Serbian Atlases in the 19th and Early 20th Century

Atlases published in the Serbian language in the 19th and early 20th century, with rare exceptions were used as an auxiliary teaching tool in geography and history classes. The aim of this paper is to point out all the atlases that were in use in Serbian schools until the beginning of the First World War. The analysis of the content of the atlases was performed and presented, and as well as the different methodologies used by the authors during the creation of the atlas. The connection between the geography curriculum and the content of the atlas was pointed out, in accordance with the changes in the geography curriculum during the time. In addition to school atlases, the first atlases, made by Jovan Cvijić, will be presented, which aimed to show maps that relate to a clearly defined topic and these were the first such atlases within the framework of Serbian cartography.

Changes in the Classroom Discourse: Negative Politeness and Impoliteness

The paper focuses on changes identified in the classroom discourse in terms of the teacher–student relations. While traditional classroom relations relied on teacher’s authority and control in the classroom, the current situation indicates a shift in the power relations existing in the class. The paper aims to analyse some of these changes by studying politeness and ways of expressing negative politeness and impoliteness. It starts by defining politeness as conflict-free communication, and then moves to negative politeness and impoliteness, applying these two concepts in the interpretation of the classroom discourse. The data used for the analysis were collected during English and history classes in a high school in Romania. The paper draws on Penelope Brown and Stephen Levinson’s (1987 [1978]) concept of negative politeness and on Derek Bousfield’s (2008) impoliteness theory. The data reveal that the most common negative politeness strategies in the classroom discourse use indirect speech acts, questions and hedges, minimizing the imposition and impersonalizing. I argue that while teachers use mainly politeness strategies, students use impoliteness strategies as a way of claiming power. Thus, they can be disruptive and show lack of interest; they interrupt or take the floor at a wrong time; they sometimes dismiss, contest, or refuse the teacher’s indications and often challenge the teacher’s authority; at times, they are also rude towards their own peers in trying to demonstrate their superiority.

EDUCATIONAL TECHNOLOGIES AND INCLUSION EXPERIENCES

A teaching proposal for deaf people will be outlined here, mediated through You Tube, that contemplates the topics covered in History classes, through the joint and collaborative construction of a digital library of Libras videos on this platform. Therefore, a brief contextualization is outlined on how the discipline has been organized in the Basic Education curriculum in face of the technological changes that take place at the turn of the 20th century with the advent of information and communication technologies (ICTs) The methodology used is a qualitative approach in a descriptive and exploratory character, which will analyze some bibliographical productions on the subject and the discussion of two You Tube channels.The dialogues with Pinsky (2016), Bispo and Barros (2016), Castells (1999), Queiroga Junior (2018), Coelho and Bottentuit Junior (2019), Correa (2002) and Pereira (2017), open up possibilities for thinking about the teaching of History mediated by ICTs. Among the results obtained, there is the relevance of thinking about mediated educational projects by educational technologies that contribute to the achievement of autonomy of the deaf person, respecting their different ways of learning.

Effect of Applied Design Thinking Courses

This study examines learning outcomes by applying design thinking to logic and writing in the area of education, educational philosophy and in history classes. It also provides basic data on whether to expand the application to other classes. The results of the study are as follows: First, in creative thinking competency, the average score of the students was higher than before in all divergent thinking abilities, adventure and curiosity, intellectual inquiry, but not for original flexibility. The difference between the means was statistically significant (p < .05). Second, in emotional intelligence improvement, the average was higher than before in all forms of emotion recognition and expression, empathy, thinking promotion, and emotion utilization. Only with emotional regulation did the average score not increase. The difference between the means was statistically significant (p < .05). Third, design thinking was effective in five categories of learning outcomes. From this study, we found that using design thinking is meaningful in improving the ability of students to solve problems related to creative thinking and emotional intelligence.

INCREASING STUDENT ACTIVITY IN HISTORY CLASSES AND THE USE OF LOCAL SECOND WORLD WAR HISTORY ISSUES

In the learning process, the main task is to teach history, rely on a national basis, study the traditions of our people, such as enlightenment, tolerance, hospitality, caring, faith, kindness, honor and instill them in our hearts. young people. As in the case of the education system, the growing demand for lessons in modern history, the variety of subjects, the growing attention to historical sources, the daily need for modern pedagogical and information and communication technologies - this is the real picture of today’s education.

INCREASING STUDENT ACTIVITY IN HISTORY CLASSES AND THE USE OF LOCAL SECOND WORLD WAR HISTORY ISSUES

In the learning process, the main task is to teach history, rely on a national basis, study the traditions of our people, such as enlightenment, tolerance, hospitality, caring, faith, kindness, honor and instill them in our hearts. young people. As in the case of the education system, the growing demand for lessons in modern history, the variety of subjects, the growing attention to historical sources, the daily need for modern pedagogical and information and communication technologies - this is the real picture of today’s education.