{"title":"UNCOVERING A PRESUMPTIVE LEARNING PROGRESSION ON ELECTRICITY AND MAGNETISM: A CASE STUDY OF MEANINGFUL SCIENCE TEACHING AND LEARNING IN SOUTH AFRICAN HIGH SCHOOLS","authors":"","doi":"10.36315/2023v1end137","DOIUrl":"https://doi.org/10.36315/2023v1end137","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78445724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reflection is one of the subjects most discussed in teacher development. Despite its importance in improving teacher practices, reflection has been found to be contentious amongst teachers who battle with high workload and the need to complete the curriculum in time for examinations. Thus, said reflection can be viewed as a chore to most teachers particularly preservice teachers who not only need to master the pedagogical knowledge and subject matter knowledge but also classroom management techniques amongst other skills. The current paper reports on a study on how lesson planning was used as a tool to develop preservice teachers’ pedagogical content knowledge through reflection. In a qualitative case study, 50 Bachelor of Education Life Sciences students in their final year of study were each tasked to identify their ‘best’ lesson plan and ‘worst’ lesson plan and critically reflect on why they considered the lesson plans that way. These lesson plans had been designed and taught in schools during schoolwork experience (herein referred to as work integrated learning (WIL) in the first half of the year. Data was obtained from each participant’s submission of the two lesson plans and the reflection, which were then subjected to content analysis. The following aspects about lesson planning were considered: knowledge of the content to be taught, knowledge of the learners including classroom context, formulation of objectives, designing of teaching and learning strategies and activities, assessment opportunities, planning for technology use, and the student’s ability to realise good and bad practices in lesson planning. Thereafter they were tasked to plan and teach in their last seven weeks of WIL. The findings showed how the preservice teachers were determined to improve their lesson planning as they included in their reflections how they could plan and teach the same lesson differently including the so-called best lesson plan. Preservice teachers used words such as deficit, unstructured, misaligned, unattainable, not well thought out, to critique their lesson plans. Creativity as an aspect of the teacher skills set was evident in the way these 21st century teachers conceptualised how science should be taught. There were however some who failed to identify obvious weaknesses or strengths in their lessons plans, which showed stagnancy in development. The findings provide implications for teacher professional development practices
{"title":"DEVELOPING PRESERVICE SCIENCE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE THROUGH REFLECTION ON LESSON PLANNING","authors":"Lydia Mavuru","doi":"10.36315/2023v1end019","DOIUrl":"https://doi.org/10.36315/2023v1end019","url":null,"abstract":"Reflection is one of the subjects most discussed in teacher development. Despite its importance in improving teacher practices, reflection has been found to be contentious amongst teachers who battle with high workload and the need to complete the curriculum in time for examinations. Thus, said reflection can be viewed as a chore to most teachers particularly preservice teachers who not only need to master the pedagogical knowledge and subject matter knowledge but also classroom management techniques amongst other skills. The current paper reports on a study on how lesson planning was used as a tool to develop preservice teachers’ pedagogical content knowledge through reflection. In a qualitative case study, 50 Bachelor of Education Life Sciences students in their final year of study were each tasked to identify their ‘best’ lesson plan and ‘worst’ lesson plan and critically reflect on why they considered the lesson plans that way. These lesson plans had been designed and taught in schools during schoolwork experience (herein referred to as work integrated learning (WIL) in the first half of the year. Data was obtained from each participant’s submission of the two lesson plans and the reflection, which were then subjected to content analysis. The following aspects about lesson planning were considered: knowledge of the content to be taught, knowledge of the learners including classroom context, formulation of objectives, designing of teaching and learning strategies and activities, assessment opportunities, planning for technology use, and the student’s ability to realise good and bad practices in lesson planning. Thereafter they were tasked to plan and teach in their last seven weeks of WIL. The findings showed how the preservice teachers were determined to improve their lesson planning as they included in their reflections how they could plan and teach the same lesson differently including the so-called best lesson plan. Preservice teachers used words such as deficit, unstructured, misaligned, unattainable, not well thought out, to critique their lesson plans. Creativity as an aspect of the teacher skills set was evident in the way these 21st century teachers conceptualised how science should be taught. There were however some who failed to identify obvious weaknesses or strengths in their lessons plans, which showed stagnancy in development. The findings provide implications for teacher professional development practices","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78635368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. F. Salles, Gabriella Koltermann, Érica Prates, Krás Borges
Relations between parental variables and children’s early literacy skills allow for preventive interventions and effective public policies in health and education. The present study aims to investigate the relation between parents’ characteristics (parental literacy expectations and attitudes, number of books at home) and parents’ practices (formal and informal literacy activities - shared book reading - and parental involvement) and children’s early literacy skills (word/pseudoword reading, spelling, knowledge of the alphabet, oral language) during the Covid-19 pandemic. Thirty-five first grade children aged between 6 and 7 years old (M = 6.29; SD = 0.45) from private Brazilian schools took part in this study. The number of books at home predicted 16% of the variance in shared book reading frequency between parents and children. Moderate positive correlations were found between shared book reading frequency and phonological awareness and oral language performances. Parental involvement was strongly correlated with pseudoword reading performance, word/pseudoword spelling, letter writing and phonological awareness. Shared book reading explained 16.5% of the variance in phonological awareness performance and 11.8% in oral language. Parental involvement explained 28% of the variance of children's performance in phonological awareness. Family practices, especially shared book reading and parental involvement in children’s learning processes seem to promote phonological awareness and oral language skills development during a period of school closures and remote teaching/learning. These metalinguistic and oral language skills are important predictors of success in learning to read and spelling and can therefore be promoted through parenting practices.
{"title":"THE RELATION BETWEEN PARENTS’ CHARACTERISTICS/PRACTICES AND CHILDREN’S EARLY LITERACY SKILLS DURING THE COVID-19 PANDEMICS","authors":"J. F. Salles, Gabriella Koltermann, Érica Prates, Krás Borges","doi":"10.36315/2023v1end095","DOIUrl":"https://doi.org/10.36315/2023v1end095","url":null,"abstract":"Relations between parental variables and children’s early literacy skills allow for preventive interventions and effective public policies in health and education. The present study aims to investigate the relation between parents’ characteristics (parental literacy expectations and attitudes, number of books at home) and parents’ practices (formal and informal literacy activities - shared book reading - and parental involvement) and children’s early literacy skills (word/pseudoword reading, spelling, knowledge of the alphabet, oral language) during the Covid-19 pandemic. Thirty-five first grade children aged between 6 and 7 years old (M = 6.29; SD = 0.45) from private Brazilian schools took part in this study. The number of books at home predicted 16% of the variance in shared book reading frequency between parents and children. Moderate positive correlations were found between shared book reading frequency and phonological awareness and oral language performances. Parental involvement was strongly correlated with pseudoword reading performance, word/pseudoword spelling, letter writing and phonological awareness. Shared book reading explained 16.5% of the variance in phonological awareness performance and 11.8% in oral language. Parental involvement explained 28% of the variance of children's performance in phonological awareness. Family practices, especially shared book reading and parental involvement in children’s learning processes seem to promote phonological awareness and oral language skills development during a period of school closures and remote teaching/learning. These metalinguistic and oral language skills are important predictors of success in learning to read and spelling and can therefore be promoted through parenting practices.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84295024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
South Africa has eleven official languages, and yet only two languages, English and Afrikaans are the Languages of Learning and Teaching (LoLT) in schools. Language is important in shaping the learning and teaching environment in a classroom. Teaching Natural Sciences in English in a multilingual classroom can be challenging when learners are not proficient in the language of LoLT. That complexity is exacerbated by the nature of scientific language which is designed and considered to be academic concise, precise, and authoritative, making scientific concepts inaccessible to most learners. This is an unfortunate situation because in science classrooms, learners are expected to read, comprehend, write, articulate, and use English and subject-specific terminologies. The authors of the current paper argue that both English language and scientific language create a learning barrier for the learners whose home languages are different from English, the LoLT. It is against this background that the current study being reported herein sought to determine multilingual learners’ perceptions of the role of English language and scientific language in their learning of Natural Sciences. In a qualitative research design two grade 8 and 9 Natural Sciences classes and their teachers were selected from two high schools in township areas using purposive sampling technique. Data collection involved focus group interviews with learners and individual interviews with the teachers. Each teacher was observed once whilst teaching Natural Sciences to grade 8 or grade 9 classes. The qualitative data collected was subjected to content analysis and two main themes were obtained: 1. Learners’ perceptions that English language and scientific language limit their understanding of scientific concepts; and 2. Teachers’ assistance in mitigating challenges imposed by English language and scientific language experienced by English-second-language speakers. Learners from the two schools indicated that both English language which is their second or third language and scientific language imposed many challenges in their learning of Natural Sciences. These challenges included failure to read, write and understand Natural Sciences content. Those learners showed excitement at the prospect of learning science in their home languages as they were not comfortable with being taught in English. Teachers used code switching and hands on activities to mitigate language challenges in their classrooms. The study findings thus have implications for both curriculum policy implementation and continued teacher professional development
{"title":"MULTILINGUAL LEARNERS’ PERCEPTIONS OF THE ROLE OF ENGLISH AND SCIENTIFIC LANGUAGE ON NATURAL SCIENCES LEARNING","authors":"Nishana Wilson, Lydia Mavuru","doi":"10.36315/2023v1end117","DOIUrl":"https://doi.org/10.36315/2023v1end117","url":null,"abstract":"South Africa has eleven official languages, and yet only two languages, English and Afrikaans are the Languages of Learning and Teaching (LoLT) in schools. Language is important in shaping the learning and teaching environment in a classroom. Teaching Natural Sciences in English in a multilingual classroom can be challenging when learners are not proficient in the language of LoLT. That complexity is exacerbated by the nature of scientific language which is designed and considered to be academic concise, precise, and authoritative, making scientific concepts inaccessible to most learners. This is an unfortunate situation because in science classrooms, learners are expected to read, comprehend, write, articulate, and use English and subject-specific terminologies. The authors of the current paper argue that both English language and scientific language create a learning barrier for the learners whose home languages are different from English, the LoLT. It is against this background that the current study being reported herein sought to determine multilingual learners’ perceptions of the role of English language and scientific language in their learning of Natural Sciences. In a qualitative research design two grade 8 and 9 Natural Sciences classes and their teachers were selected from two high schools in township areas using purposive sampling technique. Data collection involved focus group interviews with learners and individual interviews with the teachers. Each teacher was observed once whilst teaching Natural Sciences to grade 8 or grade 9 classes. The qualitative data collected was subjected to content analysis and two main themes were obtained: 1. Learners’ perceptions that English language and scientific language limit their understanding of scientific concepts; and 2. Teachers’ assistance in mitigating challenges imposed by English language and scientific language experienced by English-second-language speakers. Learners from the two schools indicated that both English language which is their second or third language and scientific language imposed many challenges in their learning of Natural Sciences. These challenges included failure to read, write and understand Natural Sciences content. Those learners showed excitement at the prospect of learning science in their home languages as they were not comfortable with being taught in English. Teachers used code switching and hands on activities to mitigate language challenges in their classrooms. The study findings thus have implications for both curriculum policy implementation and continued teacher professional development","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76027740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Escalating rates of teacher attrition require teacher training programs to consider more contemporary training methods. Adapted from the medical and aviation fields, the concept of simulations is currently making an entry into the world of education. An international pioneer in this venture, Israel already has twenty simulation centers at its universities and teacher training colleges and has more in the planning stages. Through qualitative research methods, this study analyses the factors contributing to their success. It highlights benefits derived by teachers from experiences at simulation centers including, inter alia, heightened self-awareness leading to more successful interactions in the workplace. Numerous benefits, particularly for graduates entering the teaching profession, suggest that simulation center experiences should be necessary inclusions of teacher training programs around the world.
{"title":"AN ANALYSIS OF THE USE OF SIMULATION CENTERS IN THE TRAINING OF PRE-SERVICE AND NOVICE ENGLISH TEACHERS IN ISRAEL. WHAT MAKES THEM WORK WELL?","authors":"Nicole Broder","doi":"10.36315/2023v1end009","DOIUrl":"https://doi.org/10.36315/2023v1end009","url":null,"abstract":"Escalating rates of teacher attrition require teacher training programs to consider more contemporary training methods. Adapted from the medical and aviation fields, the concept of simulations is currently making an entry into the world of education. An international pioneer in this venture, Israel already has twenty simulation centers at its universities and teacher training colleges and has more in the planning stages. Through qualitative research methods, this study analyses the factors contributing to their success. It highlights benefits derived by teachers from experiences at simulation centers including, inter alia, heightened self-awareness leading to more successful interactions in the workplace. Numerous benefits, particularly for graduates entering the teaching profession, suggest that simulation center experiences should be necessary inclusions of teacher training programs around the world.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84723533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching and developing students' ability to think critically is highlighted as one of the tasks of modern education and a part of curricular documents in various countries. Teachers are expected to teach the students how, and not what to think, emphasizing the change of focus in modern education, whose demand becomes a critical reflection on the content of teaching, and not exclusively its adoption and reproduction. Tennessee Williams’s play The Streetcar Named Desire although written in 1947 is frequently staged in theatres all over the world. The plot depicts family and social relations and, among others, the destiny of Blanche, a character with anxiety disorder, an alcoholic, labelled sexually deviant, older, who instead of being supported by her family, ends up in a mental institution. The goal of this paper is to analyse the presentation of characters in the play through the social model of disability, the central thesis of which is: disability, that is physical or mental impairment, is undoubtedly a limitation of functionality for each individual; however, disability also arises because of social processes. The way the disability is presented in the play can be a basis for teaching understanding, empathy and tolerance as well as correct decision-making as the foundation of critical thinking.
{"title":"CAN THE ANALYSIS OF THE PLAY THE STREETCAR NAMED DESIRE BY TENNESSEE WILLIAMS THROUGH THE SOCIAL MODEL OF DISABILITY, ENCOURAGE THE DEVELOPMENT OFCRITICAL THINKING","authors":"Izabela Potnar Mijić","doi":"10.36315/2023v1end057","DOIUrl":"https://doi.org/10.36315/2023v1end057","url":null,"abstract":"Teaching and developing students' ability to think critically is highlighted as one of the tasks of modern education and a part of curricular documents in various countries. Teachers are expected to teach the students how, and not what to think, emphasizing the change of focus in modern education, whose demand becomes a critical reflection on the content of teaching, and not exclusively its adoption and reproduction. Tennessee Williams’s play The Streetcar Named Desire although written in 1947 is frequently staged in theatres all over the world. The plot depicts family and social relations and, among others, the destiny of Blanche, a character with anxiety disorder, an alcoholic, labelled sexually deviant, older, who instead of being supported by her family, ends up in a mental institution. The goal of this paper is to analyse the presentation of characters in the play through the social model of disability, the central thesis of which is: disability, that is physical or mental impairment, is undoubtedly a limitation of functionality for each individual; however, disability also arises because of social processes. The way the disability is presented in the play can be a basis for teaching understanding, empathy and tolerance as well as correct decision-making as the foundation of critical thinking.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86701806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"COVID-19: RETHINKING THE SKILLS REQUIRED OF 21ST CENTURY EDUCATORS","authors":"","doi":"10.36315/2023v1end125","DOIUrl":"https://doi.org/10.36315/2023v1end125","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87944226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"SIGNIFICANCE AND ATTITUDE OF TEACHING APPLIED MECHANICS CALCULATIONS IN CIVIL TECHNOLOGY: STUDENTS ANALOGY","authors":"","doi":"10.36315/2023v1end106","DOIUrl":"https://doi.org/10.36315/2023v1end106","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82234809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studying in doctoral study programmes of universities is quite often based on individual study plans of PhD students, under the guidance of a supervisor, or with the participation of a consultant. The main content of such studies is systematic creative scientific work with an emphasis on the topic of the dissertation. However, among other things, students usually participate in the management and preparation of teaching in bachelor or master study programmes to the required extent as a part of the study plan. Therefore, it is quite common for the students to teach on top of undertaking their research, and for this teaching practice, they should be provided with quality training on how to teach. In this context, the paper focuses on the multidisciplinary course “Didactic and Presentation Skills” for students of doctoral study programmes of one of the public universities in the Czech Republic. The course mainly covers the basics of university teaching, psychology and other areas that develop didactic and presentation skills of university members as often some will remain at the university in the positions of junior academics and scientists. In addition to the theoretical fundamentals, considerable space is devoted to seminars with video training of skills with their analysis and self-reflection. The aim of the paper is to introduce the current experience of the university institute of a Czech university with the development of doctoral students' competences needed for teaching. Furthermore, the results of the course evaluation in the academic year 2021/2022 from the perspective of doctoral students are presented. Among the topics provided, the respondents themselves attach the greatest weight to practical seminars on didactic and presentation skills, which they put in first place. Theory of communication and presentation skills and educational evaluation and educometrics are also considered essential by respondents, closely followed by the use of digital technologies in education, university pedagogy, psychological aspects of teaching, and activation methods. The study confirms the importance of preparing novice PhD students to adapt in teaching, to feel comfortable in a large auditorium, and to be confident in various situations that may happen at any time.
{"title":"LEARNING TO TEACH: AN EVALUATION OF THE PREPARATION OF DOCTORAL STUDENTS TO LEAD THEIR OWN TEACHING","authors":"","doi":"10.36315/2023v1end022","DOIUrl":"https://doi.org/10.36315/2023v1end022","url":null,"abstract":"Studying in doctoral study programmes of universities is quite often based on individual study plans of PhD students, under the guidance of a supervisor, or with the participation of a consultant. The main content of such studies is systematic creative scientific work with an emphasis on the topic of the dissertation. However, among other things, students usually participate in the management and preparation of teaching in bachelor or master study programmes to the required extent as a part of the study plan. Therefore, it is quite common for the students to teach on top of undertaking their research, and for this teaching practice, they should be provided with quality training on how to teach. In this context, the paper focuses on the multidisciplinary course “Didactic and Presentation Skills” for students of doctoral study programmes of one of the public universities in the Czech Republic. The course mainly covers the basics of university teaching, psychology and other areas that develop didactic and presentation skills of university members as often some will remain at the university in the positions of junior academics and scientists. In addition to the theoretical fundamentals, considerable space is devoted to seminars with video training of skills with their analysis and self-reflection. The aim of the paper is to introduce the current experience of the university institute of a Czech university with the development of doctoral students' competences needed for teaching. Furthermore, the results of the course evaluation in the academic year 2021/2022 from the perspective of doctoral students are presented. Among the topics provided, the respondents themselves attach the greatest weight to practical seminars on didactic and presentation skills, which they put in first place. Theory of communication and presentation skills and educational evaluation and educometrics are also considered essential by respondents, closely followed by the use of digital technologies in education, university pedagogy, psychological aspects of teaching, and activation methods. The study confirms the importance of preparing novice PhD students to adapt in teaching, to feel comfortable in a large auditorium, and to be confident in various situations that may happen at any time.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recomposition and photomontage are an integral part of contemporary art and should be implemented in the contemporary teaching of Visual Arts. This paper aimed to determine whether the use of recomposition and photomontage in Visual Arts classes stimulates student creativity. The research was carried out from 2019 to 2022 among students at the Department of Teacher Education and the Department of Preschool Education at the Faculty of Humanities and Social Sciences in Split, who applied the methods of recomposition and photomontage in Visual Arts classes. The research was qualitative, with the use of observation method and descriptive method, and a total of 133 students participated in the research. The resulting artworks were divided into groups according to the degree of creativity that the students expressed in those works. After the research, it was concluded that the use of recomposition and photomontage stimulated student creativity. However, a significantly greater degree of freedom could have been reached in terms of combining, using imagination and creating new ideas.
{"title":"RECOMPOSITION AND PHOTOMONTAGE AS A STIMULUS FOR THE DEVELOPMENT OF CREATIVITY IN TEACHING VISUAL ARTS","authors":"Marija Brajčić, Dubravka Kuščević","doi":"10.36315/2023v1end044","DOIUrl":"https://doi.org/10.36315/2023v1end044","url":null,"abstract":"Recomposition and photomontage are an integral part of contemporary art and should be implemented in the contemporary teaching of Visual Arts. This paper aimed to determine whether the use of recomposition and photomontage in Visual Arts classes stimulates student creativity. The research was carried out from 2019 to 2022 among students at the Department of Teacher Education and the Department of Preschool Education at the Faculty of Humanities and Social Sciences in Split, who applied the methods of recomposition and photomontage in Visual Arts classes. The research was qualitative, with the use of observation method and descriptive method, and a total of 133 students participated in the research. The resulting artworks were divided into groups according to the degree of creativity that the students expressed in those works. After the research, it was concluded that the use of recomposition and photomontage stimulated student creativity. However, a significantly greater degree of freedom could have been reached in terms of combining, using imagination and creating new ideas.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73519690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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