CONTENTS

TEACHING AND LEARNING

Stanko Cvjetičanin, Ph.D., Mirjana Segedinac,Ph.D., Ljubinka Letić:
Primary-school curricular contents on chemical production
Ljiljana Pižurica, M.A.:
Activities of teachers& students in multi-frontal teaching model
Janko B. Milovanović, M.A.:
Standardized mathematic tasks as models of individualized and differentiated teaching of mathematics

PRESCHOOL EDUCATION

Angela Mesaroš Živkov,M.A., Zagorka Markov. M.A.:
Effects of programmed physical exercises on the development of motor capabilities of preschool children
Sandra Rudić, M.A.,Špela Golubović. Ph.D.:
The relatedness of cognitive functioning of children and the delay in starting school

EDUCATIONAL PROBLEMS

Bojana Crnjanković, Snežana Stojiljković, Ph.D. Jelisaveta Todorović, Ph.D.:
Parental upbringing styles and locus of control in adolescents
Slađana Zuković, Ph.D., Jovana Milutinović, Ph.D.:
School and new Zeitgeiss: education for diversity
Zorica Tomić, Ph.D.:
The influence of the media and educating for dialogue

HISTORY OF EDUCATION

Snežana Bojović,Ph.D., Dragica Trivić,Ph.D., Biljana Tomašević, M.A.:
The development of grammar school chemistry curricula in Serbia in the nineteenth and twentieth centuries
Emina Kopas-Vukašinović, Ph.D.:
Preschool educational programmes in Serbia in the period from 1969 to 1955

REVIEWS

Marinko Lolić, M.A.: P
edagogic and scientific work of Ljubica Radulaški
Jasmina Šefer, Ph.D.:
Revival of enthusiasm: thematic celebration of the anniversary of the Primary school “14. Oktobar” in Barič       
Dušica Malinić, Ph.D.:
Talent for music and successfulness

Doc. dr Stanko Cvjetićanin
Pedagoški fakultet, Sombor
Prof. dr Mirjana Segedinac
Prirodno-matematički fakultet, Novi Sad
Ljubinka Letić
Osnovna škola “Kosta Trifković“, Novi Sad
Izvorni naučni rad
UDK-371. 3

PRIMARY-SCHOOL CURRICULAR CONTENTS ON CHEMICAL PRODUCTION

Students should be acquainted with basic principles of chemical production through teaching contents in the subject Chemistry in primary school. The aim of this work is the analysis of the teaching contents on chemical produc­tion in Chemistry curricula for the seventh and eighth grades of primary school in Serbia in the period from 1974 to date, and the analysis of students’ knowledge of basic principles of chemical production and its applications. Analytical, descriptive and historical meth­ods were used in the research. Chemistry curricula of the stated period were reviewed, and for the analysis of the students’ knowledge a specially construed test was used. The sample comprised 216 first-grade high-school students. The testing was conducted at the very beginning of the academic year in order to determine the level of knowledge after the students’ completing eight years of elementary education. The results show that the knowl­edge of chemical production and application is insufficient due to insufficient number of the teaching contents in the Chemistry curricula for primary schools.

Keywords: teaching, teaching contents, primary school, applied chemistry, chemical production.

 CONTENS

Mr Ljiljana Pižurica
Karlovačka gimnazija, Sremski Karlovci
UDK-371. 3
Izvorni naučni rad

PRIMARY-SCHOOL CURRICULAR CONTENTS ON CHEMICAL PRODUCTION

Students should be acquainted with basic principles of chemical production through teaching contents in the subject Chemistry in primary school. The aim of this work is the analysis of the teaching contents on chemical produc­tion in Chemistry curricula for the seventh and eighth grades of primary school in Serbia in the period from 1974 to date, and the analysis of students’ knowledge of basic principles of chemical production and its applications. Analytical, descriptive and historical meth­ods were used in the research. Chemistry curricula of the stated period were reviewed, and for the analysis of the students’ knowledge a specially construed test was used. The sample comprised 216 first-grade high-school students. The testing was conducted at the very beginning of the academic year in order to determine the level of knowledge after the students’ completing eight years of elementary education. The results show that the knowl­edge of chemical production and application is insufficient due to insufficient number of the teaching contents in the Chemistry curricula for primary schools.

Keywords: teaching, teaching contents, primary school, applied chemistry, chemical production.

CONTENS

Mr Janko B. Milovanović
Predškolska ustanova “Naše dete”, Šabac
Izvorni naučni rad
UDK-371. 3 (519.2)

STANDARDIZED MATHEMATIC TASKS AS MODELS OF INDIVIDUALIZED AND DIFFERENTIATED TEACHING OF MATHEMATICS

The paper is based on the results of examination of trial tests and the effects  of the tasks of various types comprised in them, the tasks being of different levels of difficulty and complexity. Since the ability to successfully solve dif­ferent tasks is considered paramount for mathematical education and culture, and since this represents a dominant form of learning activities in elementary school, standardiza­tion of mathematic tasks becomes a crucial factor for increasing the levels of mathematical knowledge and stimulating the development of potential abilities of each student. Stan­dards represent norms that take into consideration psycho-physical capabilities of each individual in a class. Our research is aimed at the effects that standardized task may have on the teaching of mathematics.

Keywords: mathematics, teaching, achievements, standards, tasks, students, knowledge, individualization and differentiation.

CONTENS

Mr Angela Mesaroš Živkov
Mr Zagorka Markov
Visoka škola strukovnih studija za obrazovanje vaspitača, Kikinda
Izvorni naučni rad
UDK-372.36

EFFECTS OF PROGRAMMED PHYSICAL EXERCISES ON THE DEVELOPMENT OF MOTOR CAPABIILITIES OF PRESCHOOL CHILDREN

The authors discuss the effects of programmed physical exercises on the development of motor capabilities of preschool children. Special attention has been paid to the role of the teacher of Physical Education, as a professional, in organizing workout programmes and to the frequency of the performance of guided activities in relation to the practice suggested in physical education methodology. The authors consider the development of motor capabilities as the indicator of achievement depending upon the fact whether guided physical activities are realized under the guidance of preschool tutors or professors of physical culture. An experimental workout programme was conducted in the kindergarten “Miki” in Kikinda after initial measurement of motor capabilities of the children (speed, flexibility, balance, precision, coordination, strength). The programme lasted for six months, each day for 30 minutes with the experimental group, while a regular tutor organized physical exercises for the control group. After final measurements a statistic analysis was done. The obtained results showed significant statistic differences in motor capabilities in favour of the control group. This confirms our thesis that fully trained professors of physical culture should be engaged as preschool tutors consultants for physical training of preschool children.

Keywords: programmed physical exercises, motor capabilities, preschool age.

 CONTENS

Mr Sandra Rudić
Dom zdravlja “Novi Sad”, Novi Sad
Dr Špela Golubović
Pedagoški fakultet, Sombor
Izvorni naučni rad
UDK-159.92(159.922.72)

THE RELATEDNESS OF SOME ASPECTS OF COGNITIVE FUNCTIONNING OF CHILDREN AND THE DELAY IN STARTING SCHOOL

The aim of the paper is to try to establish the differences in the maturation of the functions of attention, speech, and graph-motor capabilities of children whose school-starting was delayed, in relation to regular school-starters. The sample comprised two groups: 166 children who were delayed-starters (E) and 72 regular school-starters (C). The instruments for assessing the levels of intellectual func­tioning, graph-motor capabilities, the quality of attention and speech were used for as­sessing children. The obtained results show that the group of the delayed starters was not homogenous with the control group regarding intellectual functioning. It was revealed that (im)maturity of attention and underdevelopment of graph-motor capabilities highly differ­entiate delayed starters from children who start school regularly, while no difference was found related to eventual presence of speech articulation disorders. It can be concluded that cognitive development of delayed school-starters is slower and that they should be given another year before enrolling in the first grade of primary school, in which period they should try, helped by professionals, to compensate for their difficulties.

Keywords: children, delayed school start, cognitive functioning.

CONTENS

Bojana Crnjaković
Muzička škola, Leskovac
Dr Snežana Stojiljković
Dr Jelisaveta Todorović
Filozofski fakultet, Niš
Izvorni naučni rad
UDK-37.018.1

PARENTAL UPBRINGING STYLES AND LOCUS OF CONTROL IN ADOLESCENTS

The term parental upbringing style relates to the ways in which parents realize their upbringing goals, and it is based on the relatively stable emotional relationship between the parent and the child. The basic idea of our research was to investigate the relatedness of upbringing styles of parents and the locus of control of their adolescent children. To assess parental upbringing styles we devised a questionnaire according to the Maria Ziemska’s theoretical model. The questionnaire had five sub-scales of the Likert scale type for: rejection, control, avoidance, over-protection and emotional warmth and acceptance. The control locus was investigated by the use of a reduced version of the Romer questionnaire which estimates whether the control locus is predominantly internal or external. The sample comprised 83 respondents, i.e. secondary grammar school students aged 16-17. The results show that emotional warmth and acceptance, the pre­dominant parental upbringing style, contributes to the development of the internal locus and the sense of personal responsibility in adolescents. Over-protection, as another parental style, is linked with external control locus. The qualitative analysis of the relat-edness of parental upbringing styles and individual indicators of the control locus leads to a conclusion that parents who are over-protecting, as well as those who openly avoid and reject their children, hamper the development of the internal locus of control in their children. Such parents induce passive attitudes in their children and they become convicted that they are not responsible for either positive or negative events in their lives.

Keywords: parental upbringing style, control locus, adolescents, research.

 CONTENS

Dr Slađana Zuković
Dr Jovana Milutinović
Filozofski fakultet, Novi Sad
Pregledni članak
UDK-37.017

SCHOOL AND NEW ZEITGEISS: EDUCATION FOR DIVERSITY

Today, education is a condition and a driving force for, not only, economic growth, scientific-technological progress, and cultural development of the society, but also for the development of each individual. The text emphasizes the fact that globalization affects educational discourse and requires strategy changes on local, regional, national, and international levels. In the altered conditions of the social context education has a critical role in accepting new global realities i.e. democratic unifi­cation of the world which is based on the principles of equality and justice. All this implies the necessity for developing intercultural competencies, communicative abilities of indi­viduals and cooperation across different cultures. The paper stresses the need that educa­tion for diversity requires transformation of school and critical examination of all aspects of schooling. Pluralistic and democratic values should become integral parts of school life whereas all participants in school life should take an active role in examining the effects of educational practice. The conclusion is that school should reflect cultural diversity of the society and help the students develop knowledge, skills and attitudes necessary for cross-cultural functioning.

Keywords: education for diversity, intercultural education, post-modern school reform.

 CONTENS

Dr Zorica Tomić
Filološki fakultet, Beograd
UDK- 316.774
Pregledni članak

INFLUENCE OF THE MEDIA AND EDUCATING FOR DIALOGUE

The notion of dialogue is one of fundamental categories of human communication. As a communicative model that presupposes interaction between two human beings, two experiential fields and two worlds, the dialogue pre­sented in the media and preconditioned for public scene, is an interesting cultural and a communicative phenomenon, primarily because having been preconditioned for the media it becomes a form of indirect and pre-calculated communication. In difference to the dia­logue which, in the Antique world firstly, and Renaissance later, was the foundation of the idea of noble communication oriented towards mutual search for truth, modern media dialogue perverts the concept of mutuality into a spectacle-like form of irreconcilable ri­valry. Starting from the classic media theories, the paper researches the meaning of the media-dialogue form of communication accepting the perspective of Burdieu’s theory. The paper stresses the importance of the dialogue as a model of communication that should be posited in the foundations of education for democracy. It is the educational system which should provide the basis for making this communicative strategy operatively desirable and possible while confronting the extremely and evidently negative influence of the media.

Keywords: dialogue, communication, media, democracy, education.

CONTENS

Dr Snežana Bojović
Dr Dragica Trivić
Mr Biljana Tomašević
Hemijski fakultet, Beograd
Pregledni članak
UDK-37.014(372.1)

THE DEVELOPMENT OF GRAMMAR SCHOOL CHEMISTRY CURRICULA IN SERBIA IN THE NINETEENTH AND TWENTIETH CENTURIES

As a separate school subject Chemistry has been taught in Serbia since 1874. In the then valid Instructions to Schools it was stressed that chem­istry should be taught by the use of experiments. The curricular aims from 1927 also stress experimental approach. The accompanying methodological instructions insisted on students’ active involvement, and stressed the need for students to develop their perceptive and manual skills and analytical thinking, and acquire knowledge through ac­tive, independent work and thinking. The programmes from 1945 and 1947 state that, by performing experiments, students gain deeper, long-lasting knowledge and skills, and that experimenting and logical reasoning, as basic inductive methods, should predominantly be applied in teaching. Also, students were expected to acquire certain ‘’handling skills’’. In the period of work-directed education the curricula defined (besides the aim that ...extend­ing the knowledge of chemistry should enhance the formation of dialectically materialistic worldview among students) also the tasks, operational tasks, demonstrational experiments, practical exercises, additional classes and free time activities (contests, additional lec­tures, special interest circles, quizzes, discussions ...). During the last seventeen years of the twentieth century grammar school Chemistry curricula were not further developed and they differed much both in structure and contents from currently used curricula for the same type of secondary school in the world.

Keywords:  curriculum,  the  aims  of  studying  chemistry,  methodological instructions.

CONTENS

Dr Emina Kopas-Vukašinović
Institut za pedagoška istraživanja, Beograd
Pregledni članak
UDK-372.3(497.11)

PRESCHOOL EDUCATIONAL PROGRAMMES IN SERBIA IN THE PERIOD FROM 1969 TO 1995

In the period 1969 – 1995 systemic changes were made at all educational levels. Preschool education got to be partly integrated in the education sys­tem mainly by the development of the variety of programmes for preparing children for starting school. Established was the aim that all children of senior preschool age should be included in preschool education. The idea was that it would eventually lead to considerable reduction of the consequences of social differences with which children start schooling, and would enable subsequent development of equal conditions for stu­dents’ further progress in the educational system. However, due to current economic crisis, the realization of the project has been slowed down. Attempts to unify the programmes of inner Serbia and those of Autonomous Province of Vojvodina also mark this period. Pre­sented in this paper are not only these, but also some other programmes that were in use in the examined period in educational work with children of preschool age.

Keywords: preschool education, kindergarten, preschool programmes, activities of children.

CONTENS