scholarly journals Evaluation of Homework in Science and Social Studies / Evaluacija domaće zadaće u Prirodi i društvu

2021 ◽  
Vol 23 ◽  
Author(s):  
Edita Borić
Keyword(s):  
Social Studies ◽  
Formative Evaluation ◽  
Monitoring And Evaluation ◽  
Curriculum Planning ◽  
Pedagogical Practice ◽  
Primary School Teachers ◽  
New Approach ◽  
Assessment And Evaluation ◽  
Faculty Of Education ◽  
Independent Work

Systematic monitoring of students’ achievements as well as encouraging and improving the development of their knowledge, skills and abilities is one of the basic tasks of school. Apart from monitoring the progress of students during the teaching process, monitoring and evaluation of their independent work at home is also considered. A new approach to curriculum planning emphasizes the importance of formative evaluation, which implies monitoring and feedback about the learning process. A well-designed homework task can be an excellent indicator of progress in a student’s independent work outside of school. Creating and evaluating constructivist homework enables monitoring the development of students’ research skills as one of the two key evaluation elements in Science and Social Studies.The aim of the paper was to determine the frequency of homework evaluated by teachers and the ways teachers evaluate homework in Science and Social Studies classes. In addition, the aim was to identify the sources of homework which are mostly evaluated. A sample study included 83 primary school teachers, whose assignment, assessment and evaluation of student homework was observed by the students of the Faculty of Education in Osijek and Slavonski Brod during their professional-pedagogical practice. The study analysed 343 Science and Social Studies lessons in which homework was assigned. The results show that teachers did not evaluate a large amount of homework, or they only marked it as reviewed without any feedback about students’ progress and achievement. Therefore, the study reflects the importance of planning, creating and evaluating homework assignments in Science and Social Studies classes.Key words: curriculum; formative evaluation; homework assignments; learning outcomes; sources of homework---Sustavno praćenje učeničkih postignuća, kao i poticanje i poboljšanje razvoja njihovih znanja, vještina i sposobnosti, jedna je od osnovnih zadaća škole. Osim praćenja napretka učenika tijekom procesa poučavanja, također smo razmotrili praćenje i evaluaciju samostalnoga rada učenika kod kuće. Novi pristup planiranju kurikula naglašava važnost formativne evaluacije, što obuhvaća praćenje i davanje povratnih informacija o procesu učenja. Dobro osmišljena zadaća može biti odličan pokazatelj napretka u samostalnom radu učenika izvan škole. Kreiranje i evaluacija konstruktivističke domaće zadaće omogućuje praćenje razvoja učeničkih istraživačkih vještina kao jednog od ključnih elemenata evaluacije u predmetu Priroda i društvo.            Cilj ovoga rada bio je utvrditi koliko često učitelji evaluiraju domaće zadaće i načine na koje to čine u nastavi Prirode i društva. Osim toga, cilj je bio utvrditi koje izvore zadaće učitelji najviše evaluiraju. Uzorak studije obuhvatio je 83 osnovnoškolska učitelja čije zadavanje domaćega rada, procjenu i evaluaciju zadaća učenika promatrali su studenti Fakulteta za odgoj i obrazovne znanosti u Osijeku i Slavonskom Brodu tijekom profesionalno-pedagoške prakse. U istraživanju su analizirana 343 sata Prirode i društva na kojima je zadana domaća zadaća. Rezultati pokazuju da učitelji nisu evaluirali veliki broj domaćih zadaća ili su ih samo označili kao pregledane bez povratnih informacija o učeničkom napretku i postignuću. Stoga, istraživanje ukazuje na važnost planiranja, osmišljavanja i evaluacije zadataka domaćega rada u nastavi Prirode i društva.Ključne riječi: formativna evaluacija; ishodi učenja; izvori domaće zadaće; kurikul; zadatci za domaći rad

scholarly journals Features of the Transition From the Traditional to the Criterial Assessment in Schools of Kazakhstan

2020 ◽  
Vol 8 (3) ◽  
pp. 73-81
Author(s):  
Roza Kenzhetaeva ◽  
◽  
Sazhila Nurzhanova ◽  
Aigul Beimisheva ◽  
Assel Stambekova ◽  
...  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Empirical Studies ◽  
Monitoring And Evaluation ◽  
Assessment System ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
New Vision

This study discusses the features of the transition from the traditional assessment system to the criteria-based assessment in schools of Kazakhstan. The use of criterion assessment in schools in Kazakhstan contributes to the crowding out of traditional methods of assessment and leads to a new vision of the methods and technologies of the system for evaluating educational achievements. In connection with the modernization of Kazakhstan’s education, significant changes are occurring in the control and assessment activities of Kazakhstan schools, its goals, content, and technologies are changing. The problem of assessment activity is one of the most urgent problems both in pedagogical theory and in pedagogical practice. This study presents the results of empirical studies and the features of the transition to a new criteria-based assessment system for Kazakhstan. According to the results of the study, the problem of the need for professional training of future primary school teachers for the criteria-based assessment system was revealed. Results also showed that there are difficulties of applying criteria-based assessment in the practice of primary school teachers. The question of what professional knowledge, skills, and abilities an elementary school teacher must possess to successfully perform the monitoring and evaluation function was investigated. Particular attention is paid to the study of the influence of criteria-based assessment on learning motivation in primary school.

Human and society. Didactic materials for independent work of 10th grade students of educational institutions

2020 ◽  
pp. 49-54
Author(s):  
I.I. Dokuchaev
Keyword(s):  
Social Studies ◽  
General Education ◽  
Social Life ◽  
Social Institutions ◽  
Social Progress ◽  
Federal State ◽  
10Th Grade ◽  
Definition Of ◽  
State Educational ◽  
Independent Work

The series of publications was prepared on the basis of a teaching manual addressed to 10th grade schoolchildren of schools studying the integrative course “Social Studies” (section “Man and Society”), and is a set of materials for independent work. The content of the manual fully meets the requirements of the Federal State Educational Standards of Basic General Education and work programs for secondary (complete) education in social studies. The presented theoretical and practical material reveals the main aspects of social life: the essence and functional characteristics of consciousness and activity, ideas about society and social institutions as a system, types of societies, views on culture as a cumulative spiritual experience and “collective memory”, its main institutions — science, religion, morality, education, art. Particular attention is paid to the definition of social progress and global problems of mankind.

Human and society. Didactic materials for independent work of 10th grade students of educational institutions

2021 ◽  
pp. 610-615
Author(s):  
I.I. Dokuchaev
Keyword(s):  
Social Studies ◽  
General Education ◽  
Social Life ◽  
Social Institutions ◽  
Social Progress ◽  
Federal State ◽  
10Th Grade ◽  
Definition Of ◽  
State Educational ◽  
Independent Work

The series of publications was prepared on the basis of a teaching manual addressed to 10th grade schoolchildren of schools studying the integrative course “Social Studies” (section “Man and Society”), and is a set of materials for independent work. The content of the manual fully meets the requirements of the Federal State Educational Standards of Basic General Education and work programs for secondary (complete) education in social studies. The presented theoretical and practical material reveals the main aspects of social life: the essence and functional characteristics of consciousness and activity, ideas about society and social institutions as a system, types of societies, views on culture as a cumulative spiritual experience and “collective memory”, its main institutions — science, religion, morality, education, art. Particular attention is paid to the definition of social progress and global problems of mankind.

scholarly journals PEDAGOGICAL PRACTICE AS AN EFFECTIVE MEANS OF PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS

2020 ◽  
Vol 66 (2) ◽  
pp. 198-204
Author(s):  
A.A. Kdyrbaeva ◽  
◽  
E.V. Ryabova ◽  
A.O. Abdykadyrov ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Effective Means ◽  
Special Role ◽  
Pedagogical Practice ◽  
Creative Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
The University ◽  
The Relationship

This article analyzes the problem of organizing the practice of students-future teachers of primary education in the University, describes the pedagogical conditions for the success and effectiveness of its implementation. The purpose of the article is to identify and justify the relationship between the student's creative activity and continuous practice during the entire period of study at the University. It is shown that pedagogical practice has a special role in preparing future primary school teachers for professional work, since practice generates a desire to discover new things, arouses interest in the studied, and forms students ' complete ideas about pedagogical activity, about the real ways of its knowledge and development.

scholarly journals Aesthetics and aesthetic creativity in social studies

2019 ◽  
Vol 9 (3) ◽  
pp. 913-944
Author(s):  
Sevda Dolapçıoğlu ◽  
Burcu Gürkan ◽  
Memet Karakuş
Keyword(s):  
Social Studies ◽  
Primary School ◽  
Emotional Development ◽  
Phenomenological Study ◽  
Structured Interview ◽  
Aesthetic Education ◽  
School Teachers ◽  
Scientific Creativity ◽  
Primary School Teachers ◽  
Content Analysis Method

This study’s aim is to investigate the primary school teachers’ views on the applications of aesthetic and aesthetic creativity in social studies class. It was designed as a phenomenological study as one of the qualitative research methods. The participants of the study consisted of 8 primary school teachers working in schools with different socio-economic substructure in Adana and Hatay in the 2017-2018 academic year. The data were collected through semi-structured interview form, and analysed following content analysis method. The findings of the study revealed that teachers conceptualize the concept of aesthetic in different ways; they consider that aesthetic creativity is as important as scientific creativity; that aesthetic education contributes to mental and emotional development of the students; that social studies class is effective in gaining creativity; and accordingly, they have included aesthetic education in their courses. The findings of the study revealed that teachers conceptualize the concept of aesthetic in different ways; that they consider that aesthetic creativity is as important as scientific creativity; they believe aesthetic education contributes to mental and emotional development of the students; that they think social studies class is effective in gaining creativity; and, therefore, they include aesthetic education in various ways in their courses.

Privacy Perspective from Utilitarianism and Metaphysical Theories

2003 ◽  
pp. 267-278
Author(s):  
Hasan A. Abbas ◽  
Salah M. Al-Fadhly
Keyword(s):  
Social Studies ◽  
Real Life ◽  
Research Field ◽  
The Internet ◽  
Ethical Theories ◽  
Philosophical Perspective ◽  
New Approach ◽  
Different Levels

The Internet is a hot issue nowadays because of its important role at different levels. The topic of privacy is a debatable issue: we read in the research field scholars for and against applying this concept in real life and how to deal with it. Most researchers mainly focus on this subject from a social studies perspective. This chapter takes a new approach and discusses this issue from a philosophical perspective where we use two ethical theories (Mill & Kant) to raise the important relevant points regarding this subject.

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