É. Borsos, Edita Borić, I. Banos-González, M. Patocskai
In the 21stcentury pupils learn how to use technological devices from their early childhood. Therefore, the use of Information and Communications Technology (ICT) in teaching and learning processes seems obvious. For the purpose of this research, 305 class teachers from four European countries (Serbia, Spain, Croatia and Hungary) were asked about their experiences and opinions on the use of ICT in biology classes. The aim was to determine whether they consider that this way of teaching is effective and may motivate pupils for further learning. The results showed that the teachers from all four countries agree that pupils enjoy and are more motivated when learning with the use of the ICT, and it improves the quality of their lessons.
{"title":"The Opinion of Elementary School Teachers about the Use of ICT in Biology Classes in Four European Countries","authors":"É. Borsos, Edita Borić, I. Banos-González, M. Patocskai","doi":"10.15516/cje.v22i3.3804","DOIUrl":"https://doi.org/10.15516/cje.v22i3.3804","url":null,"abstract":"In the 21stcentury pupils learn how to use technological devices from their early childhood. Therefore, the use of Information and Communications Technology (ICT) in teaching and learning processes seems obvious. For the purpose of this research, 305 class teachers from four European countries (Serbia, Spain, Croatia and Hungary) were asked about their experiences and opinions on the use of ICT in biology classes. The aim was to determine whether they consider that this way of teaching is effective and may motivate pupils for further learning. The results showed that the teachers from all four countries agree that pupils enjoy and are more motivated when learning with the use of the ICT, and it improves the quality of their lessons.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80047703","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}
In modern teaching and new technological environment, a teacher should design activities that will stimulate students to actively participate in the process of acquiring knowledge. The use of quizzes in teaching creates a competitive spirit, develops creativity and accuracy in students, entrusts the activity and motivation of students in the process of acquiring knowledge. This paper examines the effectiveness of the Kahoot quiz in teaching science in the learning of basic concepts of relief in elementary school. The analysis has shown that there is a statistically significant difference in achievement among students who have studied in traditional ways and those who have used the Kahoot quiz. The obtained results are in a positive correlation with the mark in science and showing that there are no differences in achievement between boys and girls. It can be concluded that the quiz as an alternative way of learning has practical use in teaching, which enables cognitive, motivational, emotional and social development of students. Students experience solving the quiz as a game that positively influences the adoption and understanding of teaching material.
{"title":"Quiz-Enhanced Learning in Elementary School","authors":"O. Iskrenovic-Momcilovic","doi":"10.15516/cje.v22i3.3620","DOIUrl":"https://doi.org/10.15516/cje.v22i3.3620","url":null,"abstract":"In modern teaching and new technological environment, a teacher should design activities that will stimulate students to actively participate in the process of acquiring knowledge. The use of quizzes in teaching creates a competitive spirit, develops creativity and accuracy in students, entrusts the activity and motivation of students in the process of acquiring knowledge. This paper examines the effectiveness of the Kahoot quiz in teaching science in the learning of basic concepts of relief in elementary school. The analysis has shown that there is a statistically significant difference in achievement among students who have studied in traditional ways and those who have used the Kahoot quiz. The obtained results are in a positive correlation with the mark in science and showing that there are no differences in achievement between boys and girls. It can be concluded that the quiz as an alternative way of learning has practical use in teaching, which enables cognitive, motivational, emotional and social development of students. Students experience solving the quiz as a game that positively influences the adoption and understanding of teaching material.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84195796","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}
Research consistently shows the connection between self-concept in children and young people and their social relations, which is also reflected in pupils’ attitudes towards education. This paper analyses how family relations, peer relations and attitudes towards education contribute to the global self-concept of male and female pupils of 8 to 14 years of age. The research was conducted by using an extended version of the Questionnaire for Planning Social-pedagogic Interventions. The research sample consisted of 3,335 pupils from 43 Croatian elementary schools. This study examines the hypothesis on differences in self-concept predictors between male and female elementary school pupils, suggesting that in comparison with male pupils, the self-concept of female pupils is more dependent on social relations and the level of engagement in education. It was established that self-concept is relatively stable for boys of 8-14 years of age while it becomes weaker among girls of 8 -14 years of age. Statistically, for both male and female pupils, self-concept significantly depends on the assessment of the quality of family relations, peer relations, and the attitude of pupils towards education. The most important self-concept predictor among male pupils is their relationship with their peers, and among female pupils it is family relations. In addition, relationships with significant others and attitudes towards education contribute more strongly to the self-concept of female pupils than it does with their male peers.
{"title":"Predictors of Self-Concept in Elementary School Pupils","authors":"Dejana Bouillet, Renata Miljević-Riđički","doi":"10.15516/cje.v22i3.3948","DOIUrl":"https://doi.org/10.15516/cje.v22i3.3948","url":null,"abstract":"Research consistently shows the connection between self-concept in children and young people and their social relations, which is also reflected in pupils’ attitudes towards education. This paper analyses how family relations, peer relations and attitudes towards education contribute to the global self-concept of male and female pupils of 8 to 14 years of age. The research was conducted by using an extended version of the Questionnaire for Planning Social-pedagogic Interventions. The research sample consisted of 3,335 pupils from 43 Croatian elementary schools. This study examines the hypothesis on differences in self-concept predictors between male and female elementary school pupils, suggesting that in comparison with male pupils, the self-concept of female pupils is more dependent on social relations and the level of engagement in education. It was established that self-concept is relatively stable for boys of 8-14 years of age while it becomes weaker among girls of 8 -14 years of age. Statistically, for both male and female pupils, self-concept significantly depends on the assessment of the quality of family relations, peer relations, and the attitude of pupils towards education. The most important self-concept predictor among male pupils is their relationship with their peers, and among female pupils it is family relations. In addition, relationships with significant others and attitudes towards education contribute more strongly to the self-concept of female pupils than it does with their male peers.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85569179","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}
Depiction of a geographical area through drawings is an individual ability, significantly variable over time. The essential development of such ability can primarily be observed during the period starting from what is termed younger school age to the period of pubescence. This study presents the results of a research focused on monitoring the development of the ability of students aged between 6 and 15 to reproduce their mental image of a well-known geographical area in the form of a drawing (cognitive or mental map). The research was carried out by the method of analyzing the drawings of comparative mental maps produced by primary and lower secondary school students. The data obtained from the research were then statistically evaluated on the basis of selected criteria in order to find identical or different stereotypes in the drawings. Research results point to the existence of significant differences in the ability to graphically illustrate a wellknown geographical space, reflecting, in particular, the age (or degree of experience gained) and, to a lesser extent, the gender. Such findings are important from the pedagogical point of view, because the creation of graphic representation of a certain area belongs to the basic geographical competencies of students.
{"title":"Spatial Images and Changes in their Graphic Representation in Primary and Lower Secondary School Students","authors":"Petr Šimáček, Klára Paloušková, J. Hercik","doi":"10.15516/cje.v22i3.3648","DOIUrl":"https://doi.org/10.15516/cje.v22i3.3648","url":null,"abstract":"Depiction of a geographical area through drawings is an individual ability, significantly variable over time. The essential development of such ability can primarily be observed during the period starting from what is termed younger school age to the period of pubescence. This study presents the results of a research focused on monitoring the development of the ability of students aged between 6 and 15 to reproduce their mental image of a well-known geographical area in the form of a drawing (cognitive or mental map). The research was carried out by the method of analyzing the drawings of comparative mental maps produced by primary and lower secondary school students. The data obtained from the research were then statistically evaluated on the basis of selected criteria in order to find identical or different stereotypes in the drawings. Research results point to the existence of significant differences in the ability to graphically illustrate a wellknown geographical space, reflecting, in particular, the age (or degree of experience gained) and, to a lesser extent, the gender. Such findings are important from the pedagogical point of view, because the creation of graphic representation of a certain area belongs to the basic geographical competencies of students.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79646301","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 presents the results of previous research dealing with the participation of preschool and elementary school children in organized sports activities. The paper discusses the positive and negative impacts of participation in organized sports activities on a child's health and wellbeing and whether free play or participation in structured sports activities is better for a child's motor development. In addition, it discusses how specific sports activities affect locomotor, manipulative and conditioning abilities of children; how the same sports programs can differently affect the development of diverse abilities in boys and girls and how the family and its socio-economic status influence the involvement of children in organized sports activities. Former studies have shown that a child's age influences involvement in organized sports activities much more than a child's gender. Differences in involvement in organized sports activities between boys and girls are almost nonexistent. Gender differences are manifested when choosing sports activities.
{"title":"Participation of Children in Organized Sports Activities During Preschool and Primary School Period: Research Overview","authors":"I. Iveković","doi":"10.15516/cje.v22i3.3672","DOIUrl":"https://doi.org/10.15516/cje.v22i3.3672","url":null,"abstract":"The paper presents the results of previous research dealing with the participation of preschool and elementary school children in organized sports activities. The paper discusses the positive and negative impacts of participation in organized sports activities on a child's health and wellbeing and whether free play or participation in structured sports activities is better for a child's motor development. In addition, it discusses how specific sports activities affect locomotor, manipulative and conditioning abilities of children; how the same sports programs can differently affect the development of diverse abilities in boys and girls and how the family and its socio-economic status influence the involvement of children in organized sports activities. Former studies have shown that a child's age influences involvement in organized sports activities much more than a child's gender. Differences in involvement in organized sports activities between boys and girls are almost nonexistent. Gender differences are manifested when choosing sports activities.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81584267","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 contemporary early childhood education curriculum is defined as a theoretical concept that is, in educational practice, constructed and co-constructed based on mutual learning, research, and participation of all participants in the educational process. This is why it is important to arrange different conditions for various activities that enable creative thinking and expression, in which children can participate. In this sense, creativity is not interpreted as a special part of curriculum, but a component of the overall educational process, which is pervasive in all segments of the curriculum. In educational practice, awareness of the values of creative expression in children is not sufficiently developed nor appropriately utilized in curriculum development, as the possibilities of its use have not been sufficiently explored. Therefore, this paper aims to contribute to the understanding and acknowledgement of children’s natural, innate creativity, which needs to be nurtured, encouraged, and developed as part of the educational process, as well as to deeply consider organizational conditions and work of kindergarten teachers.
{"title":"Creativity and Creation in Early Childhood and Preschool Education Curriculum","authors":"A. Lozančić, Daria Tot","doi":"10.15516/CJE.V22I0.3839","DOIUrl":"https://doi.org/10.15516/CJE.V22I0.3839","url":null,"abstract":"A contemporary early childhood education curriculum is defined as a theoretical concept that is, in educational practice, constructed and co-constructed based on mutual learning, research, and participation of all participants in the educational process. This is why it is important to arrange different conditions for various activities that enable creative thinking and expression, in which children can participate. In this sense, creativity is not interpreted as a special part of curriculum, but a component of the overall educational process, which is pervasive in all segments of the curriculum. In educational practice, awareness of the values of creative expression in children is not sufficiently developed nor appropriately utilized in curriculum development, as the possibilities of its use have not been sufficiently explored. Therefore, this paper aims to contribute to the understanding and acknowledgement of children’s natural, innate creativity, which needs to be nurtured, encouraged, and developed as part of the educational process, as well as to deeply consider organizational conditions and work of kindergarten teachers.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80296470","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}
In contemporary education, the arts and cultural education provide the possibilities for the development of pupils' creativity, critical thinking and critical attitude towards art and culture. In this respect, we present an interdisciplinary project, based on the implementation of arts and cultural education objectives in didactic units of music education and history, and cooperation between music and history teachers and the composer. The experimental programme was performed in four classes of two Slovenian primary schools. The results of the research confirmed positive effects of the implementation of arts and cultural education regarding the pupils' opinions of musical culture (classical music, musicians, consumerism, musical education and classical music of the 20th century) and the overall popularity of the subjects connected. The example of the designed interdisciplinary project can serve as the guideline for systematic implementation of the arts and culture education in the learning process as well as contribution to raising awareness about the importance of collaboration between schools and artists.
{"title":"The Impact of Arts and Cultural Education on Pupils’ Opinions of Musical Culture – Interdisciplinary Project","authors":"Jerneja Žnidaršič","doi":"10.15516/cje.v22i0.3837","DOIUrl":"https://doi.org/10.15516/cje.v22i0.3837","url":null,"abstract":"In contemporary education, the arts and cultural education provide the possibilities for the development of pupils' creativity, critical thinking and critical attitude towards art and culture. In this respect, we present an interdisciplinary project, based on the implementation of arts and cultural education objectives in didactic units of music education and history, and cooperation between music and history teachers and the composer. The experimental programme was performed in four classes of two Slovenian primary schools. The results of the research confirmed positive effects of the implementation of arts and cultural education regarding the pupils' opinions of musical culture (classical music, musicians, consumerism, musical education and classical music of the 20th century) and the overall popularity of the subjects connected. The example of the designed interdisciplinary project can serve as the guideline for systematic implementation of the arts and culture education in the learning process as well as contribution to raising awareness about the importance of collaboration between schools and artists.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90849881","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 study focuses on students’ emotion expression during geometry teaching including creative movement (experimental group or EG) and without it (control group or CG). The sample (N = 104) was made up of primary school (second-grade) students: 66 were assigned to the EG and 38 to the CG. Of these, 12 students from the EG and 8 from the CG were randomly selected for observation of emotion: type, intensity, triggering situation, and response of others. For the observed students, the intensity of emotion expression was also measured by the facial expression recognition software FaceReader. All of the students self-assessed their contentedness with the teaching. The students in the EG and the CG expressed various emotions, with joy being the most prevalent, followed by anger. The most frequent situations triggering joy were activities in the EG and the CG. The intensity of joy was higher in the EG than in the CG when assessed by observation, but there was no significant difference when assessed by FaceReader. The intensity of anger expression was at a similar level in both groups. Both students and teachers responded to students’ joy expression, but only the students responded to anger expression in the EG and the CG. The students in both groups expressed a high level of contentedness with the teaching. Key words : creative movement; emotion expression; intensity of emotions; students; teaching method.
{"title":"Emotion Expression when Teaching with Creative Movement","authors":"S. Prosen, V. Gersak, Helena Smrtnik Vitulic","doi":"10.15516/cje.v22i0.3846","DOIUrl":"https://doi.org/10.15516/cje.v22i0.3846","url":null,"abstract":"The study focuses on students’ emotion expression during geometry teaching including creative movement (experimental group or EG) and without it (control group or CG). The sample (N = 104) was made up of primary school (second-grade) students: 66 were assigned to the EG and 38 to the CG. Of these, 12 students from the EG and 8 from the CG were randomly selected for observation of emotion: type, intensity, triggering situation, and response of others. For the observed students, the intensity of emotion expression was also measured by the facial expression recognition software FaceReader. All of the students self-assessed their contentedness with the teaching. The students in the EG and the CG expressed various emotions, with joy being the most prevalent, followed by anger. The most frequent situations triggering joy were activities in the EG and the CG. The intensity of joy was higher in the EG than in the CG when assessed by observation, but there was no significant difference when assessed by FaceReader. The intensity of anger expression was at a similar level in both groups. Both students and teachers responded to students’ joy expression, but only the students responded to anger expression in the EG and the CG. The students in both groups expressed a high level of contentedness with the teaching. Key words : creative movement; emotion expression; intensity of emotions; students; teaching method.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80416502","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 article analyses the results of a case study on a workshop for contemporary music which represents an excellent example of arts partnership in Slovenia. The aim of the workshop was to stimulate creative use of contemporary musical language in connection with the development of the lifelong cultural awareness and expression competence. The results of the interviews with 17 participants of the workshop pointed out the complex occurrence of various indicators, which, at the level of personal, social and intellectual competences, determined the nature of musical expression through contemporary music and indirectly influenced the development of the lifelong cultural awareness and expression competence. Through the creative process, participants expressed motivation and sensitivity for contemporary music and developed their musical abilities as well as their sense of community and self-identity. The identified challenges included students’ lack of musical experience with contemporary music, the low priority given to contemporary music in schools as well as teachers’ lack of professional knowledge in this field.
{"title":"Creating and Performing Contemporary Music as a Way of Learning","authors":"Barbara Sicherl Kafol, Olga Denac","doi":"10.15516/cje.v22i0.3844","DOIUrl":"https://doi.org/10.15516/cje.v22i0.3844","url":null,"abstract":"The article analyses the results of a case study on a workshop for contemporary music which represents an excellent example of arts partnership in Slovenia. The aim of the workshop was to stimulate creative use of contemporary musical language in connection with the development of the lifelong cultural awareness and expression competence. The results of the interviews with 17 participants of the workshop pointed out the complex occurrence of various indicators, which, at the level of personal, social and intellectual competences, determined the nature of musical expression through contemporary music and indirectly influenced the development of the lifelong cultural awareness and expression competence. Through the creative process, participants expressed motivation and sensitivity for contemporary music and developed their musical abilities as well as their sense of community and self-identity. The identified challenges included students’ lack of musical experience with contemporary music, the low priority given to contemporary music in schools as well as teachers’ lack of professional knowledge in this field.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79644893","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}
Modern educational methods enable the development of pupils’ creative design expression, but the role and importance of the didactic approaches in secondary schools have not been thoroughly researched. The paper presents the research results regarding the influence of an innovative didactic approach from the point of view of the development of art design creativity and artistic knowledge in graphic design teaching. The differences were monitored among pupils in the 3rd year of secondary school (age 17-18) in Slovenia. We have confirmed positive effects in favour of the experimental group, as a result of a set of didactic decisions, namely the combination, diversity and dynamics of teaching methods, teaching forms and didactic communication. The positive effects of the experimental approach show that the introduction of minor methodological changes can significantly improve the development of artistic creativity and artistic knowledge. By introducing the basic ideas of the innovative didactic approach (Duh, 2004), we have confirmed the effectiveness, flexibility and subtlety of innivation at the level of secondary school. We also found that the experimental program was suitable for both girls and boys, and that it could be implemented in various social environments. Keywords: artistic creativity ; high school ; teaching methods ; teaching forms ; didactic communication .
{"title":"Efficiency of an Innovative Didactic Approach in Graphic Design Teaching","authors":"M. Duh, Martina Kač Nemanič","doi":"10.15516/cje.v22i0.3840","DOIUrl":"https://doi.org/10.15516/cje.v22i0.3840","url":null,"abstract":"Modern educational methods enable the development of pupils’ creative design expression, but the role and importance of the didactic approaches in secondary schools have not been thoroughly researched. The paper presents the research results regarding the influence of an innovative didactic approach from the point of view of the development of art design creativity and artistic knowledge in graphic design teaching. The differences were monitored among pupils in the 3rd year of secondary school (age 17-18) in Slovenia. We have confirmed positive effects in favour of the experimental group, as a result of a set of didactic decisions, namely the combination, diversity and dynamics of teaching methods, teaching forms and didactic communication. The positive effects of the experimental approach show that the introduction of minor methodological changes can significantly improve the development of artistic creativity and artistic knowledge. By introducing the basic ideas of the innovative didactic approach (Duh, 2004), we have confirmed the effectiveness, flexibility and subtlety of innivation at the level of secondary school. We also found that the experimental program was suitable for both girls and boys, and that it could be implemented in various social environments. Keywords: artistic creativity ; high school ; teaching methods ; teaching forms ; didactic communication .","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81503509","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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