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CONTENTS
In memoriam: Sonja Žarković
TEACHING AND LEARNING
Ph.D. Jelena D. Stanisavljević, Ph.D. Ivica T. Radović:
Effects of application of natural zoological material on durability and quality of acquired knowledge of biology
Nataša Milanović:
Bloom's taxonomy of cognitive domain in the function of acquisition of basic mathematical conceptsa
Ph.D. Ph.D.agica Trivić, Miomir Ranđelović, Mirjana Marković,Ph.D. Ratko M. Jankov, Ph.D. Gordana Zindović-Vukadinović:
Attainment standards in chemistry teaching – a vision of chemically literate young people
Ivana Đerić, Ivana Luković, Rajka Studen:
Science teaching in Serbia in the context of the TIMSS-FT 2007 results
EDUCATIONAL PROBLEMS
Ph.D. Vera Spasenović, M.A. Snežana Mirkov:
Intervenient programmes for developing students' social skills
NEW COMMUNICATION TECHNOLOGIES AND CHILDREN
Ph.D.. Ljubomir Žiropađa:
Child and pc – parents' expectations and fears
PRE-SCHOOL EDUCATION
Ph.D. Jasmina Klemenović:
Ecologic education of preschool children
TEACHING PERSONNEL
Ph.D. Nedeljko Trnavac:
What do school pedagogues in Serbia do and how?
Ph.D. Jelena D. Stanisavljević
Ph.D. Ivica T. Radović
Biološki fakultet
Beograd
EFFECTS OF APPLICATION OF NATURAL ZOOLOGICAL MATERIAL ON DURABILITY AND QUALITY OF ACQUIRED KNOWLEDGE OF BIOLOGY
Abstract
The text analyses the efficiency of the application of natural zoological material in biology teaching (theme: arthropods, sixth grade, primary school) regarding durability and quality of the acquired knowledge. In order to find this out a pedagogic experiment was conducted with parallel groups of students in four primary schools (159 students in the experimental and 151students in the control group). The experimental method confirmed a positive influence of the application of natural zoological material on the durability and quality of the acquired knowledge in the examined teaching area.
Keywords: primary school, biology teaching, natural zoological material, arthropods.
CONTENS
Nataša Milanović
Osnovna škola "Dušan Jerković"
Inđija
BLOOM'S TAXONOMY OF COGNITIVE DOMAIN IN THE FUNCTION OF ACQUISITION OF BASIC MATHEMATICAL CONCEPTS
Abstract
The paper deals with the efficiency of the application of Blum's taxonomy in the acquisition of basic mathematical concepts. The efficiency of the application of Blum's taxonomy is reflected in the existence of statistically significant difference between the results of three tested knowledge levels (knowledge, understanding, application). Further, significant differences were found between the groups of examinees when their successfulness in problem solving was tested in class activities. A distinct advantage of the application of Blum's ordering of goals and tasks in designing the teaching process was noticed when the data necessary for forming descriptive evaluation of students were compiled. The author concludes that the efficiency of the application of Blum's taxonomy in designing the teaching process (concretization of goals and tasks, defining the list of class activities) was tested and experimentally confirmed and, at the same time, a great implicit potential of Blum's concretization of goals and tasks related to cognitive area especially important for the realization of the most complex process in teaching – concept formation in students was noticed.
Keywords: concept formation, Blum's taxonomy, goal and task classification in cognitive terms, class activity, teaching efficiency.
CONTENS
Ph.D. Ph.D.agica Trivić, Ph.D. Ratko M. Jankov
Hemijski fakultet, Beograd
Miomir Ranđelović
OŠ "Josif Pančić", Beograd
Mirjana Marković
OŠ "Gavrilo Princip", Beograd
Ph.D. Gordana Zindović-Vukadinović
Geografski fakultet, Beograd
ATTAINMENT STANDARDS IN CHEMISTRY TEACHING – A VISION OF CHEMICALLY LITERATE YOUNG PEOPLE Abstract
The paper presents ten standards which are the result of defining chemical literacy within general scientific literacy regarded necessary to every young person. Our aim is, by offering these standards, to precisely define all knowledge and skills which each student should acquire while studying chemistry. It is about knowledge necessary in everyday life, which is a part of general education which again is necessary for lifelong education as well as for personal and professional selfrealization. Namely, they include knowledge, skills and attitudes shared by everybody at the end of general education. The formulation of the suggested standards is based on the results of several long-termed researches of the students' attainments in the area of chemistry at various educational levels, as well as on an analysis of the related experiences in other countries. Although the suggested standards are not dependent on current chemistry curricula, they are in accordance with the aims of studying chemistry in primary and secondary schools. In other words, if the conditions for attainment, which are defined in these standards, are provided, the aims of studying chemistry on primary and secondary school levels will be achieved.
Keywords: chemistry, attainment standards, chemical literacy, education, teaching.
CONTENS
Ivana Đerić, Rajka Studen, Ivana Luković
Institut za pedagoška istraživanja
Beograd
SCIENCE TEACHING IN SERBIA IN THE CONTEXT OF THE TIMSS-FT 2007 RESULTS
Abstract
The paper is the result of the TIMSS 2007 (Trends in International Mathematics and Science Study) field trial conducted in 34 primary schools in the Republic of Serbia . The study included 1461 students of the eighth grade and 160 science teachers. Separate questionnaires for the students and the teachers were used in order to gather various data, including those related to contextual variables which determine the level and the quality of students' attainment. Analyzed were only basic characteristics of indoor and outdoor class activities, orientation towards research in teaching, evaluation and homework assignments, and the use of the computer and the Internet in the teaching process. The data show that the students are not sufficiently encouraged towards independence in learning. Science teachers, most commonly, resort to classical lecturing, and devote considerably less time to research class activities. Both the students and the teachers report to have scarce opportunities to use computers for educational purposes. Although science teachers hold that homework assignments contribute to better understanding of the teaching contents, they assign them less frequently compared to teachers of mathematics. It is noticeable that science teachers include students in the evaluation process more and more, which is an important segment of students' participation in school life.
Keywords: forms of activities in science teaching, computer use, homework assignments, evaluation, TIMSS.
CONTENS
Ph.D. Vera Spasenović
Filozofski fakultet, Beograd
M.A. Snežana Mirkov
Institut za pedagoška istraživanja, Beograd
INTERVENIENT PROGRAMMES FOR DEVELOPING STUDENTS' SOCIAL SKILLS
Abstract
Difficulties in developing positive social peer relations often arise from socially undesirable forms of behaviour, i.e. the lack of adequate social skills. The term social skills refers to socially acceptable, learned behaviours that help the individual to interact with others in a way which leads to positive and avoids negative reactions. A great number of the programmes for developing social skills is aimed at the development of pro-social behaviour, which is in accordance with the idea that unaccepted students, and/or those who behave asocially or antisocially, lack adequate social skills, and that they will, if they acquire them, enhance the quality of their peer relations. Various techniques are used to develop social skills in students: lecturing, modelling, rehearsing and positive stimulation. In general, the analysis of the effects of the intervenient programmes shows that they, in the majority of cases, enhance pro-social behaviour, reduce inappropriate behaviours and lead to better acceptance by the peers, but also that they yield weaker long-term effects. Further efforts in this area are directed towards: a) adjusting intervenient programmes to students' specific needs; b) providing adequate context for training; c) enabling students to acquire generalization of the new skills; and d) use of sensible modes to measure the outcomes of the applied programmes.
Keywords: intervenient programme, social skills, interpersonal relations, social behaviour, peer acceptance.
CONTENS
Ph.D. Ljubomir Žiropađa
Filološki fakultet
Beograd
CHILD AND PC – PARENTS' EXPECTATIONS AND FEARS
Abstract
The article consists of two parts. After a short review of various ideas of the influence of the computer technology on children and the young, which can be found in literature, in the second part presented are the results of the research on the related attitudes and ideas of parents. The survey encompassed 186 parents of children between seven and seventeen years of age. Nearly half the parents had negative attitudes towards the use of computers by children. It can be justifiably supposed that a number of parents formed their attitudes based on the experiences with their children regarding the way they used computers. One out of five parents reported that their child became less successful in school after a computer had entered their home. This is in accordance with the data that children rather rarely use computers for doing their homework assignments. One out of six parents noticed that their children were less concentrated, and one out of nine that they became socially isolated. Dangers of this type, however, should not be exaggerated. Although only 6% of parents admitted that they did not know how their children spent time using the computer, it is more probable that this number is higher in reality, since the parents' answers do not mention, almost at all, very popular that almost no parents mentioned some of the dangers potentially threatening young Internet users (access to sites with undesirable contents, publicizing private information, etc.). It can be concluded that parents, generally, are not informed well enough about the risks their children are exposed to when they are connected to networks.
Keywords: the young and computer, the young and Internet, attitudes, Internet use.
CONTENS
Ph.D. Jasmina Klemenović
Filozofski fakultet
Novi Sad
ECOLOGIC EDUCATION OF PRESCHOOL CHILDREN
Abstract
The study offers an analysis of the experiences in organizing ecologic education of preschool children in different parts of the world. Presented are the experiences of the developed countries (the USA an Scandinavian countries) which have the longest tradition in this respect, as well as the achievements of some countries in transition ( Russia and Bulgaria ) which are comparable to our educational practice. A comparative analysis of the regional and national reports and their accredited curricula revealed some common tendencies in organizing modern ecological education of preschool children. First of all, his type of education is a legal obligation of educational, cultural and public institutions regardless of the level of the development of a country. Further, in the majority of the developed countries it is organized around the principle of sustainability, while similar efforts have been intensified in the countries in transition only recently. Also, in almost all communities the ecologic aspect is explicitly included in the curricula which define and design educational work in preschool institutions. The majority of the curricula focus on affective and conative aspects, which does not mean that cognitive aspects of the development of ecologic awareness are lacking.
Keywords: ecologic education, preschool children, ecologic culture, ecologic awareness.
CONTENS
Ph.D. Nedeljko Trnavac
Filozofski fakultet
Beograd
WHAT DO SCHOOL PEDAGOGUES IN SERBIA DO AND HOW?
Abstract
In honor of the fiftieth anniversary of the establishment of the profession of school pedagogue in Serbia (1958) we have undertaken an extensive study in order to form a comprehensive data base for further qualitative analysis of the work of school pedagogues. Both analyses, quantitative and qualitative, are intended to enable obtaining a base for designing new professional identity for school pedagogues in Serbia . In two preceding articles we outlined who school pedagogues in Serbia are (‘identity card' of the average school pedagogue) and described the conditions in which they work. In this third sequel we are trying to find answers to the questions on what and how school pedagogues perform their job: namely, which planned contents and activities they realize and in what way, i.e. which major methodological problems they encounter.
Keywords: educational assistance, school pedagogue, work plan, methodology of work of school pedagogue
CONTENS
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