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Principles of underlying structural modelling of bibliographic data in Bosnian and Herzegovinian vakufnamas
No full textU Gazi Husrev-begovoj biblioteci u Sarajevu se čuva oko 1600 vakufnama (zakladnica, zavještajnica, zadužbinskih povelja) iz raznih dijelova Bosne i Hercegovine, koje se odnose na period od 16. do 18. vijeka, u kojima se bilježi porijeklo i namjena zadužbina, te koje stoga, predstavljaju primarni izvor za izučavanje povijesti nastanka pojedinih lokaliteta i velikog broja nepokretnih kulturnih dobara. Zbog heterogenosti praksi obrade građe u bibliotekama i srodnim zajednicama, kao i zbog specifičnosti obrade pojedinih vrsta građe, unatoč razvoju mnogobrojnih protokola za razmjenu podataka, evidentna je nedovoljna saradnja među zajednicama koje se bave organizacijom bibliografskih objekata zastupljenih bibliografskim zapisima. S ciljem iskorištavanja znanja sadržanog u vakufnamama i njihove promocije na globalnoj mreži, potrebno je modificirati reprezentaciju toga znanja u računalnom okruženju na semantički razumljiv način. U ovom doktorskom radu je istražena mogućnost uspostavljanja načela strukturnoga modeliranja bibliografskih podataka za bosanskohercegovačke vakufname radi poboljšanja organizacije i prikaza informacija o vakufnamama u bibliotečkim katalozima i bibliografskim informacijskim sistemima, unutar okvira za prezentaciju pametnih podataka, koji postaje paradigma budućeg načina oblikovanja Weba u semantički web. Stoga su vrednovane dvije različite metodologije konceptualizacije bibliografskog univerzuma za upravljanje informacijama o kulturnoj baštini - metodologija entiteta i veza (FRBR - LRM), kao i interpretacija modela iz FR-porodice primjenom objektno-orijentirane metodologije (FRBRoo). U tu svrhu je bilo potrebno utvrditi koja su svojstva vakufnama važna za bibliografsku organizaciju, iz aspekta primarnih korisnika ovih dokumenata, što je istraženo prikupljanjem i evaluacijom podataka, tehnikama anketnog upitnika, pojmovnog mapiranja i sortiranja kartica, koje su dopunjene polustrukturiranim intervjuima. Ovaj doktorski rad, doprinos je razvoju i implementaciji okvira za strukturno modeliranje bibliografskih podataka i njihovoj integraciji u semantički web, budući da sudjelovanje u semantičkom webu postaje dijelom odgovornosti za bibliotečke zajednice. Uspostavljanje odnosa između IFLA-inih konceptualnih modela i njihove implementacije, pridonijeti će prijeporima očuvanja i diseminacije informacija sadržanih u vakufnamama.The Gazi Husrev-beg Library in Sarajevo holds about 1600 vakufnamas (endowments, endowment charters) from various parts of Bosnia and Herzegovina, which date from 16th to 18th century, that are documents concerning the foundation and purpose of endowments, and which, therefore, represent primary sources for studying the history of the origin of individual localities and a large number of immovable cultural objects. As a result of heterogeneus collection management practices in libraries and other related communities, as well as due to the specifics of the processing of certain types of materials, insufficient cooperation between communities dealing with the organization of bibliographic objects represented by bibliographic records is evident. In order to exploit the knowledge contained in vakufnamas and promote them on the global network, it is necessary to modify the representation of that knowledge in a semantically understandable way. In this doctoral thesis, within the smart data presentation framework, which is becoming the paradigm of the future way of shaping the Web into the Semantic Web and with the aim to improve the organization and presentation of information on endowments in library catalogs and bibliographic information systems, the possibility of establishing underlying principles of structural modeling of bibliographic data for Bosnian and Herzegovinian vakufnamas was investigated. Accordingly, it is proposed to evaluate two different methodologies of conceptualisation of the bibliographic universe for cultural information management, entity-relationship methodologie (FRBR - LRM) and the interpretation of the FR family of models using object-oriented methodologie (FRBRoo). For this purpose, it was necessary to determine which properties of the endowments are important for the bibliographic organization, from the perspective of primary users of these documents, therefore different data collection tehniques were used - questionnaire, conceptual mapping and card sorting techniques, which were supplemented by semi-structured interviews. This doctoral thesis is a contribution to the development and implementation of a framework for structural modeling of bibliographic data and their integration into the Semantic Web, as participation in the Semantic Web becomes part of the responsibility for library communities. Establishing a relationship between IFLA's conceptual models and their implementation will contribute to the efforts of preservation and dissemination of information contained in endowments. The doctoral thesis on 217 numbered pages contains the text in 8 chapters, which are preceded by the Introduction. The chapters are titled as follows: Explanation, Research Methodology, Definition, Characteristics and Significance of Vakufnamas in Bosnia and Herzegovina, Organization of Bibliographic Information in the Semantic Web, Conceptual models of the Bibliographic Universe, Research on the Bibliographic Structure for Bosnian and Herzegovinian Vakufnamas, Structural Modeling of Bibliographic Data for Bosnian and Herzegovinian Vakufnamas and Concluding Considerations, followed by a list of literature, appendices, list of tables, list of pictures, biography and list of publicly published works of the author. The thesis contains 28 figures and 4 tables, as well as a list of cited literature. The Introduction summarizes the changes that the process of bibliographic organization of information goes through in the sense of a new conceptual view of the universe of recorded knowledge, alongside which the development of semantic web standards runs parallel, emphasizing the relevance of these standards for bibliographic data. In the first chapter entitled Explanation, a new conceptual view of the bibliographic universe presented in IFLA's FR - family of models is presented, after which the shortcomings of the traditional approach are pointed out, emphasizing the state of practice of manuscript materials. After that, the fundamental characteristics of endowments are presented, where the features that are interesting from the aspect of bibliographic organization are emphasized. The second chapter is titled Research Methodology and provides a description of the theoretical framework, goals and research questions, followed by a description of the plan, phases, methods, materials and subjects of the research. In addition to the above, the chapter provides an overview of earlier research. The third chapter, entitled Definition, Characteristics and Significance of Vakufnamas in Bosnia and Herzegovina, considers vakufnamas (endowment charters) from the aspect of social significance for Bosnia and Herzegovina, points to the current cataloging practice related to these archival documents kept in the Gazi Husrev-bey library in Sarajevo. After that, an overview of the practice of cataloging manuscript material in libraries is given, in a concise form, with a special emphasis on the problems of access to primary sources for research, including the ways of access to endowments. The fourth chapter, entitled Organization of Bibliographic Information in the Semantic Web, first states the characteristics of the semantic web and the differences in the infrastructure and approach to data analysis compared to the traditional web and relational databases, including the definition and properties of linked data. After that, the transition process of IFLA's standards into the environment of linked data is presented, where the position of ISBD and UNIMARC within the contemporary global bibliographic ecosystem is particularly indicated. The chapter then provides an overview of the new cataloging codes aligned with conceptual models and the characteristics of authority control within the new bibliographic environment. The fifth chapter is entitled Conceptual Models of the Bibliographic Universe and presents an overview of the evolution of the concept of universal bibliographic control until the publication of the consolidated and unified IFLA LRM model, within the framework of the existing metadata standards of the LAM community and their principles. In this chapter, an exhaustive presentation of the IFLA LRM model, as a model of entities and relations, is offered, where at the same time the specificities of the corpus of vakufnamas are indicated in the context of nonbibliographic data on endowment buildings. After that, the relationship between the IFLA LRM and the FRBRoo model is pointed out and an object-oriented version of the model from the FR-family is presented, which enables event-based data modeling and which is the result of a dialogue between the museum and library community, initiated by the interoperability of existing conceptual models. The sixth chapter is entitled Research on the Bibliographic Structure for Bosnian and Herzegovinian Vakufnamas and provides an overview of survey questionnaire techniques, conceptual mapping and card sorting, and complementary semi-structured interviews that were conducted for the purposes of data collection. The process of selecting participants and the way of conducting the research is presented in detail, along with a review of the literature related to the current research practices of the new conceptual framework. The question of organization of the phenomenon of vakufnamas as super-works is presented as a requirement for the organisation of vakufnamas written for endowment buildings. In the focus of the survey research and the card sorting task, the characteristics of user expectations regarding the bibliographic organization of these documents, and the specifics of the mental models, were considered for comparison with the entities and relationships declared in the IFLA LRM and FRBRoo models. The seventh chapter, entitled Structural Modeling of Bibliographic Data for Bosnian and Herzegovinian Vakufnamas, contains the results of the conducted research, the analysis of the data collected through the research, and a discussion of issues that have been identified as relevant in the context of the universe of interest, as a result of the literature review, preliminary discussions with the managers of the document collections and their users, and the conducted research. The question of the role of non-bibliographic data in the context of vakufnamas was primarily considered through survey research. Through conceptual mapping, it was established that the participants express a conceptualization of the bibliographic universe which, due to the certain level of abstraction it includes, corresponds to the multi-entity models. The research demonstrates how participants, for the purposes of expressing complex relations of derivation, within the multi-entity model they prefer, identify the characteristics of the relevant universe of discourse. Sorting the cards made it possible to compare the users' mental models with the conceptualization offered in the IFLA LRM. Furthermore, an account of how to model the historical context for the specific collection of sidjils of vakufnamas, that has been identified as significant for users, is presented, along with the issue of modeling manuscripts and works of art in the IFLA LRM model. In the part of the chapter related to the FRBRoo model, the modeling of vakufnamas as manuscripts is presented and the issue of modeling intellectual processes is discussed. In the context of endowments for building objects, the possibilities of the FRBRoo model for recording intellectual processes within the universe of endowments, in terms of performance and complex work, are pointed out. The final chapter, Concluding Considerations, summarizes the conclusions of each chapter with a discussion of key results. It is determined that the IFLA LRM and FRBRoo models represent a suitable framework for establishing the principles of structural modeling of bibliographic data for the selected corpus of vakufnama
Pedagogical ideas of the Bauhaus
No full textU ovome radu istraživat ćemo i analizirati obrazovanje na Bauhausu i pedagoške pristupe koji su se javljali u različitim periodima i pod različitim vodstvima. To ćemo kroz rad prikazati uspoređujući pedagoške modele određenih profesora (László Moholy-Nagy, Walter Gropius, Johannes Itten i Josef Albers) koji su imali najznačajniji utjecaj i trag na obrazovanje studenata, kao i na samo poimanje obrazovanja Bauhausa u povijesnom i kulturološkom kontekstu, a koje možemo spoznati s vremenskim odmakom. Analizirat ćemo pokušaj pomirenja projekta humanističkog obrazovanja s obrazovanjem za ekonomske potrebe društva. Podatke o proučavanim modelima crpit ćemo ponajprije iz originalnih djela samih profesora, a na mjestima gdje to nije moguće služit ćemo se sekundarnim izvorima. Kroz usporedbe ćemo se fokusirati na cjelovito, humanističko obrazovanje čovjeka i kognitivne (teorijske), emocionalne i duhovne (umjetničke) te psihomotoričke (obrtničke) aspekte takvog obrazovanja, koji su se pokušavali sintetizirati u jednakovrijednu cjelinu. Kroz rad u cjelini težimo analizirati obrazovanje koje kao svrhu ima oblikovanje cjelovite osobe na specifičnom primjeru pokušaja utjelovljenja idealističkih težnji i njihovih pomirenja u doba krize te ostvarenju najboljih pedagoških promišljanja tog doba.In this paper, we will research and analyze education at the Bauhaus and pedagogical approaches that appeared in different periods and under different mentorships. We will compare the pedagogical models of certain professors (László Moholy-Nagy, Walter Gropius, Johannes Itten and Josef Albers) who had the most significant influence on the education of students,
as well as to the very understanding of Bauhaus education in a historical and cultural context. We will analyze the attempt to reconcile humanistic education with education for the economic needs of society. We will rely primarily on the original works of the professors themselves, and on secondary sources.Through comparisons we will focus on complete, humanistic education and cognitive (theoretical), emotional and spiritual (artistic) and psychomotor (craft) aspects of such education. Paper tries to analyze education which purpose is to shape a complete person
The furnishing of the church of St. John the Baptist in Koprivnički Ivanec
No full textU uvodnome dijelu ovoga rada opisuju se prilike u Podravini u vrijeme baroka (XVII. I XVIII. stoljeće). Osvrće se na razloge dugoga korištenja baroknog stila na tom području i na promjene koje je barok donio u ove krajeve. Ostatak rada posvećen je župnoj crkvi sv. Ivana Krstitelja u Koprivničkom Ivancu. Razlaže se kronologija njezine izgradnje i argumentira njezina umjetnička važnost. Važan izvor za povijest izgradnje i opremanja crkve u Koprivničkom Ivancu predstavljaju zapisnici kanonskih vizitacija i podatci koje su župnici bilježili u župnu spomenicu, uz pomoć kojih možemo točnije datirati promjene koje su se odvijale kroz stoljeća. Crkva je u nekoliko navrata bila obnavljana, a i danas traje obnova zvonika te će u radu biti riječi o promjenama koje su utjecale na izgled crkve te tko je za njih zaslužan. Opisuje se i analizira glavni oltar sv. Ivana Krstitelja, četiri bočna oltara, propovjedaonica i bogati iluzionistički oslik svetišta (atribuiran Antonu Jožefu Lerchingeru), a kratko se osvrćemo i na orgulje.In the introductory of this work, we will describe the conditions in Podravina during the Baroque period. We will talk about the reasons for the later use of the Baroque style in that area and what changes did Baroque brought to these regions. Then we will dedicate the rest of the work to the church of St. John the Baptist in Koprivnički Ivanac. We will talk about its construction chronology and the reasons for its artistic importance. The records of canonical visitations and records recorded by the priest tell us a lot about the history of this church, with the help of which we can more accurately date the changes that took place over the centuries. The church was renovated several times, and the bell tower is still being renovated today, and we will talk about the changes that affected the appearance of the church and who is responsible for them. We will describe and analyze the main altar of St. John the Baptist, four side altars, a pulpit and a rich illusionistic image of the sanctuary, and we will briefly touch on the church organ. We will talk about attributing the authorship of the church paintings to Anton Jožef Lerchinger and what arguments support it
Istraživanje kognitivnih strategija pri analizi konceptualne integracije: usporedba studenata preddiplomskog studija anglistike i studenata ostalih preddiplomskih studija
No full textThis study explores how English major and non-English major undergraduate students differ in their ability to recognize input spaces of conceptual blends and explain the meaning contributed by individual input spaces, as well as their corresponding cognitive strategy use in meaning deconstruction. A comparative quantitative study was conducted with 72 native Croatian-speaking undergraduates at the Faculty of Humanities and Social Sciences, University of Zagreb, using a questionnaire assessing recognition and explanation of input spaces across five conceptual blends, and self-reported cognitive strategy use. The data were analyzed in phases. The preliminary statistical analysis was done using descriptive statistical methods, outlining general trends in the dataset. The analysis continued with assumption testing (Shapiro-Wilk and Levene’s tests), assessing normality and homogeneity of variance. Due to data not being normally distributed and unequal variance, the Mann-Whitney U test and Welch’s test were used for group comparison. The data analysis was completed with correlation analysis, using the Pearson correlation coefficient to measure the relationships between ESL study duration, recognition, explanation, and cognitive strategy use. Results of the data analysis showed that non-English majors performed better in input-space recognition than the English majors (M=9.16 vs. 8.09). At the same time, the latter demonstrated significantly higher explanation scores (M=7.17 vs. 5.73). English majors reported broader strategy use (M=22.74 vs. 18.11), with a statistically significant preference for mental imagery (p=0.04). The most frequently used strategies were elaboration and parsing, while the least used strategy was syntactic analysis. Paradoxically, longer ESL study duration correlated negatively with recognition scores (r=-0.35), contrary to the initial hypothesis. The disparity in recognition-explanation performance might be attributed to the groups’ difference in aptitude for different phases of the blending process: non-English majors excelled at composition-phase competencies, whereas English majors showed greater proficiency in elaboration-phase competencies, which would imply that specialized linguistic instruction enhances elaboration-phase competencies at the expense of composition-phase skills. However, the limitations of this study–including a homogenous sample and reliance on self-reported cognitive strategy data–require further research to corroborate these findings and examine potential causes.Ovaj rad proučava razlike između studenata preddiplomskog studija engleskog jezika i studenata drugih studijskih smjerova u njihovoj sposobnosti prepoznavanja ulaznih prostora konceptualnih blendova, kao i značenja koja isti doprinose integriranom prostoru te upotrebi kognitivnih strategija prilikom dekonstrukcije značenja. Provedena je komparativna kvantitativna analiza sa 72 izvorna govornika hrvatskog jezika, studenta Filozofskog fakulteta Sveučilišta u Zagrebu. Instrument je bio upitnik koji je ocjenjivao prepoznavanje i objašnjenje ulaznih prostora kroz pet konceptualnih blendova te upotrebu kognitivnih strategija. Analiza podataka provedena je u etapama: preliminarna statistička analiza uključivala je deskriptivne statističke metode kako bi se utvrdili opći trendovi. Uslijedili su testovi pretpostavki (Shapiro-Wilkov test i Levenov test) za procjenu normalnosti i homogenosti varijance. Uslijed heterogenosti varijanci i nepostojanja normalne distribucije, za usporedbu skupina korišteni su Mann-Whitneyev U-test i Welchov test. Analiza podataka završena je korelacijskom analizom, pri čemu je Pearsonov korelacijski koeficijent korišten za mjerenje odnosa između duljine učenja engleskog jezika, sposobnosti prepoznavanja i objašnjenja ulaznih prostora konceptualnih blendova, kao i korištenja kognitivnih strategija. Studenti drugih studijskih grupa učestalije su prepoznavali ulazne prostore u usporedbi sa studentima engleskog jezika (M=9,16 naspram 8,09), dok su potonji značajno učestalije uspijevali smisleno obrazložiti značenje koje ulazni prostori doprinose integriranom prostoru (M=7,17 naspram 5,73). Studenti engleskog jezika koristili su siri spektar strategija (M=22,74 naspram 18,11), pri čemu su statistički značajno preferirali mentalne slike (p=0,04). Elaboracija i raščlanjivanje bile su najkorištenije, dok se sintaktička analiza pokazala najrjeđe korištenom strategijom. Unatoč početnoj hipotezi da će duljina učenja engleskog jezika pozitivno korelirati s prepoznavanjem ulaznih prostora, ta je korelacija ipak bila negativna (r=-0,35). Razlika u uspješnosti prepoznavanja i objašnjenja mogla bi se pripisati razlikama u pristupu dviju skupina različitim etapama konceptualne integracije: studenti drugih studijskih grupa postigli su veći uspjeh prilikom kompozicijske faze konceptualne integracije, dok su studenti engleskog jezika bili uspješniji elaboracijskoj fazi, ukazujući kako specijalizirano lingvističko obrazovanje poboljšava elaboracijske vještine nauštrb kompozicijskih. Međutim, ograničenja ovog rada, koja uključuju homogeni uzorak i oslanjanje na samoprijavljenu uporabu kognitivnih strategija, zahtijevaju daljnja istraživanja kako bi se ova opažanja potvrdila i dodatno istražili potencijalni uzroci
Problem of Commercialization of Art in the 20th and 21st Centuries on Selected Examples
No full textRad analizira kako su procesi komercijalizacije utjecali na vrijednosni sklop umjetničkog svijeta. Naglasak je stavljen na odnos umjetnosti i tržišta tijekom 20. i 21. stoljeća te definiranje uloga aktera: umjetnika, galerija, trgovaca umjetninama, kritičara i kolekcionara. Odgovara na pitanje kako se formira cijena umjetničkog djela kao „robe s višim značenjem” te ga definira u kontekstu ulaganja. Adresira sličnosti i razlike u praksama menadžmenta i marketinga na višeslojnom umjetničkom tržištu u odnosu na ostala. Porast komercijalnih elemenata sagledan je s aspekta brendiranja umjetnika i razvoja celebrity kulture, promjene značenja velikih izložbi u kontekstu umjetničkog svijeta te promjena koje su procesi diznifikacije, mekdonaldizacije, globalizacije i edutainmenta donijele na polje institucija, posebice muzeja. Rad donosi osvrt na korporativne kolekcije i paradoksalni odnos korporacija prema umjetnosti te na nerazvijeno i nekontrolirano hrvatsko tržište umjetnina.The paper analyzes how commercialization processes have affected the values within the art world. The focus is placed on the relationship between art and the market during the 20th and 21st centuries, as well as on defining the roles of actors such as artists, galleries, art dealers, critics, and collectors. It answers the question of how the price of an artwork, as a "commodity with a higher meaning", is formed, and defines it in the context of investment. The paper addresses the similarities and differences in management and marketing practices within the multidimensional art market compared to other markets. The rise of commercial elements is examined through artist branding and the development of celebrity culture, the changing significance of major exhibitions within the art world, and the transformations that the processes of Disneyfication, McDonaldization, globalization, and edutainment have brought into the field of institutions, especially museums. The paper also reflects on corporate collections and the paradoxical relationship of corporations with art, as well as the underdeveloped and unregulated Croatian art market
Traducción de un fragmento del libro Teoría del arte del español al croata y la elaboración del glosario correspondiente
No full textOvaj diplomski rad ima za cilj prikazati terminografsku teoriju zajedno s prijevodom i analizom terminoloških jedinica stručnog teksta, a to je poglavlje iz knjige Teorija umjetnosti koju je napisao španjolski profesor José Jiménez. Rad je podijeljen na teorijski i praktični dio. U teorijskom dijelu prikazana je formalizacija terminoloških pojmova koja se pojavila iz praktičnih potreba stručnjaka za standardizacijom stručnog jezika iz različitih područja na međunarodnoj razini. Predstavljena je terminologija kao disciplina, definirani su njezini temeljni pojmovi i predstavljen je njezin razvitak kroz povijest. Potom se prikazuje domena i specijalizirano područje povijesti i teorije umjetnosti. U praktičnom dijelu donosi se izvornik i prijevod odabranog ulomka. Također se razrađuje metodologija i postupci koji su prethodno prikazani u teoretskom dijelu. Zatim se analiziraju pojedinih terminoloških jedinica i njihovih usvojenih rješenja. Kao rezultat prijevoda, pretraživanja i terminološke analize, predlaže se specijalizirani glosar o povijesti i teoriji moderne i suvremene umjetnosti. Zaključak rada ukazuje na potrebu nastavka razvoja terminološke teorije i prakse, posebice u hrvatskom jeziku.Este Trabajo de Fin de Máster tiene el objetivo de presentar la teoría terminográfica junto con la traducción y el análisis de las unidades terminológicas de un texto especializado, en este caso un capítulo del libro Teoría del arte escrito por el catedrático español José Jiménez. El Trabajo está dividido en la parte teórica y la parte práctica. En la parte teórica se presenta la formalización de los conceptos de la Terminología que ha surgido a causa de las necesidades prácticas de los especialistas por la estandarización del lenguaje especializado de diferentes ámbitos a nivel internacional. Se presenta la Terminología como disciplina, se definen sus conceptos básicos y se expone su desarrollo a lo largo de la historia. Luego se presenta el dominio y el tema especializado de historia y teoría del arte. En la parte práctica se expone el original y la traducción del fragmento elegido. También se elabora la metodología y los procedimientos empleados que antes se han presentado en la parte teórica. A continuación, se sigue con el análisis de algunas unidades terminológicas y sus soluciones adoptadas. Como resultado de la traducción, la búsqueda y el análisis terminológico se propone un glosario especializado de la historia y teoría del arte moderno y contemporáneo. La conclusión del trabajo muestra la necesidad de seguir desarrollando la teoría y la práctica terminológica, sobre todo en la lengua croata
Formativno procjenjivanje pisanja na engleskom kao stranom jeziku u školama u Hrvatskoj
No full textEven though summative assessment is still relatively widespread in the Croatian education system, formative assessment has gained popularity in recent years. In formative assessment, the teacher’s task is to provide students with information that will enable them to answer the three key questions crucial for optimal learning – Where am I going? Where am I now? How do I get there? The most important thing is that students are active participants in all aspects of the instruction process and that they are able to think about their own learning and make judgments about their own work and the work of others. As such, formative assessment is an important part of the EFL curriculum in Croatia as the main goal of EFL in schools is to enable students to communicate independently in the target language. Learning how to express yourself in writing is a vital part of this goal. Therefore, this study investigated how both teachers and students in schools in Croatia view and use formative assessment for developing EFL writing skills. The results of the qualitative and quantitative research showed that both teachers and students see value in formative assessment of EFL writing and appreciate formative assessment strategies that are more consistent with assessment for learning rather than assessment as learning. However, there is still some work to do in terms of including students in the process of assessment of written work and transforming them from passive to active participants. According to the participating teachers, the biggest challenges in doing so are an overly extensive syllabus, lack of time, and a supposed lack of students’ motivation and interest.Iako sumativno procjenjivanje još uvijek prevladava u hrvatskom obrazovnom sustavu, formativno procjenjivanje postaje sve popularnije u posljednjih nekoliko godina. U formativnom procjenjivanju nastavnikov je zadatak pružiti učenicima informacije koje će im dati odgovor na tri pitanja koja su ključna za optimalno učenje - Kamo idem? Gdje se trenutno nalazim? Na koji način mogu doći tamo? Najvažnije je da su učenici aktivni sudionici u svim aspektima nastavnog procesa te da su sposobni promišljati o vlastitom učenju i procjenjivati svoj rad i rad drugih. Kao takvo, formativno procjenjivanje važan je dio i hrvatskog kurikuluma engleskog kao stranog jezika jer se u njemu kao glavni cilj navodi omogućavanje učenicima da samostalno komuniciraju na ciljnom jeziku. Naučiti kako se pisano izražavati važan je dio ovog cilja. Stoga se ovo istraživanje bavilo time kako nastavnici i učenici u hrvatskim školama percipiraju i koriste formativno procjenjivanje za razvoj vještine pisanja na engleskom jeziku. Rezultati kvalitativnog i kvantitativnog istraživanja pokazali su da nastavnici i učenici smatraju formativno procjenjivanje pisanja na engleskom jeziku korisnim te da cijene i koriste strategije formativnog procjenjivanja koje su više u skladu s vrednovanjem za učenje nego vrednovanjem kao učenjem. Ipak, istraživanje je pokazalo da učenici još uvijek nisu dovoljno uključeni u proces procjenjivanja pisanih radova te da su još uvijek više pasivni nego aktivni sudionici nastavnog procesa. Prema riječima nastavnika, u ostvarivanju punog potencijala formativnog procjenjivanja u procjenjivanju pisanih radova sprječava ih prenatrpan plan i program, nedostatak vremena, te navodni nedostatak motivacije i interesa kod učenika
Self-concept in adolescence and contemporary parenting challenges
No full textSuvremeno roditeljstvo podrazumijeva sve više prostora za dječja prava, potrebe i autonomiju, što roditeljima predstavlja samo dio odgojnih izazova današnjice. Tradicionalne odgojne metode i stil roditeljstva sve se više zamjenjuju suvremenim pogledom na roditeljstvo, pod značajnim utjecajem društvenih promjena kojima su najviše izloženi adolescenti. Razdoblje adolescencije doba je sazrijevanja, traženja sebe i propitkivanja osobnih i društvenih normi. Stoga adolescenti aktivno istražuju i izgrađuju vrijednosti, stavove i mišljenja, a društvene promjene utječu i na moć odgojno-obrazovnih napora u izgradnji adolescentskog pozitivnog samopoimanja. Upravo je samopoimanje jedan od ključnih aspekata za razumijevanje ljudskog djelovanja, a razumijevanje adolescentskog samopoimanja, rizika u izgradnji istog i roditeljskih izazova suvremenog doba pruža doprinos unaprjeđenju pedagoške prakse. Cilj ovog rada jest utvrditi zaštitne i rizične čimbenike u razvoju samopoimanja adolescenata te na temelju dosadašnjih istraživanja prikazati povezanost stilova odgoja i privrženosti s izgradnjom samopoimanja, odnosno utjecaja obitelji, vršnjaka i škole na razvoj samopoimanja. Nadalje, ovaj rad ima za cilj analizirati u kojim suvremenim odgojnim izazovima roditelja pedagoška praksa može osnažiti i adolescente i roditelje. Navedeno je ostvareno uvidom u znanstvenu literaturu te prikazom niza značajnih istraživanja. Dosad provedena relevantna istraživanja pokazuju da su topla obiteljska atmosfera, autoritativni odgojni stil, sigurni stil privrženosti, niža razina podložnosti vršnjačkom pritisku te bolji akademski uspjeh povezani s pozitivnijim samopoimanjem adolescenata.Contemporary parenting increasingly prioritizes children's rights, needs, and autonomy, posing numerous challenges for parents in contemporary child-rearing. Traditional parenting methods and styles are gradually being replaced by modern approaches, heavily influenced by societal changes that particularly impact adolescents. Adolescence is a critical period of maturation, self-discovery, and questioning of personal and societal norms. During this phase, adolescents actively explore and shape their values, attitudes, and opinions, while societal transformations influence the effectiveness of educational efforts in fostering a positive self-concept among adolescents. Self-concept is one of the key aspects of understanding human behavior, and comprehending adolescent self-concept, the risks involved in its development, and the challenges of modern parenting provide valuable insights for advancing pedagogical practices. The aim of this paper is to identify protective and risk factors in the development of adolescents' self-concept, to present the relationship between parenting and attachment styles and the formation of self-concept based on previous research, and to examine the influence of family, peers, and school on the development of self-concept. Furthermore, it aims to analyze how contemporary parenting challenges can be addressed through pedagogical practices to empower both adolescents and their parents. This was achieved through a review of scientific literature and by presenting a series of significant research. Relevant research conducted so far indicates that a warm family atmosphere, an authoritative parenting style, a secure attachment style, lower susceptibility to peer pressure, and better academic performance are associated with a more positive self-concept in adolescents
Symbolic play and social competence in preschool children
No full textIgra ima ključnu ulogu u razvoju djeteta rane i predškolske dobi. Među ostalim, ona pospješuje kognitivni, emocionalni i socijalni razvoj. Teorija Jeana Piageta objašnjava da dijete rane dobi prolazi kroz dva razdoblja, senzomotoričko i predoperacijsko. Tijekom tih dvaju razdoblja dijete razvija simboličku funkciju, ključan čimbenik u daljnjem razvoju simboličke igre. Prema teoriji Lava Vigotskog dijete koristi simboličku igru za socijalizaciju, upoznavanje samog sebe i svijeta koji ga okružuje. Brojna istraživanja pokazuju da su pozitivni učinci simboličke igre razvoj empatije, komunikacije, rješavanje konflikata i suradnje – sve sastavnice socijalne kompetencije. No, metaanalize pokazuju da nema jasnog dokaza da simbolička igra pozitivno utječe na razvoj socijalne kompetencije djece rane i predškolske dobi. Uzimajući to u obzir, provedeno je sedmodnevno kvalitativno istraživanje u vrtiću u kojima je promatrana skupina djece u prosječnoj dobi od pet godina te je proveden intervju s njihovom odgojiteljicom. Cilj ovog istraživanja je utvrditi načine na koje se kroz simboličku igru izražavaju i razvijaju socijalne kompetencije djece rane i predškolske dobi. Dobiveni rezultati pokazuju da djeca, osobito oni malo stariji, pokazuju prikladnu upotrebu socijalnih vještina unutar skupine, odnosno visoku razinu socijalne kompetencije koja pritom određuje strukturu, tijek i trajanje simboličke igre, ali ukazuju i na neka područja na kojima treba poraditi kako bi ovaj proces bio još kvalitetniji.Play plays a crucial role in the development of early childhood and preschool-age children. Among other things, it enhances cognitive, emotional, and social development. Jean Piaget's theory explains that a young child goes through two stages: the sensorimotor and preoperational stages. During these stages, the child develops symbolic function, a key element in the further development of symbolic play. According to Lev Vygotsky's theory, the child uses symbolic play for socialization, self-discovery, and understanding the surrounding world. Numerous studies show that the positive effects of symbolic play include the development of empathy, communication, conflict resolution, and cooperation – all components of social competence. However, meta-analyses indicate that there is no clear evidence that symbolic play positively affects the development of social competence in early childhood and preschool-age children. Considering this, a seven-day qualitative study was conducted in a kindergarten, where a group of children around five years old was observed, and an interview was conducted with their teacher. The aim of this study was to determine the ways in which social competencies of early childhood and preschool-age children are expressed and developed through symbolic play. The results show that children, especially the slightly older ones, demonstrate appropriate use of social skills within the group, displaying a high level of social competence that, in turn, determines the structure, flow, and duration of symbolic play. However, the findings also highlight certain areas that need improvement to make this process even more effective