The research referenced in this paper falls into the categories of qualitative, empirical, non-experimental action research, as well as ethnographic and art-based research. The target population consists of students enrolled in senior years of primary school and students of general secondary schools (gymnasiums). The research sample included 425 primary school and gymnasium students, and the empirical research put emphasis on qualitative methods and data collection through systematic observation, interviews and content analysis of student art projects. Since arts education in school is inherently creative, it is marked by significant characteristics of constructivism. Classes of this kind seek to overcome the shortcomings of minimal hours through the benefits of collaborative learning, project-based learning (PBL), research-based learning (RBL) and action learning, as well as other methodological strategies. In order for students to take a stand towards their own learning and assume responsibility for it, they must recognise meaning in what they are learning and creating. This is why it is necessary to enrich the teaching methods currently used in arts education with the digital media accessible to students. In this paper, constructivism and logopedagogy are considered as particular approaches to learning and arts education. The findings of this empirical research show that arts education can be significantly improved and made more interesting for students by relying on logotherapeutic principles and logopedagogical methods. Key words : action research; arts education; extracurricular activities; project-based education; social networks
{"title":"Constructivist learning theory and logopedagogy in arts education","authors":"M. Drljača","doi":"10.15516/cje.v22i0.3850","DOIUrl":"https://doi.org/10.15516/cje.v22i0.3850","url":null,"abstract":"The research referenced in this paper falls into the categories of qualitative, empirical, non-experimental action research, as well as ethnographic and art-based research. The target population consists of students enrolled in senior years of primary school and students of general secondary schools (gymnasiums). The research sample included 425 primary school and gymnasium students, and the empirical research put emphasis on qualitative methods and data collection through systematic observation, interviews and content analysis of student art projects. Since arts education in school is inherently creative, it is marked by significant characteristics of constructivism. Classes of this kind seek to overcome the shortcomings of minimal hours through the benefits of collaborative learning, project-based learning (PBL), research-based learning (RBL) and action learning, as well as other methodological strategies. In order for students to take a stand towards their own learning and assume responsibility for it, they must recognise meaning in what they are learning and creating. This is why it is necessary to enrich the teaching methods currently used in arts education with the digital media accessible to students. In this paper, constructivism and logopedagogy are considered as particular approaches to learning and arts education. The findings of this empirical research show that arts education can be significantly improved and made more interesting for students by relying on logotherapeutic principles and logopedagogical methods. Key words : action research; arts education; extracurricular activities; project-based education; social networks","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"99 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81509646","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}
Through everyday exposure to language and music, individuals within a nation become sensitive to the melodic and rhythmical structure of their folk musical culture. It represents improvisational abilities of individuals and groups as well. Despite all changes, it indisputably maintains all characteristic of music parameters as inheritance of past ages. Due to its social role, it appears throughout everyone’s life – and it also represents an important part of children’s life. In the study that was carried out with two groups of children between six and nine years of age, we were interested in determining how do children experience music making with elements of folk music and how it is possible to create the circumstances which can provide the spontaneity of folk music within the structured environment (like primary school). The research was designed as a phenomenological case study. This method allowed us to gather data which provided a deeper insight into the ways in which participants are able to play using elements of folk music and the way they feel while using such material. The results show that, contrary to the basic fact of spontaneity in folk music, 6 and 7 year old participants were not able to use music parameters to play with and had yet to learn how does the symbolic play on the basis of communication in musical language work out. The most natural way to bridge the gap between “learning” songs and experiencing individual musical expression in a manner of folk music in children seems to be a creative work with lyrics in Slovene language. We also found that children develop social competences of a great value, when they are involved in a symbolic play with folk music elements in the improvisational mode. Key words: folk music; improvisation; music language; music making Normal 0 false false false SL X-NONE X-NONE
{"title":"Experiencing Folk Music in Children","authors":"Konstanca Zalar","doi":"10.15516/cje.v22i0.3852","DOIUrl":"https://doi.org/10.15516/cje.v22i0.3852","url":null,"abstract":"Through everyday exposure to language and music, individuals within a nation become sensitive to the melodic and rhythmical structure of their folk musical culture. It represents improvisational abilities of individuals and groups as well. Despite all changes, it indisputably maintains all characteristic of music parameters as inheritance of past ages. Due to its social role, it appears throughout everyone’s life – and it also represents an important part of children’s life. In the study that was carried out with two groups of children between six and nine years of age, we were interested in determining how do children experience music making with elements of folk music and how it is possible to create the circumstances which can provide the spontaneity of folk music within the structured environment (like primary school). The research was designed as a phenomenological case study. This method allowed us to gather data which provided a deeper insight into the ways in which participants are able to play using elements of folk music and the way they feel while using such material. The results show that, contrary to the basic fact of spontaneity in folk music, 6 and 7 year old participants were not able to use music parameters to play with and had yet to learn how does the symbolic play on the basis of communication in musical language work out. The most natural way to bridge the gap between “learning” songs and experiencing individual musical expression in a manner of folk music in children seems to be a creative work with lyrics in Slovene language. We also found that children develop social competences of a great value, when they are involved in a symbolic play with folk music elements in the improvisational mode. Key words: folk music; improvisation; music language; music making Normal 0 false false false SL X-NONE X-NONE","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"37 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75627746","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}
There is a lack of research in the field of monitoring artistic creativity in secondary schools in Slovenia, so a study was conducted on the population of 81 pupils of different secondary school programs in Slovenia, aged 16 years, where we monitored artistic creative abilities. We analysed the achievements of pupils in terms of common artistic abilities, and examined differences between groups of factors of artistic creativity which encourage and enable artistic creativity, as well as in terms of differences in individual factors of artistic creativity. The analysis was aimed at identifying the differences between different secondary school programs. The results show that pupils in the art secondary school program generally lead the way. However, the pupils of the general secondary school program achieved better results in the factor of artistic originality. Such a result confirms that good results can be achieved in the field of development of artistic creativity also in general secondary school programs with the appropriate art pedagogical work.
{"title":"Analysis of Creative Skills in Various Secondary School Programs in Slovenia","authors":"Jerneja Herzog","doi":"10.15516/cje.v22i0.3841","DOIUrl":"https://doi.org/10.15516/cje.v22i0.3841","url":null,"abstract":"There is a lack of research in the field of monitoring artistic creativity in secondary schools in Slovenia, so a study was conducted on the population of 81 pupils of different secondary school programs in Slovenia, aged 16 years, where we monitored artistic creative abilities. We analysed the achievements of pupils in terms of common artistic abilities, and examined differences between groups of factors of artistic creativity which encourage and enable artistic creativity, as well as in terms of differences in individual factors of artistic creativity. The analysis was aimed at identifying the differences between different secondary school programs. The results show that pupils in the art secondary school program generally lead the way. However, the pupils of the general secondary school program achieved better results in the factor of artistic originality. Such a result confirms that good results can be achieved in the field of development of artistic creativity also in general secondary school programs with the appropriate art pedagogical work.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"29 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83288023","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 paper was to verify the studied phenomenon (application of the vocal warm up exercises model, as well as the designed and planned methodical approach to learning songs by ear) by using an experiment with parallel groups. The subject of this study was to determine whether it was possible to influence the quality of singing and develop the vocal skills of younger school age students by implementing a planned and directed methodical approach to learning songs by ear. In order to check the effects of the implementation of the methodical model, the SAVS instrument (Scale for the Assessment of Vocal Skills, Jeremić, 2011, p. 281) was used, subtests I, II, III, IV and V (with equivalent forms for the initial and final assessment). In the comparison of groups in relation to vocal skills, a general linear model was used, and in particular a multivariate analysis of covariance with repeated measures (MANCOVA with repeated measures). The sample of this research consisted of second grade students of elementary schools in Sombor and Kikinda, Serbia. The tests of within subject effects showed that the two groups differed in their level of vocal skills, when the average of the two measurements was observed F (1) =11.424, p=.001.
本文的目的是通过平行组实验来验证所研究的现象(声乐热身练习模型的应用，以及设计和计划的耳朵学习歌曲的方法)。本研究的主题是确定是否有可能通过实施有计划和有针对性的方法来通过耳朵学习歌曲来影响低龄学生的歌唱质量和发展声乐技能。为了检查实施方法模型的效果，使用了SAVS工具(声乐技能评估量表，jeremiki, 2011, p. 281)，子测试I, II, III, IV和V(初始和最终评估具有等效形式)。在与声乐技能相关的组间比较中，使用了一般线性模型，特别是使用了重复测量的多变量协方差分析(重复测量的MANCOVA)。本研究的样本为塞尔维亚松博尔和基金达的小学二年级学生。受试者内效应的测试表明，两组的声音技能水平存在差异，两组测量结果的平均值为F (1) =11.424, p= 0.001。
{"title":"The Мethodical Model of Teaching Songs by Ear and Its Effects on the Development of Students' Vocal Abilities","authors":"Biljana Jeremić, Enmilija Stankovic","doi":"10.15516/cje.v22i0.3838","DOIUrl":"https://doi.org/10.15516/cje.v22i0.3838","url":null,"abstract":"The purpose of this paper was to verify the studied phenomenon (application of the vocal warm up exercises model, as well as the designed and planned methodical approach to learning songs by ear) by using an experiment with parallel groups. The subject of this study was to determine whether it was possible to influence the quality of singing and develop the vocal skills of younger school age students by implementing a planned and directed methodical approach to learning songs by ear. In order to check the effects of the implementation of the methodical model, the SAVS instrument (Scale for the Assessment of Vocal Skills, Jeremić, 2011, p. 281) was used, subtests I, II, III, IV and V (with equivalent forms for the initial and final assessment). In the comparison of groups in relation to vocal skills, a general linear model was used, and in particular a multivariate analysis of covariance with repeated measures (MANCOVA with repeated measures). The sample of this research consisted of second grade students of elementary schools in Sombor and Kikinda, Serbia. The tests of within subject effects showed that the two groups differed in their level of vocal skills, when the average of the two measurements was observed F (1) =11.424, p=.001.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"37 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76140382","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}
Researches on teachers' stress have shown that stress is an important factor upon which educational process depends (Kyriacou, 2001). In this article teachers in art schools in the Republic of Croatia (N=148) were studied. The aim of this article is to determine which are the sources of stress in teachers at elementary music and dancing schools. Besides, one of the problems is to observe ways of teachers' coping with stress as well as correlation with job satisfaction of teachers in art schools. Teachers in art schools are mostly satisfied with their work despite the fact that it is a very stressful profession. Sources of stress of teachers in art schools are to some extent similar to sources of stress of the past researches on teachers. Teachers mostly use coping strategies with stress directed to the problem such as problem solving. A positive correlation of positive coping strategies with stress and job satisfaction was also noticed and the highest correlation shows usage of positive coping strategies with stress. A negative correlation of strategies directed to emotions and job satisfaction such as evasion of coping with problem was also observed. The results refer to particularities of art education and encourage for further researches. Key words: coping strategies; job satisfaction; sources of stress; teachers in art fields.
{"title":"Sources of Stress, Coping Strategies with Stress and Job Satisfaction of Teachers in Art Schools","authors":"Melita Ivanković","doi":"10.15516/cje.v22i0.3851","DOIUrl":"https://doi.org/10.15516/cje.v22i0.3851","url":null,"abstract":"Researches on teachers' stress have shown that stress is an important factor upon which educational process depends (Kyriacou, 2001). In this article teachers in art schools in the Republic of Croatia (N=148) were studied. The aim of this article is to determine which are the sources of stress in teachers at elementary music and dancing schools. Besides, one of the problems is to observe ways of teachers' coping with stress as well as correlation with job satisfaction of teachers in art schools. Teachers in art schools are mostly satisfied with their work despite the fact that it is a very stressful profession. Sources of stress of teachers in art schools are to some extent similar to sources of stress of the past researches on teachers. Teachers mostly use coping strategies with stress directed to the problem such as problem solving. A positive correlation of positive coping strategies with stress and job satisfaction was also noticed and the highest correlation shows usage of positive coping strategies with stress. A negative correlation of strategies directed to emotions and job satisfaction such as evasion of coping with problem was also observed. The results refer to particularities of art education and encourage for further researches. Key words: coping strategies; job satisfaction; sources of stress; teachers in art fields.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"38 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77954133","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}
During the past two decades the integrative approach which includes art-expressive techniques to encourage awareness and social and emotional development has begun to develop more intensely in the field of applied education and rehabilitation sciences. Within the framework of childhood chronic diseases, the field of psychosocial oncology has particular significance for the expansion of professional competences and the development of interdisciplinary communication. The experiences from paediatric oncology show that facing a disease and understanding its state is very traumatic and stressful experience for the child. Therefore, the aim of this paper is to indicate the importance of the influence of art-expressive techniques through the application of different media as an integrative approach. The paper aims to highlight the significance of art-expressive techniques applied to children suffering from malignant diseases in facing the physical and emotional stress during hospitalization. The implementation of art-expressive techniques took place in the paediatric ward for haematology and oncology of the Clinic for Children's Diseases in Zagreb. The significance of the psychosocial support is emphasized through the application of children's stories, drawings and pictures which can help the child's emotional state. The results of the monitoring of the applied techniques indicated a positive effect on children who suffer pain and existential tension. Key words : integrative approach; malignant diseases in childhood; psychosocial support; supportive and therapeutic interventions
{"title":"Primjena art-ekspresivnih tehnika kod djece s kroničnim oboljenjem u području edukacijske rehabilitacije","authors":"Jasna Kudek Mirošević","doi":"10.15516/CJE.V22I0.3842","DOIUrl":"https://doi.org/10.15516/CJE.V22I0.3842","url":null,"abstract":"During the past two decades the integrative approach which includes art-expressive techniques to encourage awareness and social and emotional development has begun to develop more intensely in the field of applied education and rehabilitation sciences. Within the framework of childhood chronic diseases, the field of psychosocial oncology has particular significance for the expansion of professional competences and the development of interdisciplinary communication. The experiences from paediatric oncology show that facing a disease and understanding its state is very traumatic and stressful experience for the child. Therefore, the aim of this paper is to indicate the importance of the influence of art-expressive techniques through the application of different media as an integrative approach. The paper aims to highlight the significance of art-expressive techniques applied to children suffering from malignant diseases in facing the physical and emotional stress during hospitalization. The implementation of art-expressive techniques took place in the paediatric ward for haematology and oncology of the Clinic for Children's Diseases in Zagreb. The significance of the psychosocial support is emphasized through the application of children's stories, drawings and pictures which can help the child's emotional state. The results of the monitoring of the applied techniques indicated a positive effect on children who suffer pain and existential tension. Key words : integrative approach; malignant diseases in childhood; psychosocial support; supportive and therapeutic interventions","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"29 1","pages":"69-93"},"PeriodicalIF":0.2,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90511522","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}
E mpirical findings on the difficulties deaf children face in certain areas of cognitive, conative, emotional and social development served as a basis for The Integral Development Method for Deaf Children. The principles of the World Federation of the Deaf (WFD) relating to the importance of sign language, neglected for a long time, provided a wider basis of this method. The first part of the article presents the method in a general way. The research part of the article examined the results of two experimentally controlled workshops. The first workshop examined the effects of various non-verbal stimulation techniques on cognitive development. The second workshop examined the effects of a systematic application of sign language on communicative and educative development. Data in Study 1 were collected by Piaget’s test and in Study 2 we collected by the Communication Competence Scale. The sample consisted of 50 subjects in Study 1 and 60 subjects in Study 2. The subjects were deaf children aged 8 to 12 years. The results confirmed that systematic application of various non-verbal workshop techniques that are suitable for deaf children significantly contributes to the promotion of cognitive development and that they effectively enhance and accelerate the concrete operational stage. A systematic application of Serbian sign language influenced promotion of Serbian speech language and complete communicative competence as well as higher cohesion of sign language end speech language communication skills. Sign language also influenced school achievement. Key words : cognitive development; communication; non-verbal approaches; sign language
{"title":"An Empirical Verification of the Integral Development Method for Deaf Children","authors":"G. Nikolić, Vesna J Radoman, Sanja Dimoski","doi":"10.15516/CJE.V22I1.3258","DOIUrl":"https://doi.org/10.15516/CJE.V22I1.3258","url":null,"abstract":"E mpirical findings on the difficulties deaf children face in certain areas of cognitive, conative, emotional and social development served as a basis for The Integral Development Method for Deaf Children. The principles of the World Federation of the Deaf (WFD) relating to the importance of sign language, neglected for a long time, provided a wider basis of this method. The first part of the article presents the method in a general way. The research part of the article examined the results of two experimentally controlled workshops. The first workshop examined the effects of various non-verbal stimulation techniques on cognitive development. The second workshop examined the effects of a systematic application of sign language on communicative and educative development. Data in Study 1 were collected by Piaget’s test and in Study 2 we collected by the Communication Competence Scale. The sample consisted of 50 subjects in Study 1 and 60 subjects in Study 2. The subjects were deaf children aged 8 to 12 years. The results confirmed that systematic application of various non-verbal workshop techniques that are suitable for deaf children significantly contributes to the promotion of cognitive development and that they effectively enhance and accelerate the concrete operational stage. A systematic application of Serbian sign language influenced promotion of Serbian speech language and complete communicative competence as well as higher cohesion of sign language end speech language communication skills. Sign language also influenced school achievement. Key words : cognitive development; communication; non-verbal approaches; sign language","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"12 1","pages":"41-76"},"PeriodicalIF":0.2,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81527788","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}
According to the results of previous research, math anxiety is an important determinant of lower math achievement among high school students. Although math anxiety affects both genders, some findings indicate that girls are more prone to its manifestation, but do not explain how the contribution of different math anxiety dimensions to the math achievement depends on the interaction of students' gender and manifestations of math motivation. The aim of this research was to examine the moderation effect of gender in the relation between math anxiety and math achievement mediated by math motivation in high school students. The sample consisted of 514 high school students (45.3% male), aged 15 to 19, from Serbia. The instruments used in the research were the Math Anxiety Questionnaire and Students Motivation to Learn Mathematics Scale , while math achievement was measured as the average grade in mathematics at the end of the first term and at the end of the school year. The results of the moderated mediation analysis pointed out negative contribution of the math anxiety to achievement in both genders, with a full mediation of Satisfaction among boys, and partial mediation of Satisfaction and Usefulness among girls. Based on the analysis of the obtained results, it can be concluded that it is necessary to apply different motivating strategies in order to overcome math anxiety, which depends on students ' gender.
{"title":"Math Anxiety, Math Achievement and Math Motivation in High School Students: Gender Effects","authors":"Ilija Milovanović","doi":"10.15516/CJE.V22I1.3372","DOIUrl":"https://doi.org/10.15516/CJE.V22I1.3372","url":null,"abstract":"According to the results of previous research, math anxiety is an important determinant of lower math achievement among high school students. Although math anxiety affects both genders, some findings indicate that girls are more prone to its manifestation, but do not explain how the contribution of different math anxiety dimensions to the math achievement depends on the interaction of students' gender and manifestations of math motivation. The aim of this research was to examine the moderation effect of gender in the relation between math anxiety and math achievement mediated by math motivation in high school students. The sample consisted of 514 high school students (45.3% male), aged 15 to 19, from Serbia. The instruments used in the research were the Math Anxiety Questionnaire and Students Motivation to Learn Mathematics Scale , while math achievement was measured as the average grade in mathematics at the end of the first term and at the end of the school year. The results of the moderated mediation analysis pointed out negative contribution of the math anxiety to achievement in both genders, with a full mediation of Satisfaction among boys, and partial mediation of Satisfaction and Usefulness among girls. Based on the analysis of the obtained results, it can be concluded that it is necessary to apply different motivating strategies in order to overcome math anxiety, which depends on students ' gender.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"371 1","pages":"175-206"},"PeriodicalIF":0.2,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77110468","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 the past few years, teaching staff have been motivated to engage students in different forms of communication. This quasi-experiment study presents the implementation of the problem-based learning (PBL) approach in the first-year classroom environment with the goal to enhance students’ communication skills and promote their positive emotions toward learning. The study was carried out involving students studying in health, engineering and science fields. They were categorized into two groups, namely experimental (90 students) and control group (90 students). The study period lasted 4 weeks, during which the module was taught to 180 first-year students in both groups. The findings revealed the learning approach significantly affected the students’ communication skills and their emotions concerning learning. Finally, conclusions were drawn from the study.
{"title":"THE EFFECT OF USING PROBLEM-BASED LEARNING UPON STUDENTS’ EMOTIONS TOWARDS LEARNING AND LEVELS OF COMMUNICATION SKILLS IN THREE DIFFERENT DISCIPLINES","authors":"M. Jdaitawi","doi":"10.15516/CJE.V22I1.3215","DOIUrl":"https://doi.org/10.15516/CJE.V22I1.3215","url":null,"abstract":"In the past few years, teaching staff have been motivated to engage students in different forms of communication. This quasi-experiment study presents the implementation of the problem-based learning (PBL) approach in the first-year classroom environment with the goal to enhance students’ communication skills and promote their positive emotions toward learning. The study was carried out involving students studying in health, engineering and science fields. They were categorized into two groups, namely experimental (90 students) and control group (90 students). The study period lasted 4 weeks, during which the module was taught to 180 first-year students in both groups. The findings revealed the learning approach significantly affected the students’ communication skills and their emotions concerning learning. Finally, conclusions were drawn from the study.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"41 1","pages":"207-240"},"PeriodicalIF":0.2,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86435937","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}
Creativity, as one of the key factors of success, should primarily be represented in educational institutions in all segments of life, ranging from pre-school to higher education institutions. Starting from the assumption that simple, monotonous, and uninteresting classes are one of the main obstacles to the successful education of a student, in this paper we will explore the creative approach in the teaching process in order to reduce boredom in classrooms. The sample consisted of 134 participants. There were 66 participants in the experimental group and 68 participants in the control group. The students in the experimental group were in the classrooms where the creative approach was used, while the students of the control group attended the classes in which the traditional approach of teaching was used. The research was conducted based on a designed research model. The instrument was distributed before applying the experimental model and after its application. The aim of this study was to examine whether the introduction of creativity into the teaching process influences its efficiency, and at the same time reduces boredom. Analysis of the final measurement results showed that the level of students’ boredom in the experimental group was reduced comparing to the level of students’ boredom in the control group. What’s more, our findings showed that the application of creative models within the teaching process had a positive effect on reducing boredom.
{"title":"The Impact of Creative Teaching Approach on Reducing Boredom in Teaching Process","authors":"Marijana Radeljić, Hazim Selimović, Siniša Opić, Nermin Mulaosmanović, Zehrina Selimović","doi":"10.15516/CJE.V22I1.3553","DOIUrl":"https://doi.org/10.15516/CJE.V22I1.3553","url":null,"abstract":"Creativity, as one of the key factors of success, should primarily be represented in educational institutions in all segments of life, ranging from pre-school to higher education institutions. Starting from the assumption that simple, monotonous, and uninteresting classes are one of the main obstacles to the successful education of a student, in this paper we will explore the creative approach in the teaching process in order to reduce boredom in classrooms. The sample consisted of 134 participants. There were 66 participants in the experimental group and 68 participants in the control group. The students in the experimental group were in the classrooms where the creative approach was used, while the students of the control group attended the classes in which the traditional approach of teaching was used. The research was conducted based on a designed research model. The instrument was distributed before applying the experimental model and after its application. The aim of this study was to examine whether the introduction of creativity into the teaching process influences its efficiency, and at the same time reduces boredom. Analysis of the final measurement results showed that the level of students’ boredom in the experimental group was reduced comparing to the level of students’ boredom in the control group. What’s more, our findings showed that the application of creative models within the teaching process had a positive effect on reducing boredom.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"44 1","pages":"143-173"},"PeriodicalIF":0.2,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76494939","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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