Školski uzrast kao prediktor kvaliteta grupnog donošenja odluka učenika - perspektiva nastavnika

The forms of organization supporting social interaction are favored in the pedagogical and didactical models of work of educational institutions of progressive orientation. Interaction between students during work in small groups is viewed as a significant factor in enabling them for a quality decision-making in the process of interactive work. The paper investigates whether, from teachers' perspective, the age of students is a significant predictor of the quality of decision-making during work in small groups. The attitudes of 162 teachers towards the quality of decisions that students make while working in small groups were examined by using the KDO-MG scale. The assumption that there is a tendency for the quality of decision-making to increase with the progression of students' age was verified by using a single linear regression analysis. The results confirmed that, according to teachers, the age of students can be considered a predictor of the quality of decision-making during work in small groups. It is a relatively weak, but stable prediction. Teachers do not question the positive effect of students' work in small groups, but they believe that it is slightly determined by their age, so that the older the students are, the higher the quality of decision-making during work in small groups.

Prevencija antisocijalnog ponašanja učenika iz perspektive nastavnika

Prevention of antisocial behavior of students today is a significant segment of school work. Teachers, as the bearers of all school activities, have a very important role in the preventive action of the school. Their opinions and attitudes about the ways and possibilities of prevention of antisocial behavior of children and adolescents in school are reflected in their participation in planning and implementation, as well as in the outcomes of the school preventive measures and activities. Starting from the importance of the role of teachers, we decided on a research that aimed to investigate the views of teachers on the prevention of student's antisocial behavior in school practice, more precisely, on the importance of various preventive measures and activities, the difficulties encountered in their implementation, and the opportunities for improving the preventive measures in schools. A total number of 162 teachers from 28 Belgrade primary schools participated in the research. The obtained results indicate that displaying the rules of conduct in school premises, acquainting students and parents with the rules of conduct, their rights and obligations, as well as organizing lectures on violence and the harmfulness of psychoactive substances, are the activities viewed by teachers as the most common preventive activities in school practice. Teachers also singled out thematic workshops as the activities that can give the greatest contribution to the prevention of the problematic student behavior. In contrast, they point out that the lack of parents' interest is the greatest difficulty in achieving the preventive action of the school, whereas the joint action of the key actors in the school work is viewed as one of the most important preconditions for achieving the preventive function of the school. The obtained research results indicate that in school practice more work should be done on the implementation of various preventive activities that would provide different levels and types of support to students and which would include all actors of school work.

Modelovanje ekvivalencije matematičkih izraza u početnoj nastavi

The notion of expression equivalence is one of the terms that has been recognized in the literature as key to understanding algebraic ideas. To understand this term, the context used as a basis for developing meaning is important, as well as the language in which generalizations are expressed. The aim of this paper is twofold: a) to examine whether the context of a textual task and modeling activities influence the understanding of the transformation of expressions into equivalent forms; b) determine whether the understanding of the equivalence of the expression is affected by the level of abstractness of the expression (algebraic or arithmetic). The research is of a quasi-experimental design with two experimental groups and one control group. The sample consists of 148 fourth-graders. The existence of statistically significant differences between the students of the experimental groups and the control group suggests that the modeling process influences the development of the notion of expression equivalence. This research did not show any differences in the results of the students who were taught using algebraic or arithmetic expressions. This implies that the understanding of equivalence developed through the modeling process is not related to the level of abstractness of the mathematical language used, but that, based on understanding the meaning of the term, students can transform arithmetic and algebraic expressions with equal success.

On open questions in Holocaust education

Even though recent decades have borne witness to an increased educational interest in teaching the Holocaust, academic stances on why the topic should be taught still vary significantly. The aim of this paper is to present teaching interventions that would help educators to navigate through one of the most important open questions in Holocaust education: the question of aims. Three Holocaust-related teaching interventions, which themselves use open questions as the basis for teaching and learning, are presented and analysed. The open questions, as the background, allow the educators to simultaneously shift between various teaching aims. The interventions addressing the question of heroes, victims and bystanders, causal analysis of the Holocaust, and the responsibility of the Allies for the escalation of the Holocaust, are arranged in such a way so as to lead students from their day-today knowledge, through historical concepts, finally ending up addressing more abstract concepts. The analysis draws on literature related to both Holocaust education and the teaching of controversial issues, and covers a range of topics; from practical to more philosophical.

Informisana saglasnost kao etičko pitanje onlajn-istraživanja - perspektiva ispitanika

The paper discusses informed consent as a component of online research ethics. It begins from the analysis of understanding, from the preconditions on which the realization depends, and from the difficulties that accompany the application of the informed consent in practice. The aim of the empirical part of the research is to determine the characteristics of the process of obtaining the informed consent in online research and to examine the factors on which they depend. The sample included 153 teachers. Data were collected with the survey-type questionnaires and with the descriptive assessment scales. For data processing, besides the frequencies and percentages, the ch 2 test and Kramer 's V correlation coefficient were performed. The results indicate that most of the respondents have had experience of giving informed consent in online surveys in which they have participated so far; that the text often contained information about the purpose and the goal of the research, apart from the tasks of the respondents in the research; that the majority of the teachers evaluate the content of the text as understandable and useful; and also that most of the characteristics depend on the environment of the school in which the teachers are employed. The results are discussed in the context of the possibility of improvement of the process of obtaining informed consent from the respondents in the online survey.

Stavovi budućih vaspitača o integrativnom pristupu razvoju matematičkog mišljenja

The research deals with integrative approach in preschool education. The integrative approach is based on the hollistic perception of the preschool children's world. This approach is one of the key elements of the new concept of preschool education set out in a document entitled "Years of Ascent". The paper looks at the place of mathematical contents in the curriculum as well as the characteristics of the integrative approach which provide the conditions for the initial development of mathematical reasoning. The empirical section of the paper offers the results of the research related to pre-service preschool teachers' attitudes towards the integrative approach. The aim of the paper is to contribute, both theoretically and empirically, to a better understanding of the importance of the preschool teachers' professional competence to implement integrated activities.

Istine i zablude o kreativnom učenju

Creativity in a tangible and intangible product is an attempt at overcoming the current situation in the field of creation and the life of the person who creates the product. The main feature of creativity is an effective novelty in relation to something familiar, which means that it offers an appropriate solution to the problem to which it refers. The paper criticizes the thesis on the innateness of creativity, according to which a person is creative on the basis of heritage, which would practically mean that education does not have any special significance for the creation of creative works. The criticism is based on the current theories of creativity that indicate the developmental nature of creativity and emphasize the role of learning in the development of creative potentials. The new is built on the existing knowledge through learning, which implies creative processing of information, becoming familiar with it, understanding, acceptance and placement of that information in one's own knowledge-base of what has been learned. The more creative the learning process is, the greater the chances that it will encourage the creativity of the learner in relation to the existing knowledge and the aspiration for its re-examination and change. The developmental approach to creativity, which begins with creative learning, has been linked to the theory of growth and fixed mindsets about human nature, which addresses our capacity to adapt, change, and grow. In the continuation of the paper, the conditions are considered that would support to a greater extent the creative learning in school. In the final part of the paper, the limitations of this approach are discussed and questions proposed for future research.

Obrazovni efekti kontekstualnog učenja u nastavi srpskog jezika

This research demonstrates the results of the first experimental assessment of the educational outcomes of contextual learning in the traditional and innovative teaching systems (responsible teaching and different complexity levels teaching). The ultimate aim of the experimental assessment is to determine whether the contextual learning in teaching process results in more favorable educational effects while being realistically assessed and whether it is possible to enhance the contextual learning and innovative teaching in our schools to overcome the limitations of mainly de-contextual learning based on the conservative didactic paradigm. During the 2018/19 school year, the experiment was carried out with grade five students from three elementary schools within the field of Serbian language. Each of the three elementary schools had two experimental and two assessment classes. The experimental effectiveness of the didactically and methodologically founded new exercises of contextual learning and complementary teaching was assessed. The method of an experiment with parallel groups, method of analysis and synthesis, and comparative method were applied in the research. After the initial and final assessment, it was determined that the systematic exercises of the contextual learning compared to the dominating de-contextual learning exercises made a significant impact on the increase of educational achievements determined by the reading speed and text comprehension tests. No significant impact was detected on the students' speaking ability. The obtained results provide more reliable starting points for more systematic and comprehensive pedagogical, psychological, didactical, and methodological research of contextual learning in the teaching process and indicate positive educational effects.

Uloga esej-testa u sticanju veštine čitanja i razumevanja pročitanog

The paper explores the role of the essay-test in acquiring reading and reading comprehension skills in the modern-day teaching of Serbian Language and Literature. The authors emphasize the importance of using essay-tests for obtaining the feedback on the reading comprehension level of the texts covered in regular classes, at final exams, and on the criteria-oriented knowledge tests. Two key domains are taken into consideration when designing the tasks: the narrative text, emhasizing its structure, narrative perspective, and the motivation of the characters in the function of artistic articulation; the cognitive approach to reading according to the constructive-integrative model of Walter Kintsch (Kintsch, 1988), relevant for presenting the reading construct and understanding the cognitive complexity of the tasks. The purpose of testing students using essay-tests derives from the need to assess the development of reading literacy among the students of the higher grades of elemen-tary school.

Ortoepija u programima za mlađe razrede osnovne škole

We point out the importance of working on the correct articulation of sounds and analyze the representation of orthoepy in the curricular contents for the subject Serbian Language in the lower grades of primary school. The results of the content analysis show that the importance of a continuous work on the correct articulation of sounds has not been recognized in the new curricula. The work on the pronunciation of sounds is included only in the curriculum for the first grade. A comparative analysis of the old (2004, 2005, 2006) and new curricula (2017, 2018, 2019) has shown that the reform rejected all the contents that continuously extended the work on the pronunciation of sounds until the fourth grade. The state of the pronunciation norm in practice, confirmed by the research results, indicates numerous problems of atypical articulation that is not organic in nature. Therefore, the pedagogical implications are that the changes of and/or additions to the content of orthoepy related to the pronunciation of sounds should be included in the mother tongue curricula for the lower grades of primary school and made operational through outcomes as the functional knowledge of the pronunciation norm. These are the contents that were represented in the curricula before the reform, and they refer to the pronunciation of affricates (č, ć, dž, đ) and fricatives (h) in the third and fourth grades. This would enable continuity in the work of the practitioners which is necessary to correct the mistakes in the pronunciation of sounds that are not organic in nature and to strengthen the correct articulation.