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Teaching and Learning

Dr Olivera Gajić, Đuljdana Daljifi, Daniela Gužalić, Jelena Narančić:
Multi-frontal teaching model -effects of application in teaching psychology
Dr Mile Srbinovski:
Students' affective attitudes towards environment
Mr Snežana Mirkov, Mr Nataša Lalić:
Metacognitive strategies and cooperative learning in computer skills training

Educational problems

Dr Tatjana Koteva-Mojsovska:
Principles of humanizing parental educational styles

Pre-school education

Dr Ana Gavrilović:
Multifunctionality of preschool institutions

Children with special needs

Dr Marijana Mitić:
Dyslexia - development of reading ability and symptomatology of dyslexia

History of education

Dr Emina Kopas-Vukašinović:
Preschool curricula in Serbia in the period between two world wars

Reviews and information

Dr Gordana Budimir-Ninković:
Successful pedagogical study
Jelena Pavlović, Vladimir Džinović:
To democracy through education

MULTI-FRONTAL TEACHING MODEL - EFFECTS OF APPLICATION IN TEACHING PSYCHOLOGY

Reporting on an empirical research, the authors try to bring the model of multi- frontal teaching (MFT) closer to readers by highlighting its characteristics, advantages and possible disadvantages. They verified experimentally the effects of the application of this model in the teaching of psychology in secondary schools, according to a devised theoretical frame and the results of relevant research. According to the statistic data and the hypotheses testing it can be concluded that the initial assumptions were partly verified in the research. Namely, the majority of the respondents in the experimental group stated that they would not alter their current mode of work (MFT), while the respondents in the control group were somewhat more satisfied with the teacher-student communication and the implementation of a method of reporting. Significant differences between the two groups were found regarding the mode of examination and assessment. The experimental group respondents were happier in this regard than the respondents of the control group. Finally, it should be pointed out that, regarding the attainment at a psychology knowledge test, the two groups did not differ significantly. The authors conclude that, in practice, the implicit potentials of the MFT are insufficiently exploited and that the model deserves further studies.

Keywords: multi-frontal teaching, psychology teaching, learning strategies.
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Dr Mile Srbinovski UDK - 37.01 (504.06)
Gimnazija "Kiril Pejčinović" Izvorni naučni rad Tetovo Primljeno: 13. II 2006.

STUDENTS' AFFECTIVE ATTITUDES TOWARDS ENVIRONMENT

In our research we tried to determine the affective components of the students' attitudes towards environment. The significance of our work is based on the fact that ecologic awareness of students comprises not only cognition but also readiness for action, value judgements and emotional components. The aim of the research was to encourage students to develop a sense of responsibility towards the environment, and the scope was to determine the level of the affective component of the students' readiness to protect the environment. The affective component was examined by testing how satisfied students are with the conditions in their environment. For that purpose we devised an instrument – Scale of Satisfaction, and the survey comprised 1003 studentsfrom 37 primary and secondary schools in Macedonia. It can be concluded that the intensity of satisfaction with the conditions of the environment is medium, and that appealing to emotions should be more exploited in our schools, i.e. pleasant emotional experiences should be implemented in teaching contents and methods, in general.

Keywords: affective attitude, students, environment, Macedonia.

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METACOGNITIVE STRATEGIES AND COOPERATIVE LEARNING IN COMPUTER SKILLS TRAINING

The paper discusses the results and implications of a research which indicate to a significant importance of metacognitive strategies in the development of computer skills. Additional attention was paid to those skills that require metacognitive strategies in a learning environment which requires cooperation, as opposed to a direct instructional approach. Positive effects of such training are manifested in qualitatively different learning outcomes – in achievement test scores and self-concept development. Motivational importance of the cooperation approach is highlighted. By developing a sense of one's own control over one's own learning process one builds a sense of self-efficiency. The subjects who were trained in metacognitive strategies in a cooperative environment tend to continue training in computer skills more than the subjects trained by direct instructing. The inclusion of cooperative metacognitive components into traditional methods of computer skills training is, therefore, justified, especially for students with lower self-esteem and a sense of low control in a computer-use-situation.

Keywords: computer skills training, metacognitive strategies, cooperative learning,direct instruction, self-concept.
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PRINCIPLES OF HUMANIZING PARENTAL EDUCATIONAL STYLES

Parenthood is an important segment of the child upbringing in the family. Of primary importance are the parent-child relationship and general family climate which affect the development and behaviour of child. Bearing inmind the role of parents in the development of the child, extremely important are pedagogic education and pedagogic culture of parents since they create a unique and early process of acquiring knowledge, values and attitudes in a wider pedagogical sense. Since one ofimportant segments of the parent-child relationship is a humane treatment of the child by which the child can acquire a status of a subject in a family, it is necessary that pedagogic culture and pedagogic education be directed towards the adoption of the principle of the humanized treatment of the child, which requires acquisition of knowledge, culture and habits by parents. Namely, parents should be educated for the application of the following principles of humane attitudes towards the child: coordination, awareness, conscientiousness, consistency and dignity; moderation; positive progression and the principles of development; adaptedness to the child's age; scholarliness; reciprocity and circularity; individualization; liberalization and democratization; originality and authenticity; dedication.

Keywords: principles, parenthood humanizing, parents, upbringing style, pedagogic culture.
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Dr Ana Gavrilović UDK - 373.21
Filozofski fakultet Pregledni članak Banja Luka Primljeno: 14. II 2006.

MULTIFUNCTIONALITY OF PRESCHOOL INSTITUTIONS

Although they have existed in these parts for more than 160 years, preschool institutions' field of work still has not been defined precisely. In different periods it have been assigned to other, more developed, fields – field of education, health or social care. Although, in essence, their work-field includes some aspects of all three mentioned fields, preschool institutions do possess their own identity which, by uniting these three aspects, has resulted in a new quality and identity per se, and which should be sanctioned both in norm and in social division of labour. The paper presents normative definitions of preschool work-field from the establishment of preschools to current normative solutions, stresses the need for legislative arrangement of the matter, and offers arguments for the recognition and sanctioning of the multifuntionality of the preschool institutions' field of work.

Keywords: preschool institutions, field of work, work-field multifuntionality, educational, health preventive and social function.
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DYSLEXIA: DEVELOPMENT OF READING ABILITY AND SYMPTOMATOLOGY OF DYSLEXIA

In order to become a fluent reader a child must possess all preceding oral linguistic abilities developed. Any delay in their development, even a minimal one, causes phonologic disorders leading to dyslexia. The paper presents a periodization which encompasses all elements of oral linguistic development from the age of three to nine. Symptomatology is divided into primary and late symptoms of dyslexia. Primary symptoms are especially highlighted because their early detection will leave more time for the professionals dealing with these disorders to start treatments and have greater chances to complete them successfully, or even to prevent dyslexia. Late symptoms of dyslexia are usually followed by other psychological disorders, which complicates the treatment and makes the overcoming of dyslexia ‘'more painful'' both for the child and the family. We wish to stress that there is no one with average intellectual capacity who is not able to learn to read and become a fluent reader. If the symptoms of dyslexia are discovered in the early phase, speech therapy can be successfully completed before the child starts school. On the other hand, if detected in a later phase, when the child has already started school, a multidimensional approach in the therapy becomes necessary and includes close cooperation between a speech therapist, pedagogue, psychologist and the family.

Dr Emina Kopas-Vukašinović UDK - 372.3 (497.11)
Institut za pedagoška istraživanja Pregledni članak Beograd Primljeno: 9. II 2006.

PRESCHOOL CURRICULA IN SERBIA IN THE PERIOD BETWEEN TWO WORLD WARS

The paper outlines the development of the preschool curricula in Serbia in the period between the First and Second World War. Those were the times when organization and teaching contents of preschool institutions were not sanctioned by educational legislation, not until near the beginning of the World War II. Official curricula, instruction handbooks for preschool teachers and nurses, or reference literature were non-existent in that period. Preschool problems were solved according to the Froebelian concept of preschool education and the experience of the teachers. The teachers relied on their own notes and compilations of literature and activities collected during their own schooling, and planned and organized their work with children individually. In Vojvodina, they relied on the information on the system of work in preschools in Hungary, which were established before the World War I. In this period, Nikola Kirić contributed much to the development of pedagogic ideas on preschooling by editig a Manual for national preschools and junior classes of primary school. Although his Manual was not based on a theoretical and professional analysis of a curricular concept, nor did he offer any didactic instruction for application, still this handbook contributed much to theorganization of preschool education in the period between the two World Wars.

Keywords: Preschool institution, preschool curriculum, preschool teacher, teaching contents, Froebelian concept.
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Jelena Pavlović,Vladimir Džinović Primljeno: 20. XII 2005..
Institut za pedagoška istraživanja Beograd

TO DEMOCRACY THROUGH EDUCATION Regional Conference organized by the Institute for Pedagogic Research and the Council of Europe

The Council of Europe proclaimed the 2005 year as the European year of civic society through education with the aim to highlight the importance of education for the development of active citizenship. The ending of the 'Year' coincides with the ending of a four-year project of the Institute for Pedagogic Research titled Education for Challenges of Democratic Society. One of the project activities was the organization of a regional conference on To Democracy through Education in Serbia and the Region, held at the hotel Metropol, Belgrade, on December 12-13, 2005, sponsored by the Council of Europe. According to dr Miroslava Đurišić-Bojanović, the president of the organizing committee, the conference was aimed at the exchange of experiences and discussion on the problems and perspectives of education for democracy in our and the neighbouring countries. Among 70 participants were the guests from Slovenia, Croatia, Bosnia and Hercegovina and Macedonia, as well as the representatives of the Ministry of Education and Sport of the Republic of Serbia, the Education Advancement Institute, the University in Belgrade, scientific institutes, non-government organizations, and primary and secondary school boards.

Keywords: education for democracy, civic education, regional cooperation.
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