrili pracenje i evaluaciju samostalnoga rada ucenika kod kuce. Novi pristup planiranju kurikula naglasava važnost formativne evaluacije, sto obuhvaca pracenje i davanje povratnih informacija o procesu ucenja. Dobro osmisljena zadaca može biti odlican pokazatelj napretka u samostalnom radu ucenika izvan skole. Kreiranje i evaluacija konstruktivisticke domace zadace omogucuje pracenje razvoja ucenickih istraživackih vjestina kao jednog od kljucnih elemenata evaluacije u predmetu Priroda i drustvo. Cilj ovoga rada bio je utvrditi koliko cesto ucitelji evaluiraju domace zadace i nacine na koje to cine u nastavi Prirode i drustva. Osim toga, cilj je bio utvrditi koje izvore zadace ucitelji najvise evaluiraju. Uzorak studije obuhvatio je 83 osnovnoskolska ucitelja cije zadavanje domacega rada, procjenu i evaluaciju zadaca ucenika promatrali su studenti Fakulteta za odgoj i obrazovne znanosti u Osijeku i Slavonskom Brodu tijekom profesionalno-p
系统地监测学生的学习成绩，鼓励和促进学生知识、技能和能力的发展，是学校的基本任务之一。除了在教学过程中监控学生的进度外，还会考虑监控和评估学生在家的独立作业。课程规划的新方法强调形成性评价的重要性，这意味着对学习过程的监测和反馈。一个精心设计的家庭作业任务可以很好地反映学生在校外独立学习方面的进步。创建和评估建构主义家庭作业可以监控学生研究技能的发展，这是科学和社会研究的两个关键评估要素之一。本文的目的是确定教师评估家庭作业的频率以及教师评估科学和社会研究课程家庭作业的方式。此外，目的是确定家庭作业的主要评估来源。一项抽样研究包括83名小学教师，由奥西耶克和斯拉旺斯基布罗德教育学院的学生在其专业教学实践中观察他们对学生家庭作业的分配、评估和评价。这项研究分析了343节布置家庭作业的科学和社会研究课程。结果显示，教师没有评估大量的家庭作业，或者只是将其标记为复习，而没有对学生的进步和成就进行任何反馈。因此，这项研究反映了在科学和社会研究课程中计划、创建和评估家庭作业的重要性。关键词:课程设置;形成性评价;家庭作业;学习成果;家庭作业的来源——Sustavno pracenje ucenickih postignuca, kao i poticanje poboljsanje razvoja njihovih znanja, vjestina i sposobnosti, jedna je osnovnih zadaca skole。Osim praenja napretka ucenika tijekom procesa poucavanja, također smo razmotrili praenje i evaluaciju samostalnoga rada ucenika kokce。Novi pristup planiranju kurikula naglasava važnost形成性评价(formation evaluacije)，用于评价(buhvaca pracenje)、(davanje poratnih informacija)、(procu ucenja)。Dobro osmisljena zadaca može biti odlican pokazatelj napretka u samostalnom radu ucenika izvan skole。kreranje i evaluacija konstruktitique domadace omogucuje pracenje razvoja ucenickh istraživackih vjestina kjednog od kljuchielenata evaluacije u prepremeta Priroda i drustvo。研究结果表明，在不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下。奥西姆·托加，生物多样性，生物多样性，生物多样性，生物多样性，生物多样性，生物多样性。研究对象为83名大学生，研究对象为3名大学生，研究对象为1名大学生，研究对象为1名大学生，研究对象为1名大学生，研究对象为1名大学生，研究对象为1名大学生，研究对象为1名大学生，研究对象为1名大学生，研究对象为1名大学生。U istraživanju su analizirana 343 sata Prirode i drustva na kojima je zadana domaca zadaca。研究结果表明，在中国农村农村地区，农村农村地区的农村农村地区的农村农村地区，农村农村地区的农村农村地区的农村农村地区，农村农村地区的农村农村地区的农村农村地区，农村农村地区的农村农村地区是农村农村地区。Stoga, istraživanje ukazuje na važnost planiranja, osmisljavanja i evaluacije zadataka domacega rada u nastavi Prirode i drustva。kljune rijeci:形成性评价;ishodi ucenja;Izvori domace;kurikul;扎达奇扎达奇拉德
{"title":"Evaluation of Homework in Science and Social Studies / Evaluacija domaće zadaće u Prirodi i društvu","authors":"Edita Borić","doi":"10.15516/CJE.V23I0.4055","DOIUrl":"https://doi.org/10.15516/CJE.V23I0.4055","url":null,"abstract":"Systematic monitoring of students’ achievements as well as encouraging and improving the development of their knowledge, skills and abilities is one of the basic tasks of school. Apart from monitoring the progress of students during the teaching process, monitoring and evaluation of their independent work at home is also considered. A new approach to curriculum planning emphasizes the importance of formative evaluation, which implies monitoring and feedback about the learning process. A well-designed homework task can be an excellent indicator of progress in a student’s independent work outside of school. Creating and evaluating constructivist homework enables monitoring the development of students’ research skills as one of the two key evaluation elements in Science and Social Studies. The aim of the paper was to determine the frequency of homework evaluated by teachers and the ways teachers evaluate homework in Science and Social Studies classes. In addition, the aim was to identify the sources of homework which are mostly evaluated. A sample study included 83 primary school teachers, whose assignment, assessment and evaluation of student homework was observed by the students of the Faculty of Education in Osijek and Slavonski Brod during their professional-pedagogical practice. The study analysed 343 Science and Social Studies lessons in which homework was assigned. The results show that teachers did not evaluate a large amount of homework, or they only marked it as reviewed without any feedback about students’ progress and achievement. Therefore, the study reflects the importance of planning, creating and evaluating homework assignments in Science and Social Studies classes. Key words: curriculum; formative evaluation; homework assignments; learning outcomes; sources of homework --- Sustavno pracenje ucenickih postignuca, kao i poticanje i poboljsanje razvoja njihovih znanja, vjestina i sposobnosti, jedna je od osnovnih zadaca skole. Osim pracenja napretka ucenika tijekom procesa poucavanja, također smo razmotrili pracenje i evaluaciju samostalnoga rada ucenika kod kuce. Novi pristup planiranju kurikula naglasava važnost formativne evaluacije, sto obuhvaca pracenje i davanje povratnih informacija o procesu ucenja. Dobro osmisljena zadaca može biti odlican pokazatelj napretka u samostalnom radu ucenika izvan skole. Kreiranje i evaluacija konstruktivisticke domace zadace omogucuje pracenje razvoja ucenickih istraživackih vjestina kao jednog od kljucnih elemenata evaluacije u predmetu Priroda i drustvo. Cilj ovoga rada bio je utvrditi koliko cesto ucitelji evaluiraju domace zadace i nacine na koje to cine u nastavi Prirode i drustva. Osim toga, cilj je bio utvrditi koje izvore zadace ucitelji najvise evaluiraju. Uzorak studije obuhvatio je 83 osnovnoskolska ucitelja cije zadavanje domacega rada, procjenu i evaluaciju zadaca ucenika promatrali su studenti Fakulteta za odgoj i obrazovne znanosti u Osijeku i Slavonskom Brodu tijekom profesionalno-p","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78608027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to test the reliability and validity of the instrument known as Holistic Experience of Motivation Scale (HEMS) that has been used to examine the foundation of holistic experience of motivation in adolescents. Analyzing current research, theories, and practices in positive psychology, it is assumed that the need for purpose, i.e. recognition of the purpose, is a common need manifested differently in different constructs of human motivation. The HEMS is proposed after a theoretical and comparative analysis of various constructs of motivation, philosophies, and educational theories. Holistic Experience of Motivation (HEM) is measured in adolescents (age 14-15, total 50) after the intervention program (IP) in physical education that shows positive effects on intrinsic motivation, self-determination, achievement of goals, flow, thriving, and mindfulness. In the preliminary validation of the instrument, reliability and validity were measured using descriptive and principal component factor analysis for the case 1:5 with the Monte Carlo method. In the final instrument of 10 variables, three preliminary factors emerged: purpose, focus and example/role-model, but with the application of the Monte Carlo method only one factor emerged. The preliminary results show that the basis of the HEM can be the factor of “purpose”. The purpose or meaning may be a common need that is presented through different constructs of motivation in positive psychology. Different philosophical paradigms and constructs of motivation are shown to be connected. It is shown that the purpose or meaning in question is of spiritual/religious nature and that it is manifested through satisfying the basic psychological needs of selfCroatian Journal of Education Vol.23; Sp.Ed.No.1/2021, pages: 11-30 Original research paper Paper submitted: 5 May 2020 Paper accepted: 1 November 2020 https://doi.org/10.15516/cje.v23i0.4032 Branković and Badrić: Preliminary Validation of the Holistic Experience of Motivation Scale (HEMS) ... 12 determination and through the realization of motivational sparks that are markers of deep personal interests. The results show that the HEMS requires an upgrade with an additional validation on a larger sample and its correlation with other constructs in positive psychology. Also, they confirm that relationships have a significant role in motivation and recognition of personal purpose. The study presents the IP that can be used for making an environment for a holistic experience of motivation, which can also be applied in programs that aim toward the development of leadership and moral and ethical values in youth.
本研究的目的是测试整体动机体验量表(HEMS)的信度和效度，该量表被用来检验青少年整体动机体验的基础。通过分析当前积极心理学的研究、理论和实践，我们认为对目的的需要，即对目的的认识，是一种普遍的需要，在不同的人类动机结构中表现得不同。HEMS是在对动机、哲学和教育理论的各种建构进行理论和比较分析后提出的。对14-15岁青少年(共50人)进行体育干预后的整体动机体验(HEM)进行了测量，结果显示干预对内在动机、自我决定、目标实现、心流、蓬勃发展和正念有积极影响。在仪器的初步验证中，使用蒙特卡罗方法对1:5的情况使用描述性和主成分因子分析来测量信度和效度。在10个变量的最终工具中，出现了三个初步因素:目的、焦点和榜样/榜样，但在蒙特卡罗方法的应用中，只出现了一个因素。初步结果表明，HEM的基础可以作为“目的”的因素。目的或意义可能是一种共同的需要，通过积极心理学中不同的动机结构来呈现。不同的哲学范式和动机结构被证明是相互联系的。这表明，所讨论的目的或意义具有精神/宗教性质，并通过满足自我的基本心理需求来表现出来克罗地亚教育杂志第23卷;Sp.Ed.No。1/2021，页数:11-30原始研究论文提交时间:2020年5月5日论文接受时间:2020年11月1日https://doi.org/10.15516/cje.v23i0.4032 brankoviki and badriki:动机量表整体体验(HEMS)的初步验证…决心，并通过实现激励的火花，标志着深刻的个人兴趣。结果表明，积极心理健康管理系统需要在更大的样本上进行额外的验证，并与积极心理学中的其他构念进行相关性验证。此外，他们还证实了人际关系在激励和认识个人目标方面发挥着重要作用。该研究提出的知识产权可以用来创造一个激励整体体验的环境，也可以应用于旨在培养青年领导力和道德伦理价值观的项目。
{"title":"Preliminary Validation of the Holistic Experience of Motivation Scale (HEMS): An Empirico-Philosophical Approach / Preliminarna validacija Skale cjelovito iskustvo motivacije: empirijsko - filozofski pristup","authors":"Edin Branković, Marko Badrić","doi":"10.15516/CJE.V23I0.4032","DOIUrl":"https://doi.org/10.15516/CJE.V23I0.4032","url":null,"abstract":"The aim of this study is to test the reliability and validity of the instrument known as Holistic Experience of Motivation Scale (HEMS) that has been used to examine the foundation of holistic experience of motivation in adolescents. Analyzing current research, theories, and practices in positive psychology, it is assumed that the need for purpose, i.e. recognition of the purpose, is a common need manifested differently in different constructs of human motivation. The HEMS is proposed after a theoretical and comparative analysis of various constructs of motivation, philosophies, and educational theories. Holistic Experience of Motivation (HEM) is measured in adolescents (age 14-15, total 50) after the intervention program (IP) in physical education that shows positive effects on intrinsic motivation, self-determination, achievement of goals, flow, thriving, and mindfulness. In the preliminary validation of the instrument, reliability and validity were measured using descriptive and principal component factor analysis for the case 1:5 with the Monte Carlo method. In the final instrument of 10 variables, three preliminary factors emerged: purpose, focus and example/role-model, but with the application of the Monte Carlo method only one factor emerged. The preliminary results show that the basis of the HEM can be the factor of “purpose”. The purpose or meaning may be a common need that is presented through different constructs of motivation in positive psychology. Different philosophical paradigms and constructs of motivation are shown to be connected. It is shown that the purpose or meaning in question is of spiritual/religious nature and that it is manifested through satisfying the basic psychological needs of selfCroatian Journal of Education Vol.23; Sp.Ed.No.1/2021, pages: 11-30 Original research paper Paper submitted: 5 May 2020 Paper accepted: 1 November 2020 https://doi.org/10.15516/cje.v23i0.4032 Branković and Badrić: Preliminary Validation of the Holistic Experience of Motivation Scale (HEMS) ... 12 determination and through the realization of motivational sparks that are markers of deep personal interests. The results show that the HEMS requires an upgrade with an additional validation on a larger sample and its correlation with other constructs in positive psychology. Also, they confirm that relationships have a significant role in motivation and recognition of personal purpose. The study presents the IP that can be used for making an environment for a holistic experience of motivation, which can also be applied in programs that aim toward the development of leadership and moral and ethical values in youth.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81740469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulic Prtoric & Soric, 2006), Family Satisfaction Scale (Vulic Prtoric, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement. Key words : academic achievement; adolescence; self-concept; satisfaction, loneliness --- Ovim istraživanjem nastojalo se ispitati odnos između samopostovanja, samoucinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuca tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje skole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedece instrumente: Upitnik opcih podataka, Upitnik samoucinkovitosti djece i adolescenata (Vulic Prtoric i Soric, 2006), Skalu obiteljskoga zadovoljstva (Vulic Prtoric, 2004), kratki oblik Skale usamljenosti Sveucilista u Kaliforniji (UCLA) (Russell, 1996) i Opcu skalu samopostovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno ucinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali vise razine akademske samoucinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su visu akademsku samoucinkovitost i nižu emocionalnu samoucinkovitost kao najsnažnije prediktore akademskoga postignuca. Rezultati istraživanja pokazuju da vise samopostovanje i visa uvjerenja u samoucinkovitost u svim domenama mogu ocuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uv
本研究旨在探讨青少年自尊、自我效能感、家庭与生活满意度、孤独感与学业成绩的关系。共有来自斯普利特市两所小学和两所中学的10 - 17岁青少年180名男性和301名女性(M=12.45岁，SD=2.66)参与了这项研究。为了达到研究目的，我们使用了一般数据问卷、儿童和青少年自我效能感问卷(Vulic Prtoric & Soric, 2006)、家庭满意度量表(Vulic Prtoric, 2004)、UCLA孤独感简易量表(Russell, 1996)和Rosenberg自尊量表(Rosenberg, 1965)。结果表明，女性青少年比男性青少年在克罗地亚语中表现得更好，而男性青少年则认为自己比女性青少年更有情感效率。在年龄方面，青春期前的学业满意度更高，学业表现更好，表现出更高的学业自我效能感和自尊水平。回归分析结果显示，较高的学业自我效能感和较低的情绪自我效能感是学业成绩的最强预测因子。研究结果表明，在所有领域中，较高的自尊和自我效能感信念对青少年的幸福有保护作用，最后，他们指出了发展高自我效能感信念，特别是学术上的自我效能感信念对学业成就的重要性。关键词:学业成绩;青春期;自我概念;满足，孤独- Ovim istraživanjem nastojalo se ispitati odnos između samopostovanja, samoucinkovitosti, zadovoljstva s obitelji životom, usamljenosti akademskoga postignuca tijekom青春期。180 U istraživanju我sudjelovalo ukupno adolescenata我301 adolescentica U dobi od 10做17 godina (M = 12, 45 godina, SD = 2, 66),工业区dvije osnovne我dvije srednje skole工业区Splita。Kako bismo ostvarili cilj istraživanja, koristili smo sljedece instrumente: Upitnik opcih podataka, Upitnik samoucinkovitosti djece i青春期(Vulic protoric i Soric, 2006)， Skalu obiteljskoga zadovoljstva (Vulic protoric, 2004)， kratki oblik Skale usamljenosti Sveucilista u california (UCLA) (Russell, 1996) i Opcu Skalu samopostovanja (Rosenberg, 1965)。Rezultati pokazuju da su adolescence bolje u Hrvatskom jeziku od adolescence, koji su procijenili da su emocialno ucinkovitiji od ženskih adolescence。3 .在青少年时期，青春期前的青春期会发生变化，青春期前的青春期会发生变化，青春期前的青春期会发生变化。利用回归分析的方法，分析了在视觉上、情感上、心理上、心理上、心理上、心理上、心理上、心理上的差异。Rezultati istraživanja pokazuju da vise samopostovanje i visa uvjerenja u samoucinkovitost u svim domenama mogu ocvati dobrobit青春期。Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoucinkovitost, posbno akademsku, za akademsko postgnce。kljune rijeci:青春期;akademsko postignuce;samopoimanje;usamljenost;zadovoljstvo
{"title":"The Relationship Between Self-Esteem, Self-Efficacy, Family and Life Satisfaction, Loneliness and Academic Achievement During Adolescence / Odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije","authors":"Ina Reić Ercegovac, Toni Maglica, Maja Ljubetić","doi":"10.15516/CJE.V23I0.4049","DOIUrl":"https://doi.org/10.15516/CJE.V23I0.4049","url":null,"abstract":"This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulic Prtoric & Soric, 2006), Family Satisfaction Scale (Vulic Prtoric, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement. Key words : academic achievement; adolescence; self-concept; satisfaction, loneliness --- Ovim istraživanjem nastojalo se ispitati odnos između samopostovanja, samoucinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuca tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje skole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedece instrumente: Upitnik opcih podataka, Upitnik samoucinkovitosti djece i adolescenata (Vulic Prtoric i Soric, 2006), Skalu obiteljskoga zadovoljstva (Vulic Prtoric, 2004), kratki oblik Skale usamljenosti Sveucilista u Kaliforniji (UCLA) (Russell, 1996) i Opcu skalu samopostovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno ucinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali vise razine akademske samoucinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su visu akademsku samoucinkovitost i nižu emocionalnu samoucinkovitost kao najsnažnije prediktore akademskoga postignuca. Rezultati istraživanja pokazuju da vise samopostovanje i visa uvjerenja u samoucinkovitost u svim domenama mogu ocuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uv","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85828746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper explores music preferences of elementary school pupils for classical music and the influence of familiarity with music on their music preferences. As a part of the research, a questionnaire, and a sound questionnaire as its integral part, was administered to 238 pupils attending the second, the fifth and the eighth grade of elementary school. The results confirm that younger pupils, compared to the older ones, show greater preferences for classical music. In addition, the influence of gender on preferences for classical music was also confirmed, while attendance of extracurricular music lessons was not proven to be a significant predictor of the pupils’ preferences for classical music. It was also noted that familiarity with music is a significant factor influencing pupils’ music preferences. The results confirm that pupils show the lowest music preferences for the 20 th -century music, which has significant implications for music-pedagogical theory and practice. Key words: classical music; elementary school; music preferences --- U ovom radu istražuju se glazbene sklonosti ucenika osnovne skole prema klasicnoj glazbi i utjecaj poznavanja glazbe na njihove glazbene sklonosti. U sklopu istraživanja, upitnik i glazbeni upitnik su primijenjeni na 238 ucenika drugog, petog i osmog razreda osnovne skole. Rezultati su potvrdili da mlađi ucenici pokazuju vece sklonosti prema klasicnoj glazbi od starijih. Osim toga, utvrđen je i utjecaj spola na sklonosti prema klasicnoj glazbi, a pohađanje izvannastavnih glazbenih aktivnosti nije se pokazalo kao znacajan prediktor ucenickih sklonosti prema klasicnoj glazbi. Rezultati upucuju na to da ucenici pokazuju najmanje sklonosti prema glazbi 20. stoljeca, sto ima znacajne posljedice za glazbeno-pedagosku teoriju i praksu. Kljucne rijeci: glazbene sklonosti; klasicna glazba; osnovna skola
本文探讨了小学生对古典音乐的音乐偏好，以及音乐熟悉程度对其音乐偏好的影响。作为研究的一部分，对小学二年级、五年级和八年级的238名学生进行了问卷调查，并将一份健全的问卷作为其组成部分。研究结果证实，与年龄较大的学生相比，年龄较小的学生对古典音乐表现出更大的偏好。此外，性别对古典音乐偏好的影响也得到了证实，而课外音乐课的出勤率并没有被证明是学生对古典音乐偏好的重要预测因素。报告还指出，对音乐的熟悉程度是影响学生音乐偏好的一个重要因素。结果证实，小学生对20世纪音乐的偏好最低，这对音乐教学理论和实践具有重要意义。关键词:古典音乐;小学;音乐偏好- U from radu istražuju se glazbene sklonosti ucenika osnovne skole prema klasicnoj glazbi i utjecaj poznavanja glazbe na njihove glazbene sklonosti。U sklopu istraživanja, upitnik i glazbeni upitnik su primijenjeni na 238 ucenika药物，petog i osmog razreda osnovne skole。Rezultati su potvrdili da mlađi ucenici pokazuju vece sklonosti prema klasicnoj glazbi od starijih。Osim toga, utvrđen je i utjecaj spola na sklonosti prema klasicnoj glazbi, pohađanje izvannastavnih glazbenh aktivnosti nije se pokazalo klasicnoj glazbi的预测者uenickih sklonosti prema klasicnoj glazbi。[20][参考译文]:Rezultati upucuju na to da ucenici pokazuju najmanje sklonosti prema glzbi。Stoljeca, to ima znacajne posljedice za glazbeno-pedagosku teoriju I praksu。kljune rijeci;klasicna glazba;osnovna skola
{"title":"Elementary School Pupils' Music Preferences for Classical Music / Glazbene sklonosti prema klasičnoj glazbi učenika osnovne škole","authors":"Snježana Dobrota, Antonella Mendiković","doi":"10.15516/CJE.V23I0.4033","DOIUrl":"https://doi.org/10.15516/CJE.V23I0.4033","url":null,"abstract":"The paper explores music preferences of elementary school pupils for classical music and the influence of familiarity with music on their music preferences. As a part of the research, a questionnaire, and a sound questionnaire as its integral part, was administered to 238 pupils attending the second, the fifth and the eighth grade of elementary school. The results confirm that younger pupils, compared to the older ones, show greater preferences for classical music. In addition, the influence of gender on preferences for classical music was also confirmed, while attendance of extracurricular music lessons was not proven to be a significant predictor of the pupils’ preferences for classical music. It was also noted that familiarity with music is a significant factor influencing pupils’ music preferences. The results confirm that pupils show the lowest music preferences for the 20 th -century music, which has significant implications for music-pedagogical theory and practice. Key words: classical music; elementary school; music preferences --- U ovom radu istražuju se glazbene sklonosti ucenika osnovne skole prema klasicnoj glazbi i utjecaj poznavanja glazbe na njihove glazbene sklonosti. U sklopu istraživanja, upitnik i glazbeni upitnik su primijenjeni na 238 ucenika drugog, petog i osmog razreda osnovne skole. Rezultati su potvrdili da mlađi ucenici pokazuju vece sklonosti prema klasicnoj glazbi od starijih. Osim toga, utvrđen je i utjecaj spola na sklonosti prema klasicnoj glazbi, a pohađanje izvannastavnih glazbenih aktivnosti nije se pokazalo kao znacajan prediktor ucenickih sklonosti prema klasicnoj glazbi. Rezultati upucuju na to da ucenici pokazuju najmanje sklonosti prema glazbi 20. stoljeca, sto ima znacajne posljedice za glazbeno-pedagosku teoriju i praksu. Kljucne rijeci: glazbene sklonosti; klasicna glazba; osnovna skola","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83015579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored the role of early delay of gratification (DoG) and its positive outcomes in the child’s later school life. More specifically, it investigated whether DoG measured in six-year-old preschool children predicts their subsequent emotional intelligence, quality of school life and life satisfaction in higher grades of elementary school. Also, the mediating role of emotional intelligence in the relationship between delay of gratification at preschool age and subsequent quality of school life and life satisfaction was also examined. The sample comprised 141 students (48.2 % girls). Delay of gratification (DoG) was measured among six-year-old children; other measurement for one part of the sample was done at the seventh, and for the other part at the eighth grade. DoG was measured by the DoG task: children may eat one tempting treat immediately or they may earn a larger serving by waiting for an unspecified amount of time, doing assessment tasks. Other measurements included the Emotional Intelligence Scale (Wong & Low, 2002), the Quality of School Life Questionnaire (Leonard, 2002; Raboteg Šarić et al., 2009) and the Students’ Life Satisfaction Scale (Huebner, 1991). It was found that students who succeeded in delaying gratification at preschool age had subsequently higher life satisfaction, higher sense of school achievement, and higher emotional intelligence (the use of emotions to facilitate performance and regulation of emotions in the self). Mediation analyses found that the overall emotional intelligence mediates the relationship between DoG and life satisfaction. Also, the component of emotional intelligence called the Use of emotions to facilitate performance was deemed a significant mediator between DoG and a sense of scholarly achievement. Croatian Journal of Education Vol. 23; Sp.Ed.No.1/2021, pages: 105-123 Original research paper Paper submitted: 13 June 2020 Paper accepted: 6 January 2021 https://doi.org/10.15516/cje.v23i0.4081 Rijavec, Ljubin-Golub and Brebrić: One Candy or Two at the Age of Six: Does it Matter for Later School ... 106 It can be concluded that the strengthening of regulatory mechanisms in preschool age may be beneficial for both life satisfaction and the sense of academic achievement in higher grades of elementary school.
{"title":"One Candy or Two at the Age of Six: Does it Matter for Later School Life and Why? / Jedan bombon ili dva u dobi od šest godina: ima li važnosti za kasniji školski život i zašto?","authors":"M. Rijavec, Tajana Ljubin-Golub, Zdenka Brebrić","doi":"10.15516/CJE.V23I0.4081","DOIUrl":"https://doi.org/10.15516/CJE.V23I0.4081","url":null,"abstract":"This study explored the role of early delay of gratification (DoG) and its positive outcomes in the child’s later school life. More specifically, it investigated whether DoG measured in six-year-old preschool children predicts their subsequent emotional intelligence, quality of school life and life satisfaction in higher grades of elementary school. Also, the mediating role of emotional intelligence in the relationship between delay of gratification at preschool age and subsequent quality of school life and life satisfaction was also examined. The sample comprised 141 students (48.2 % girls). Delay of gratification (DoG) was measured among six-year-old children; other measurement for one part of the sample was done at the seventh, and for the other part at the eighth grade. DoG was measured by the DoG task: children may eat one tempting treat immediately or they may earn a larger serving by waiting for an unspecified amount of time, doing assessment tasks. Other measurements included the Emotional Intelligence Scale (Wong & Low, 2002), the Quality of School Life Questionnaire (Leonard, 2002; Raboteg Šarić et al., 2009) and the Students’ Life Satisfaction Scale (Huebner, 1991). It was found that students who succeeded in delaying gratification at preschool age had subsequently higher life satisfaction, higher sense of school achievement, and higher emotional intelligence (the use of emotions to facilitate performance and regulation of emotions in the self). Mediation analyses found that the overall emotional intelligence mediates the relationship between DoG and life satisfaction. Also, the component of emotional intelligence called the Use of emotions to facilitate performance was deemed a significant mediator between DoG and a sense of scholarly achievement. Croatian Journal of Education Vol. 23; Sp.Ed.No.1/2021, pages: 105-123 Original research paper Paper submitted: 13 June 2020 Paper accepted: 6 January 2021 https://doi.org/10.15516/cje.v23i0.4081 Rijavec, Ljubin-Golub and Brebrić: One Candy or Two at the Age of Six: Does it Matter for Later School ... 106 It can be concluded that the strengthening of regulatory mechanisms in preschool age may be beneficial for both life satisfaction and the sense of academic achievement in higher grades of elementary school.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90115098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aleksandar Puklavec, Ljubomir Antekolović, P. Mikulic
The aim of this study was to examine the acquisition of the long jump skill in elementary school children using augmented feedback of varying type and frequency. Eighty-eight boys and girls aged (mean ± SD) 11 ± 0.5 years, without any prior experience in the long jump skill acquisition, were assigned to one of the four study groups: (1) the group receiving only verbal feedback on key errors, (2) the group receiving both verbal and video feedback on key errors, (3) the group receiving both verbal and video feedback on all errors, and (4) the group receiving no feedback. Before and after an 8-week training intervention, long jump distance and relevant kinematic variables were recorded. The results indicated that the group receiving both verbal and video feedback on all errors improved the most in terms of the long jump distance. Varying feedback influenced kinematic parameters differently, as there was no consistent change in the monitored kinematic variables across groups. It was concluded that, when learning a complex motor skill in a typical Physical Education setting, elementary school children are likely to benefit the most when receiving frequent feedback (both verbal and using video analysis, focusing on all errors) in comparison with the situation in which they receive feedback reduced in the type (only verbal) and the frequency (focusing only on key errors). Keywords: bandwidth feedback; kinematics; knowledge of performance; motor learning. --- Cilj ovoga rada bio je ispitati utjecaj razlicitih kolicina i vrsta povratnih informacija (PI) u procesu usvajanja tehnike skoka u dalj kod ucenika osnovne skole. Osamdeset i osam ucenika i ucenica, starosti 11 (±0,5) godina, bez prethodnoga iskustva u treningu skoka u dalj, raspodijeljeno je u jednu od cetiriju skupina ispitanika koje su dobivale PI: (1) verbalno samo na kljucne greske, (2) verbalno i vizualno samo na kljucne greske, (3) verbalno i vizualno na sve greske ili (4) nisu primale PI. Duljina skoka i relevantni kinematicki parametri skoka u dalj izmjereni su prije i nakon 8-tjednog eksperimentalnoga tretmana. Rezultati istraživanja pokazali su kako je grupa koja je primala PI, na svaku gresku verbalnim i vizualnim putem najvise napredovala u smislu duljine skoka u dalj. Razlicite kolicine i vrste PI razlicito djelovale su na promatrane kinematicke parametre te nisu uocene konzistentne promjene između grupa. Zakljuceno je kako djeca osnovnoskolske dobi prilikom usvajanja kompleksne motoricke vjestine imaju vise koristi od vecih frekvencija PI (verbalnih i vizualnih na sve greske) u usporedbi s reduciranim PI prema vrsti (samo verbalne) ili frekvenciji (samo na kljucne greske). Kljucne rijeci: kinematika; motoricko ucenje; poznavanje izvedbe; reducirane povratne informacije.
摘要本研究旨在探讨不同类型及频率的增强反馈对小学生跳远技能习得的影响。88名年龄为(mean±SD) 11±0.5岁，没有任何跳远技能习得经验的男孩和女孩被分配到四个研究小组中的一个:(1)仅接受关键错误口头反馈的小组，(2)同时接受关键错误口头和视频反馈的小组，(3)同时接受所有错误口头和视频反馈的小组，(4)不接受反馈的小组。在8周的训练干预前后，记录跳远距离和相关运动学变量。结果表明，对所有错误都接受口头和视频反馈的那组在跳远距离方面进步最大。不同的反馈对运动学参数的影响不同，因为各组监测的运动学变量没有一致的变化。结论是，在典型的体育教育环境中，当学习复杂的运动技能时，小学生在获得频繁的反馈(包括口头和使用视频分析，专注于所有错误)时，与他们收到的反馈类型(仅口头)和频率(仅关注关键错误)减少的情况相比，他们可能受益最大。关键词:带宽反馈;运动学;业绩知识;运动学习。-- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --Osamdeset i osam ucenika i ucenica, starosti 11(±0,5)godina, bez prethodnoga iskustva u treningu skoka u dalj, raspodijeljeno je u jednu d cetiriju skupina ispitanika koje su双值PI:(1) verbalno samo na kljune greske， (2) verbalno i vizualno samo na kljune greske， (3) verbalno i vizualno na sveve greske， (4) nisu priu PI。Duljina skoka i相关运动学参数skoka u dalj izmjereni su prije i nakon 8- jednog实验研究。Rezultati istraživanja pokazali su kako je grupa koja je primala PI, na svaku gresku verbalnim i vizualnim putem najvise napredovala u smislu duljine skoka u dalj。拉丝石的临床研究，以拉丝石为例，对拉丝石的运动学参数进行了分析，确定了拉丝石的运动学参数为拉丝石između组。Zakljuceno je kako jeca osnovnoskolske dobi priilikom usvajanja kompleksne motoricke vjestine imaju vise koristi od vech frekvencija PI (verbalnih i vizualnih na sve greske)，但usporeddbi is reduciranim PI prema vrsti (samo verbalne) ili frekvenciji (samo na kljune greske)。kljune rijeci:运动学;motoricko ucenje;poznavanje izvedbe;还原丙二醇。
{"title":"Acquisition of the Long Jump Skill Using Varying Feedback / Usvajanje tehnike skoka u dalj korištenjem povratnih informacija različitih vrsta i frekvencija","authors":"Aleksandar Puklavec, Ljubomir Antekolović, P. Mikulic","doi":"10.15516/CJE.V23I1.3994","DOIUrl":"https://doi.org/10.15516/CJE.V23I1.3994","url":null,"abstract":"The aim of this study was to examine the acquisition of the long jump skill in elementary school children using augmented feedback of varying type and frequency. Eighty-eight boys and girls aged (mean ± SD) 11 ± 0.5 years, without any prior experience in the long jump skill acquisition, were assigned to one of the four study groups: (1) the group receiving only verbal feedback on key errors, (2) the group receiving both verbal and video feedback on key errors, (3) the group receiving both verbal and video feedback on all errors, and (4) the group receiving no feedback. Before and after an 8-week training intervention, long jump distance and relevant kinematic variables were recorded. The results indicated that the group receiving both verbal and video feedback on all errors improved the most in terms of the long jump distance. Varying feedback influenced kinematic parameters differently, as there was no consistent change in the monitored kinematic variables across groups. It was concluded that, when learning a complex motor skill in a typical Physical Education setting, elementary school children are likely to benefit the most when receiving frequent feedback (both verbal and using video analysis, focusing on all errors) in comparison with the situation in which they receive feedback reduced in the type (only verbal) and the frequency (focusing only on key errors). Keywords: bandwidth feedback; kinematics; knowledge of performance; motor learning. --- Cilj ovoga rada bio je ispitati utjecaj razlicitih kolicina i vrsta povratnih informacija (PI) u procesu usvajanja tehnike skoka u dalj kod ucenika osnovne skole. Osamdeset i osam ucenika i ucenica, starosti 11 (±0,5) godina, bez prethodnoga iskustva u treningu skoka u dalj, raspodijeljeno je u jednu od cetiriju skupina ispitanika koje su dobivale PI: (1) verbalno samo na kljucne greske, (2) verbalno i vizualno samo na kljucne greske, (3) verbalno i vizualno na sve greske ili (4) nisu primale PI. Duljina skoka i relevantni kinematicki parametri skoka u dalj izmjereni su prije i nakon 8-tjednog eksperimentalnoga tretmana. Rezultati istraživanja pokazali su kako je grupa koja je primala PI, na svaku gresku verbalnim i vizualnim putem najvise napredovala u smislu duljine skoka u dalj. Razlicite kolicine i vrste PI razlicito djelovale su na promatrane kinematicke parametre te nisu uocene konzistentne promjene između grupa. Zakljuceno je kako djeca osnovnoskolske dobi prilikom usvajanja kompleksne motoricke vjestine imaju vise koristi od vecih frekvencija PI (verbalnih i vizualnih na sve greske) u usporedbi s reduciranim PI prema vrsti (samo verbalne) ili frekvenciji (samo na kljucne greske). Kljucne rijeci: kinematika; motoricko ucenje; poznavanje izvedbe; reducirane povratne informacije.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77355534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A society’s reality should be reflected in education, that is, educational methods need to keep up with the times. The purpose of this research is to examine the educational methods for the era of the Fourth Industrial Revolution in the education system of Korea. The sample of the research targeted the Korean education system from 1960 to the present in the context of the Fourth Industrial Revolution. A literature review and a descriptive approach were applied to analyze the sample , and the findings indicate that the education system of Korea may be classified into three stages from 1960 to the present. The first stage was nationalism, driven by the government, from 1960 to 1994; the second stage was liberalism, which emphasized autonomy, from 1995 to 2015; and the third stage was creativity for the era of the Fourth Industrial Revolution, from 2016 to the present. These results indicate that the education stages of nationalism and liberalism still exist in Korea and that past education methods, such as mass education, have not been replaced. T he Fourth Industrial Revolution requires fusion and collaboration in the education sector, and a personalized learning system, which values individual talents, experiences and aptitudes, will expectedly be a crucial factor in determining the educational methods of Korea in the Fourth Industrial Revolution, as this research suggests. Key words : collaboration; creativity; fusion; mass education; personalized learning system. --- Obrazovne potrebe trebaju odražavati stvarnost drustva, a obrazovne metode ici u korak s vremenom. Cilj je ovoga istraživanja ispitati obrazovne metode u vremenu cetvrte industrijske revolucije u obrazovnom sustavu Koreje. Uzorkom istraživanja obuhvacen je korejski obrazovni sustav od 1960. do danas, u kontekstu cetvrte industrijske revolucije. Za analizu uzorka koristeni su pregled literature i deskriptivni pristup. Rezultati pokazuju da se u obrazovnom sustavu Koreje od 1960. do danas mogu razlikovati tri stadija: prvi je nacionalizam, potaknut od strane vlade, od 1960. do 1994. godine; drugi je liberalizam, koji je naglasavao autonomiju, od 1995. do 2015. i treci, kreativnost tijekom cetvrte industrijske revolucije, od 2016. do danas. Rezultati ovoga istraživanja pokazuju da su obrazovni stadiji nacionalizma i liberalizma jos uvijek prisutni u Koreji i da obrazovne metode proslosti, poput masovnoga obrazovanja, nisu prevladane. Cetvrta industrijska revolucija zahtijeva stapanje i suradnju unutar obrazovnoga sektora, a ocekuje se da personalizirani sustav ucenja, koji vrednuje pojedinacne talente, iskustva i sklonosti, bude obrazovna metoda buducnosti korejskoga obrazovanja. Stoga, ovo istraživanje pokazuje da ce personalizirani sustav ucenja biti odlucujuci cimbenik u određivanju obrazovnih metoda Koreje u periodu cetvrte industrijske revolucije. Kljucne rijeci : kreativnost; masovno obrazovanje; personalizirani sustav ucenja; stapanje; suradnja.
一个社会的现实应该反映在教育中，即教育方法需要与时俱进。本研究的目的是探讨韩国教育体系中适应第四次产业革命时代的教育方法。研究对象是在第四次产业革命的背景下，从1960年至今的韩国教育制度。通过文献回顾和描述方法对样本进行分析，结果表明，韩国的教育制度从1960年到现在可以分为三个阶段。第一阶段是由政府主导的民族主义，从1960年到1994年;第二阶段是强调自治的自由主义，从1995年到2015年;第三个阶段是第四次工业革命时代的创造力，从2016年到现在。这表明，在韩国，民族主义和自由主义的教育阶段仍然存在，大众教育等过去的教育方式并没有被取代。第四次产业革命需要教育领域的融合和协作，而重视个人才能、经验和能力的个性化学习体系将成为决定第四次产业革命时代韩国教育方式的关键因素。关键词:协作;创造力;融合;大众教育;个性化学习系统。——Obrazovne potrebe trebaju odražavati stvarnost drustva，一种Obrazovne方法，它是一种典型的Obrazovne方法。Cilj je ovoga istraživanja ispitati obrazovne方法，以促进中心产业革命，obrazovononsuavukoreje。Uzorkom istraživanja obuhvacen je korejski obrazovni sustav od 1960。做danas，你会发现中心工业革命。从文学的角度分析了文学在文学写作中的应用。1960年，在韩国被称为“大韩民国”。Do danas mogu razlikovati tri stadija: privi je nacalizam, potaknut food strane vade, 1960年。做1994个。godine;《医药自由化》，《中华民族自治州》，1995年。做2015个。第三，创新与工业革命中心，2016年。做之。Rezultati ovoga istraživanja pokazuju da su obrazovni stadiji nacionalizma i liberalizma jos uvijek prisutni u Koreji i da obrazovne mede proslosti, poput masovnoga obrazovvanja, nisu preladane。“工业革命”是一种“工业革命”，“工业革命”是一种“工业革命”，“工业革命”是一种“工业革命”，“工业革命”是一种“工业革命”，“工业革命”是一种“工业革命”，“工业革命”是一种“工业革命”，“工业革命”是一种“工业革命”，“工业革命”是一种“工业革命”。Stoga, ovo istraživanje pokazuje da ce personalizirani可持续发展的趋势，odlucujui cimbenik, određivanju obrazovnih mettoda Koreje，周期中心产业革命。kljune rijeci:创造性;masovno obrazovanje;个性化的，可持续的;stapanje;suradnja。
{"title":"Changes of Korean Education and the Fourth Industrial Revolution / Promjene korejskoga obrazovnog sustava i četvrta industrijska revolucija","authors":"Y. Park","doi":"10.15516/CJE.V23I1.3810","DOIUrl":"https://doi.org/10.15516/CJE.V23I1.3810","url":null,"abstract":"A society’s reality should be reflected in education, that is, educational methods need to keep up with the times. The purpose of this research is to examine the educational methods for the era of the Fourth Industrial Revolution in the education system of Korea. The sample of the research targeted the Korean education system from 1960 to the present in the context of the Fourth Industrial Revolution. A literature review and a descriptive approach were applied to analyze the sample , and the findings indicate that the education system of Korea may be classified into three stages from 1960 to the present. The first stage was nationalism, driven by the government, from 1960 to 1994; the second stage was liberalism, which emphasized autonomy, from 1995 to 2015; and the third stage was creativity for the era of the Fourth Industrial Revolution, from 2016 to the present. These results indicate that the education stages of nationalism and liberalism still exist in Korea and that past education methods, such as mass education, have not been replaced. T he Fourth Industrial Revolution requires fusion and collaboration in the education sector, and a personalized learning system, which values individual talents, experiences and aptitudes, will expectedly be a crucial factor in determining the educational methods of Korea in the Fourth Industrial Revolution, as this research suggests. Key words : collaboration; creativity; fusion; mass education; personalized learning system. --- Obrazovne potrebe trebaju odražavati stvarnost drustva, a obrazovne metode ici u korak s vremenom. Cilj je ovoga istraživanja ispitati obrazovne metode u vremenu cetvrte industrijske revolucije u obrazovnom sustavu Koreje. Uzorkom istraživanja obuhvacen je korejski obrazovni sustav od 1960. do danas, u kontekstu cetvrte industrijske revolucije. Za analizu uzorka koristeni su pregled literature i deskriptivni pristup. Rezultati pokazuju da se u obrazovnom sustavu Koreje od 1960. do danas mogu razlikovati tri stadija: prvi je nacionalizam, potaknut od strane vlade, od 1960. do 1994. godine; drugi je liberalizam, koji je naglasavao autonomiju, od 1995. do 2015. i treci, kreativnost tijekom cetvrte industrijske revolucije, od 2016. do danas. Rezultati ovoga istraživanja pokazuju da su obrazovni stadiji nacionalizma i liberalizma jos uvijek prisutni u Koreji i da obrazovne metode proslosti, poput masovnoga obrazovanja, nisu prevladane. Cetvrta industrijska revolucija zahtijeva stapanje i suradnju unutar obrazovnoga sektora, a ocekuje se da personalizirani sustav ucenja, koji vrednuje pojedinacne talente, iskustva i sklonosti, bude obrazovna metoda buducnosti korejskoga obrazovanja. Stoga, ovo istraživanje pokazuje da ce personalizirani sustav ucenja biti odlucujuci cimbenik u određivanju obrazovnih metoda Koreje u periodu cetvrte industrijske revolucije. Kljucne rijeci : kreativnost; masovno obrazovanje; personalizirani sustav ucenja; stapanje; suradnja.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77696358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to investigate the web pedagogical content knowledge of science teachers. As a mixed method design, this study was carried out with science teachers. A total of 229 science teachers participated in the quantitative part of the study and 17 science teachers with different year experience took part in the qualitative part. Quantitative data in the study were collected through the Web Pedagogical Content Knowledge Scale and the qualitative data were collected by a semi-structured interview. The obtained quantitative data were analyzed using descriptive statistics, Mann-Whitney U test and Kruskal-Wallis H test. The content analysis was used on the qualitative data. The quantitative results of the research indicated that the levels of teachers’ self-efficacy perceptions regarding web pedagogical content knowledge were very high. Moreover, the scores obtained from the overall scale and its sub-dimensions significantly differed with regards to work experience of science teachers. The qualitative findings of the study revealed that science teachers made use of the Web for lectures, experiments, practice, visual support, videos, and compensating the lack of materials. It was also emphasized that teachers should be educated to use the Web in their teaching practices. Key words: science teachers; web-based teaching; web pedagogical content knowledge; self-efficacy. --- Cilj ovoga istraživanja bio je ispitati poznavanje mrežnoga pedagoskog sadržaja nastavnika prirodnih predmeta. Istraživanje je zasnovano na dizajnu mijesanih metoda i provedeno je s uzorkom nastavnika prirodnih predmeta, koji je obuhvatio ukupno 229 nastavnika u kvalitativnom dijelu studije i 17 nastavnika prirodnih predmeta, s razlicitim iskustvom, u kvalitativnom dijelu istraživanja. Kvantitativni podatci u istraživanju sakupljeni su upotrebom Skale poznavanja mrežnoga pedagoskog sadržaja, a kvalitativni podatci sakupljeni su polustrukturiranim intervjuom. Deskriptivne statistika, Mann-Whitney U test i Kruskal-Wallis H test upotrijebljeni su za analizu kvantitativnih podataka, a metodom analize sadržaja obrađeni su kvalitativni podatci. Kvantitativni rezultati istraživanja pokazuju vrlo visoke razine percepcije samoucinkovitosti vezane za poznavanje mrežnoga pedagoskog sadržaja nastavnika prirodnih predmeta. Osim toga, rezultati dobiveni primjenom sveukupne Skale i njezinih poddimenzija znacajno se razlikuju s obzirom na iskustvo nastavnika. Kvalitativni rezultati studije otkrili su da nastavnici prirodnih predmeta koriste mrežu za predavanja, eksperimente, praksu, vizualnu podrsku, videozapise i kompenzaciju manjka materijala. Također je naglaseno da nastavnici trebaju biti obrazovani kako bi koristili mrežu u svojim praksama poucavanja. Kljucne rijeci: nastavnici prirodnih predmeta, mrežno potpomognuto poucavanje; poznavanje mrežnoga pedagoskog sadržaja; samoucinkovitost .
摘要本研究的目的是调查科学教师的网络教学内容知识。本研究采用混合方法设计，以科学教师为研究对象。共有229名科学教师参加了定量部分的研究，17名不同年限的科学教师参加了定性部分的研究。本研究的定量数据是通过Web教学内容知识量表收集的，定性数据是通过半结构化访谈收集的。所得定量资料采用描述性统计、Mann-Whitney U检验和Kruskal-Wallis H检验进行分析。定性资料采用内容分析。定量研究结果显示，教师对网络教学内容知识的自我效能感感知水平较高。此外，总量表及其子维度的得分在科学教师工作经验方面存在显著差异。研究的定性结果显示，科学教师利用网络进行讲座、实验、练习、视觉支持、视频和弥补材料的不足。会议还强调，应教育教师在教学实践中使用网络。关键词:科学教师;基于网络的教学;网络教学内容知识;自我效能感。——Cilj ovoga istraživanja bioje ispitati poznavanje mrežnoga pedagoskog sadržaja nastavnika prirodnih prepremeta。Istraživanje je zasnovano na dizajnu mijesanih metoda i provvedeni s uzorkom nastavnika prirodnih premeta, koji je buhvationo ukupno 229 nastavnika u kvalativnom dijelu studje i 17 nastavnika prirodnih premeta, s razlicitim iskustom, u kvalativnom dijelu istraživanja。kvantitivtivi podatci u istraživanju sakupljeni su upotrebom Skale poznavanja mrežnoga pedagoskog sadržaja, a kvaltivtivi podatci sakupljeni su polustruckturiranim intervjum。deskrippine statistics, Mann-Whitney U test, Kruskal-Wallis H test, utrijebljeni test, utrijebljeni test, utrijebljeni test, utrijebljeni test, utrijebljeni test, utrijebljeni test, utrijebljeni analysis, uantitivatinipodataka, umetodom analysis, ualitivatinipodati。Kvantitativni rezultati istraživanja pokazuju vrlo visokazine percepcije samoucinkovitosti vezane za poznavanje mrežnoga pedagoskog sadržaja nastavnika prirodnih premeta。在此基础上，研究人员提出了一种新的研究方法，即在研究过程中，在研究过程中，在研究过程中，研究人员提出了一种新的研究方法。kvalenti rezululi研究:kvalenti rezululi prirodnih premeta koriste mrežu za predavanja，实验，praksu, vizualnu podrsku, video ozapise i kompenzaciju manjka materija。Također je naglaseno da nastavnici trebaju biti obrazovani kako bi koristili mrežu u svojim praksama poucavanja。kljune rijeci: nastavnici prirodnih prepremeta, mrežno potpomognuto poucavanje;Poznavanje mrežnoga pedagoskog sadržaja;samoucinkovitost。
{"title":"An Investigation of Science Teachers’ Web Pedagogical Content Knowledge / Istraživanje poznavanja mrežnoga pedagoškog sadržaja nastavnika prirodnih predmeta","authors":"Abdullah Balcı, Bülent Aydoğdu, Fatih Özdinç","doi":"10.15516/CJE.V23I1.3418","DOIUrl":"https://doi.org/10.15516/CJE.V23I1.3418","url":null,"abstract":"The purpose of this study was to investigate the web pedagogical content knowledge of science teachers. As a mixed method design, this study was carried out with science teachers. A total of 229 science teachers participated in the quantitative part of the study and 17 science teachers with different year experience took part in the qualitative part. Quantitative data in the study were collected through the Web Pedagogical Content Knowledge Scale and the qualitative data were collected by a semi-structured interview. The obtained quantitative data were analyzed using descriptive statistics, Mann-Whitney U test and Kruskal-Wallis H test. The content analysis was used on the qualitative data. The quantitative results of the research indicated that the levels of teachers’ self-efficacy perceptions regarding web pedagogical content knowledge were very high. Moreover, the scores obtained from the overall scale and its sub-dimensions significantly differed with regards to work experience of science teachers. The qualitative findings of the study revealed that science teachers made use of the Web for lectures, experiments, practice, visual support, videos, and compensating the lack of materials. It was also emphasized that teachers should be educated to use the Web in their teaching practices. Key words: science teachers; web-based teaching; web pedagogical content knowledge; self-efficacy. --- Cilj ovoga istraživanja bio je ispitati poznavanje mrežnoga pedagoskog sadržaja nastavnika prirodnih predmeta. Istraživanje je zasnovano na dizajnu mijesanih metoda i provedeno je s uzorkom nastavnika prirodnih predmeta, koji je obuhvatio ukupno 229 nastavnika u kvalitativnom dijelu studije i 17 nastavnika prirodnih predmeta, s razlicitim iskustvom, u kvalitativnom dijelu istraživanja. Kvantitativni podatci u istraživanju sakupljeni su upotrebom Skale poznavanja mrežnoga pedagoskog sadržaja, a kvalitativni podatci sakupljeni su polustrukturiranim intervjuom. Deskriptivne statistika, Mann-Whitney U test i Kruskal-Wallis H test upotrijebljeni su za analizu kvantitativnih podataka, a metodom analize sadržaja obrađeni su kvalitativni podatci. Kvantitativni rezultati istraživanja pokazuju vrlo visoke razine percepcije samoucinkovitosti vezane za poznavanje mrežnoga pedagoskog sadržaja nastavnika prirodnih predmeta. Osim toga, rezultati dobiveni primjenom sveukupne Skale i njezinih poddimenzija znacajno se razlikuju s obzirom na iskustvo nastavnika. Kvalitativni rezultati studije otkrili su da nastavnici prirodnih predmeta koriste mrežu za predavanja, eksperimente, praksu, vizualnu podrsku, videozapise i kompenzaciju manjka materijala. Također je naglaseno da nastavnici trebaju biti obrazovani kako bi koristili mrežu u svojim praksama poucavanja. Kljucne rijeci: nastavnici prirodnih predmeta, mrežno potpomognuto poucavanje; poznavanje mrežnoga pedagoskog sadržaja; samoucinkovitost .","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83924673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper defines a special type of problem tasks and considers its didactic potential, as well as the success of students in solving the selected problem. The research instrument used is a geometrical task from the National Secondary School Leaving Exam in Croatia (State Matura). The geometrical task is presented in three versions: as a verbal problem, as a verbal problem with a corresponding image and as a problem in context. The material analysed in the present paper was collected from 182 students in 7 th and 8 th grade of Croatian urban elementary schools. The didactic potential is considered from the aspect of use of mathematical concepts and connections. The success of students in problem-solving is considered from the aspect of implementation of the problem-solving process and producing correct answers, depending on the manner in which the tasks are set up. The results show that the stand-alone problem, as a special type of problem task, has considerable didactic potential. However, the students’ skills of discovering and connecting mathematical concepts and their properties are underdeveloped. In addition, the manner in which the tasks are set up considerably affects the process of solving the task and consequently the success of that process. Based on the results of the research, proposals are given for application of stand-alone problems in teaching mathematics. Key words : isolated problem; mathematical task ; problem solving; problem evaluation. --- U radu se definira posebna vrsta problemskoga zadatka te se razmatra njegov didakticki potencijal kao i uspjesnost ucenika u rjesavanju odabranoga problema. Instrument istraživanja je geometrijski zadatak s državne mature koji se postavlja u tri inacice: kao tekstualni problem, kao tekstualni problem uz odgovarajucu sliku te kao zadatak u kontekstu. U istraživanju je sudjelovalo 182 ucenika 7. i 8. razreda hrvatskih gradskih osnovnih skola. Didakticki potencijal razmatra se s aspekta iskoristivosti matematickih koncepata i veza, a uspjesnost ucenika u rjesavanju problema razmatra se s aspekta provedbe procesa rjesavanja i otkrivanja tocnoga rjesenja ovisno o nacinu postavljanja zadatka. Rezultati pokazuju da promatrani problem kao posebna vrsta problemskoga zadatka ima veliki didakticki potencijal, ali da ucenici imaju nedovoljno razvijene vjestine otkrivanja i povezivanja matematickih koncepata i njihovih svojstava. Osim toga, nacin postavljanja zadatka znacajno utjece na proces rjesavanja, a posljedicno i na uspjesnost određivanja rjesenja. Na temelju rezultata daju se prijedlozi primjene opisane vrste problema u nastavi Matematike. Kljucne rijeci : izolirani problem; matematicki zadatak; rjesavanje problema; vrednovanje problema
本文定义了一种特殊类型的问题任务，并考虑了它的教学潜力，以及学生在解决选定问题方面的成功。所使用的研究工具是克罗地亚国家中学毕业考试(State Matura)中的一个几何任务。几何任务以三种形式呈现:作为口头问题，作为带有相应图像的口头问题，以及作为上下文中的问题。本论文分析的材料来自克罗地亚城市小学7年级和8年级的182名学生。从使用数学概念和联系的角度来考虑教学潜力。学生在解决问题方面的成功是从执行问题解决过程和产生正确答案的方面来考虑的，这取决于任务设置的方式。结果表明，独立问题作为一种特殊类型的问题任务，具有相当大的教学潜力。然而，学生发现和联系数学概念及其性质的能力还不发达。此外，设置任务的方式在很大程度上影响解决任务的过程，从而影响该过程的成功。在研究结果的基础上，对独立题在数学教学中的应用提出了建议。关键词:孤立问题;数学任务;解决问题;问题评估。-- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --仪器istraživanja je geometrijski zadatak是državne成熟的koji se postavavlja三种方法:kao tekstallini问题，kao tekstallini问题，odgovarajucu问题，kao zadatak和kontekstu。7. U istraživanju je sudjelovalo 182 ucenika我8。Razreda hrvatskih gradskih osnovnih skola。Didakticki potential razmatra se是一种潜在的razmatra se，它是一种数学上的概念，它是一种数学上的问题，它被证明是一种过程，它被证明是一种过程，它被证明是一种过程，它被证明是一种过程，它被证明是一种过程，它被证明是一种过程，它被证明是一种过程，它被证明是一种过程，它被证明是一种过程，它被证明是一种过程。Rezultati pokazuju da promatrani problem kao posbna vrsta problemskoga zadatka ima veliki didakticki potenticicial, ali datucencii imaju nedovoljno razvijene jestine otkrivanja i povezivanja mathematickih koncepata i njihovih svojstava。Osim toga, nacin postavljanja zadatka znacajno utjece na proces rjesavanja，一个posljjectno i na uspjesnost određivanja rjesenja。Na temelju rezultata daju使用prijedlozi prijedlozi opisane vrist问题，但不使用matmatatike。kljune rijeci: izolirani问题;matematicki zadatak;rjesavanje问题;vrednovanje问题
{"title":"Different Perspectives on Success in Solving Stand-Alone Problems by 14 to 15-Year-Old Students / Različite prespektive o uspješnosti 14 i 15-godišnjaka u rješavanju izoliranoga problema","authors":"Nives Baranović, Branka Antunović-Piton","doi":"10.15516/CJE.V23I1.3863","DOIUrl":"https://doi.org/10.15516/CJE.V23I1.3863","url":null,"abstract":"The paper defines a special type of problem tasks and considers its didactic potential, as well as the success of students in solving the selected problem. The research instrument used is a geometrical task from the National Secondary School Leaving Exam in Croatia (State Matura). The geometrical task is presented in three versions: as a verbal problem, as a verbal problem with a corresponding image and as a problem in context. The material analysed in the present paper was collected from 182 students in 7 th and 8 th grade of Croatian urban elementary schools. The didactic potential is considered from the aspect of use of mathematical concepts and connections. The success of students in problem-solving is considered from the aspect of implementation of the problem-solving process and producing correct answers, depending on the manner in which the tasks are set up. The results show that the stand-alone problem, as a special type of problem task, has considerable didactic potential. However, the students’ skills of discovering and connecting mathematical concepts and their properties are underdeveloped. In addition, the manner in which the tasks are set up considerably affects the process of solving the task and consequently the success of that process. Based on the results of the research, proposals are given for application of stand-alone problems in teaching mathematics. Key words : isolated problem; mathematical task ; problem solving; problem evaluation. --- U radu se definira posebna vrsta problemskoga zadatka te se razmatra njegov didakticki potencijal kao i uspjesnost ucenika u rjesavanju odabranoga problema. Instrument istraživanja je geometrijski zadatak s državne mature koji se postavlja u tri inacice: kao tekstualni problem, kao tekstualni problem uz odgovarajucu sliku te kao zadatak u kontekstu. U istraživanju je sudjelovalo 182 ucenika 7. i 8. razreda hrvatskih gradskih osnovnih skola. Didakticki potencijal razmatra se s aspekta iskoristivosti matematickih koncepata i veza, a uspjesnost ucenika u rjesavanju problema razmatra se s aspekta provedbe procesa rjesavanja i otkrivanja tocnoga rjesenja ovisno o nacinu postavljanja zadatka. Rezultati pokazuju da promatrani problem kao posebna vrsta problemskoga zadatka ima veliki didakticki potencijal, ali da ucenici imaju nedovoljno razvijene vjestine otkrivanja i povezivanja matematickih koncepata i njihovih svojstava. Osim toga, nacin postavljanja zadatka znacajno utjece na proces rjesavanja, a posljedicno i na uspjesnost određivanja rjesenja. Na temelju rezultata daju se prijedlozi primjene opisane vrste problema u nastavi Matematike. Kljucne rijeci : izolirani problem; matematicki zadatak; rjesavanje problema; vrednovanje problema","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74682347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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