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CONTENTS
TEACHING AND LEARNING
Ph.D. Vučina Raičević :
On new teaching technologies and approaches in flt methodology
Ph.D. Svetlana Čizmić, Ivana Kovačević :
Task intrumentality and motivational factors of learning
Marković, M. Ranđelović, Ph.D. D . Trivić, D r S. Bojović, Ph.D. G. Zindović - Vukadinović:
Efficiency of various chemistry study methods in primary school
M.A. Vesna Milivojević, Ph.D. Tomka Miljanović:
Active learning of ecological contents in biology teaching in primary schoool
Ph.D. Goran Devedžić, Jelena Maksić:
Machine elements and constructions modelling: 5+ years later
CHILDREN WITH SPECIAL NEEDS
Ph.D. Gordana Nikolić :
The role of biligualism in the development of children with hearing impairment
Ph.D. Emilija Lazarević:
The impact of speech imapairments on academic attainment
Sanja Tatić-Janevski:
A contribution to the advancement of the teaching practice with rom children
TEACHING PERSONNEL
M.A. Jelena Stamatović:
In-service training as a segment of professional development of teachers – the process and the needs
PRE-SCHOOL EDUCATION
Ph.D. Vesna Colić::
Noise in preschools
METHODOLOGY OF PEDAGOGICAL RESEARCH
M.A. Slavica Ševkušić:
Action research of an after-class programme
REVIЕWS
Ph.D. Dara Damljanović:
Innovations in teaching Russian language, literature and culture
Ivana Luković:
Knowledge system development in teaching
Ph.D. Vučina Raičević
Filološki fakultet
Beograd
ON NEW TEACHING TECHNOLOGIES AND APPROACHES IN FLT METHODOLOGY Abstract
Starting from modern social, sociocultural and multilingual European context, in this paper we shall try to highlight some new approaches and tendencies in foreign language teaching (FLT), i.e. their linguistic, psychological and didactic concepts that constitute their theoretical basis, and which are realized in the form of a teaching model in the particular teaching conditions. New teaching technologies and approaches is a term which, of lately, is used more and more frequently in applied-linguistic literature. Modern FLT methodology is characterised by another new spiral in its development as an independent scientific discipline. It offers great possibilities for discovering and better understanding of the hidden potentials (reserves) of the student who is regarded the subject of the teaching process, opportunities for developing positive motivation for learning a foreign language, which is regarded a good route in fighting formalism, and is aimed at obtaining fuller humanization of the teaching process.
Keywords: modern FLT methodology, new teaching technologies and approaches, teaching aids.
CONTENS
Ph.D. Svetlana Čizmić
Institut za psihologiju Filozofskog fakulteta
Beograd
Ivana Kovačević
Fakultet organizacionih nauka
Beograd
TASK INTRUMENTALITY AND MOTIVATIONAL FACTORS OF LEARNING Abstract
As instruction and in-service training have been gaining on importance, motivation for work has come to be linked with motivation for learning and has become dependant upon the same type of factors. Alongside with the changes in the sphere of work, there have been the changes in the domain of cadre education, primarily students. It is assumed that the influence of the target control of different levels of similarity determines these same targets and the learning techniques of students. It is also assumed that the context in which learning takes place affects motivational variables. Starting with theoretical concepts of motivation and correlating them with the indicators of efficiency in various learning situations we came to a conclusion that a context demands adequate learning strategies and coordination of targets with regard to the preferred type of instrumentality. In the research we applied modified Simmons', Dwight's, and Lenz's scales for instrumentality types, learning strategies, and target directedness. Our aim was to examine whether motivation for learning depends upon the specificities of the context in which learning takes place, which was confirmed by our research conducted with students of two faculties. If it is as our results imply, then the idea of setting learning targets and the provision of adequate learning contexts would result in more efficient both learning and the teaching process in general.
Keywords: motivation for learning, instrumentality type, learning strategy, target directedness.
CONTENS
Mirjana Marković
OŠ "Gavrilo Princip", Beograd
Miomir Ranđelović
OŠ "Josif Pančić", Beograd
Ph.D. Dragica Trivić
Ph.D. Snežana Bojović
Hemijski fakultet, Beograd
Ph.D. Gordana Zindović-Vukadinović
Geografski fakultet, Beograd
EFFICIENCY OF VARIOUS CHEMISTRY STUDY METHODS IN PRIMARY SCHOOL Abstract
The aim of this paper is to create/select those chemistry teaching and learning techniques which would enable the acquisition of permanent and applicable knowledge related to ‘Nonmetals and their compounds' in primary school, as well as to examine the efficiency of the selected techniques. First the study targets were defined, and then the method was selected including the tasks for students, i.e. the activities aimed at acquiring knowledge and skills defined in the targets. Bearing in mind different provisional aspects in our schools two approaches were accepted for the realization of the contents: one which could be realized in the existing provisional conditions, and another which requires better provision of teaching aids. What both approaches have in common is that learning is based on the results of experimenting. In the former approach (Approach A) ready knowledge was transmitted to students by discussions, various texts and demonstrational experiments. The latter approach (Approach B) was characterised by students' learning via individual research, independent experimenting and problem solving. The results of the final test showed that the students of the B group were more successful in identifying and explaining the essential changes in the experiments. Furthermore, a larger number of students in this group discovered relations between substance properties, how they can be made, and what possible reactions with other substances there may be.
Keywords: chemistry, demonstrational experiments, students' research/experimental work, interactive learning, cooperative learning.
CONTENS
M.A. Vesna Milivojević
OŠ "Miroslav Antić"
Futog
Ph.D. Tomka Miljanović
PMF, Departman za biologiju i ekologiju
Novi Sad
ACTIVE LEARNING OF ECOLOGICAL CONTENTS IN BIOLOGY TEACHING IN PRIMARY SCHOOOL
Abstract
The traditional teaching concept based on lecturing cannot satisfy the needs of modern education. In the context of the ongoing reform of our education system, apart from essential changes being made in the curricula, it is necessary to modernize also the approach to learning/teaching by implementing creative and flexible strategies aimed at augmenting the student's competencies for independent and efficient learning and better cope with real life. Within the research, presented by this paper, the efficacy of the application of active (interactive and cooperative) learning methods in the realization of ecologic contents within the subject Biology in primary school was examined and contrasted with traditional teaching methods. The results imply that the advantage is on the side of active learning in the domain of cognitive and socio-emotional aspects in comparison with traditional teaching. They affirm our belief that the active learning/teaching concept (LTC) deserves wider and more consistent application in our teaching practice.
Keywords: primary school, biology teaching, ecological contents, active learning/ teaching, traditional teaching.
CONTENS
Ph.D. Goran Devedžić
Mašinski fakultet,
Kragujevac
Jelena Maksić
Tehnička škola za mašinstvo i saobraćaj
Kragujevac
MACHINE ELEMENTS AND CONSTRUCTIONS MODELLING: 5+ YEARS LATER Abstract
The paper analyses the situation in the educational system and the perspectives of further development in the field of machine elements and constructions modelling. Presented is a brief comparative analysis of the results achieved in our and developed countries. According to our analysis and published information on international trends towards educational developments in this area, there is a serious lagging in our educational system when three dimensional modelling of products and processes is concerned. Presented also are some suggestions for curriculum redesigning in order to overcome the identified problems.
Keywords: machine elements and constructions modelling, educational system, curriculum.
CONTENS
Ph.D. Gordana Nikolić
Zavod za unapređivanje obrazovanja i vaspitanja
Beograd
THE ROLE OF BILIGUALISM IN THE DEVELOPMENT OF CHILDREN WITH HEARING IMPAIRMENT Abstract
In recent years, the development of children with hearing impairment and their growing up in bilingual environment has become one of the most prominent issues. Sign language is regarded as a linguistic modality in which hands and movements are used in a deliberate, ‘verbal' way, in order to express the same range of meanings as those achieved by speech, especially grammar ( Crystal , 1955). The study of written and spoken language has, in recent decades, been supplemented by a growing interest for yet another mode of verbal communication – sign language, which had been the least studied aspect of communication so far. In accordance with these newest tendencies in treating children with severe hearing impairment, we conducted a research aimed at estimating the importance of sign language for the development of speech and academic attainments of students with hearing impairment. The results confirmed the importance of the role that sign language plays in the development of children with hearing impairment, and indicated to the need for implementing bilingual approach in the curricula of the institutions and schools for children with hearing impairment. Bilingual approach fully appreciates sign language as a specific communication means important for the development and education of these children.
Keywords: communication, gesture, sign, hearing, speech, language, intelligence, development, integration, stimulus, function, information.
CONTENS
Ph.D. Emilija Lazarević
Institut za pedagoška istraživanja
Beograd
THE IMPACT OF SPEECH IMAPAIRMENTS ON ACADEMIC ATTAINMENT
Abstract
Academic attainment is the issue that has always attracted attention of the pedagogues, psychologists, teachers, parents, and students. Numerous are the factors that affect attainment in learning. An important factor which influences academic attainment is the level of the speech development of the child. So far little attention has been paid to the influence of speech impairments on academic attainment. Yet, the research of many authors indicates to the fact that a large number of children who have problems with mastering school requirements show a pronounced deficiency in the development of the functions related to language and speech. The impairments of the various aspects of the linguistic-speech development, depending on the type and range, affect academic attainment differently. There are some speech impairments that do not affect attainment at all. One of such is the impairment of articulation – dyslalia. Speech impairments, such as muttering, developmental dysphasia, dyslexia, and dysgraphia do affect academic attainment. We present theoretical scientific findings on speech impairments typical for school-age children which can affect their academic attainment, and offer some measures for resolving the existing difficulties.
Keywords: speech-linguistic development, speech impairments, school attainment.
CONTENS
Sanja Tatić-Janevski,
Zavod za unapređivanje obrazovanja i vaspitanja
Beograd
A CONTRIBUTION TO THE ADVANCEMENT OF THE TEACHING PRACTICE WITH ROM CHILDREN
Abstract
The paper focuses on the possibilities to advance professional competencies of the teachers dealing with Rom students, and to raise their motivation for work in multicultural classes. Our aim is to present the identified targets, outcomes, and modes of realization of the activities undertaken by the teachers in their work with Rom children, after having participated in the programme ‘The Rom child and school'. The results of the qualitative analysis of the teachers' reports showed that all conducted activities might be divided into five basic categories: advancement of Rom students' attainments in learning; better cooperation with Rom families; students' cultural identity strengthening; elevation of the social status of Rom students in their school; humanitarian aid to Rom families and children. These activities and their outcomes could be taken as an example of possibilities and ways in advancing the teaching practice with Rom children. The text might also serve as a frame of thinking about individual engagement of teachers in order to advance their teaching practice and social climate in multicultural classes.
Keywords: Rom students, teaching practice, teachers' professional development, multiculturality.
CONTENS
M.A. Jelena Stamatović
Školska uprava
Užice
IN-SERVICE TRAINING AS A SEGMENT OF PROFESSIONAL DEVELOPMENT OF TEACHERS – THE PROCESS AND THE NEEDS Abstract
The most important function in the professional development of the teacher is changing oneself in order to work more efficiently and gain positive effects in the teaching process. A basic directive of the professional development of the teacher is continuity, which is focused on the process of the development of the teacher's awareness of what she is doing, why she is doing something, and to the identification of the ways in which she can advance her work and herself personally. In this continuous process of development, from choosing the profession, basic education, starting to work, and during the whole career, in-service training is the most prominent way by which the teachers can advance their work, progress and extend their roles in order to achieve better effects of their work. In-service training is a complex process characterised by permanent acquisition, enrichment and follow-up of new knowledge and skills, strengthening potentials, skills and attitudes necessary for a wide area of the teacher's roles. Another important component of the in-service training is the recognition and coordination regarding real needs of teachers, school as the context of the in-service training, and the teaching process in general. The steps that might contribute to the realization of this component could be the development and advancement of in-service training within the school, active participation of the teachers in the process of in-service training, openness of the school towards other training institutions...
Keywords: teachers' professional development, in-service training, in-service training needs of teachers.
CONTENS
Ph.D. Vesna Colić
Viša škola za obrazovanje vaspitača
Novi Sad
NOISE IN PRESCHOOLS Abstract
The paper discusses a problem evident in the institutionalized care-take of small children – the problem of noise, which imposed upon the author during her research on adult speech as the means of socialization of children in nurseries. There are a surprisingly small number of both theoretical and practical researches on this matter, so overwhelmingly present in our care-take institutions. Hence the author's intention, by presenting her small-scale research and initial results, to draw attention to and highlight the need for a more serious consideration and more detailed study of the problem of noise in preschool institutions.
Keywords: noise, noise intensity, preschool institution, kindergarten, small children.
CONTENS
M.A. Slavica Ševkušić
Institut za pedagoška istraživanja
Beograd
ACTION RESEARCH OF AN AFTER-CLASS PROGRAMME Abstract
The paper presents some aspects of the development and evaluation of an after-class programme conducted among first and second year students of a Belgrade primary school, which illustrate how it is possible to change and advance educational practice by active participation of both the researchers and the teachers in all phases of a research. The aim of the research was to stimulate both the school and the teachers to extend their educational aspect to the period which children spend in school after regular classes, in order to meet educational needs of students and stimulate their interests and creativity. The project was carried on in three phases. The phase of planning problem-solving and strategic actions included: registering the parents and students interested in after-class programme, providing and designing space for the project, determining the contents and activities, and training the teachers willing to participate in the project. In the second phase, the evaluation of what was being done was the activities, and the teachers reflected critically upon their work by reporting on the undertaken activities and discussions in order to pinpoint the difficulties and enhance their further work on the project. In the phase of the evaluation of the effects of the programme, at the end of the academic year, a survey was organised to determine what teachers and students thought of the programme, and what suggestions they had for its future development and application. The experiences acquired within this project indicate, on the one hand, to the need for elaboration of special programmes for after-class periods that students spend in school and, on the other hand, to the possibilities and importance of action research for the development of such programmes.
Keywords: after-class period, primary school, action research, programme evaluation.
CONTENS
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