1242 research outputs found
Sort by
Art in general education: the potential and methods of its integration in teaching
No full textТеоретичари у области уметности указују на доминантну усмере-
ност наставе на когнитивни развој ученика и истичу важност естетског
васпитања којим се чула и свест могу довести у хармоничан однос и тако
допринети ослобађању и развоју индивидуалних потенцијала, који у ак-
туелним условима општег образовања најчешће остају неразвијени. Циљ
овог рада је да укажемо на различите начине на које је потенцијал умет-
ности могуће искористити у настави тако да она буде усмерена на цело-
купан развој ученика. Након увида у разматрања теоретичара англосак-
сонског подручја у овој области (Eisner, Catterall, Efland, Evans) и резул-
тате њихових емпиријских истраживања, у раду су приказана три раз-
личита начина интегрисања уметности у наставу, која се међусобно не
искључују: 1) приступ интегрисања уметности у наставу кроз посебне
уметничке предмете; 2) приступ који се односи на коришћење знања из
области уметности за ефикасније разумевање садржаја других предме-
та (нпр., знање о тактовима се користи приликом учења разломака) и 3)
приступ који подразумева преношење различитих уметничких процеса и
начина размишљања (дивергентно мишљење, креативност, сагледавање
проблемског задатка из више углова, драматизација, секвенцијалност) у
друге наставне садржаје. Имајући у виду да у наставној пракси у Србији
доминира примена првог приступа интегрисања уметности у општем об-
разовању, било би пожељно подстицати коришћење уметничких знања,
вештина и метода у настави других предмета и емпиријски проверити
могућности њихове примене.Theorists in the field of art call attention to the dominant focus on students’
cognitive development in education, emphasising the importance of aesthetic
education whereby the senses and consciousness are able to form a harmonious
relationship, thus contributing to the liberation and development of
individual potentials which often remain undeveloped in the contemporary
system of general education. The goal of this paper is to highlight the ways in
which the potential of art can be harnessed in teaching, directing its focus towards
the overall development of students. Drawing on the deliberations of
Anglo-Saxon theorists in this field (Eisner, Catterall, Efland, and Evans), and
the results of their empirical research, this study presents three distinct, yet not
mutually exclusive, ways of integrating art into education: 1) an approach involving
the incorporation of the arts into teaching through specific art subjects;
2) an approach related to utilising knowledge from the field of the arts in order
to gain a more effective understanding of the content of other subjects (e.g.
knowledge about musical beats may be used when learning fractions); 3) an
approach involving the transfer of various artistic processes and ways of thinking
(divergent thinking, creativity, viewing a problem from different perspectives,
dramatisation, and sequential thinking) to other teaching content. Given
that the application of the first approach to integrating art into general education
predominates in teaching practice in Serbia, it would be beneficial to promote
the use of artistic knowledge, skills, and methods in the teaching of other
subjects and empirically examine the possibility of their implementation
Posthuman quantum: The case of childhood wwwebs
No full textFor centuries, childhood was understood as a time-limited period filled with fond memories of adults about “what once was” or many stories beginning with “once upon a time”. However, this approach led to the denying of its complexity, authenticity and developing legitimacy. Accordingly, in this article, I am starting from the posthuman understanding of childhood as an authentic experience which is not determined only by time, therefore, an assemblage in which numerous forces (living and non-living) continuously and inextricably intertwine. I have devoted special attention to consider the ways in which digital forces intervene in the childhood assemblages, to rethink digital as a reality that is not separated from the materiality, to revive memories of becoming with the world, that is, about childhood as a force that is always and everywhere present. Such considerations led me to problematize our own positions as adults and researchers, our research intentions and to call upon our own childhoods that we experience with others
Социјални статуси у одељењу ученика који имају тешкоће у развоју из перспективе наставника средњих стручних школа
No full textЦиљ истраживања односио се на добијање увида у наставничке перцепције социјалног статуса ученика који имају тешкоће у развоју у одељењу, као и у њихова мишљења о чиниоцима који на дати статус утичу. Узорак је чинило 50 наставника који предају различите наставне предмете из седам средњих стручних школа у Србији, различитих подручја рада. У истраживању је примењен упитник са питањима отвореног типа, у којем је од наставника тражено да опишу социјални статус ученика који имају тешкоће у развоју у одељењу, те да наведу кључне чиниоце који су на дати статус утицали. У обради података коришћена је квалитативна интерпретативна феноменолошка анализа. Главни налаз истраживања упућује на то да је социјални положај ученика који имају тешкоће у развоју неповољнији у односу на социјални статус осталих ученика, те да на њега значајно утичу различити чиниоци као што су: индивидуалне карактеристике ученика, нереално високе аспирације или ниска очекивања родитеља, индиферентан однос осталих вршњака према овим ученицима, недостатак подршке, негативни ставови и стереотипи у школском и друштвеном контексту. Наставници су посебно свесни значаја сопствене улоге и одговорности у унапређивању социјалног положаја ученика који имају те-шкоће у развоју. Неопходно је на нивоу образовног система и школе више пажње посветити припреми наставника за реализацију инклузивног образовања и примену диференцираног приступа. Важно је подизати општи ниво компетентности ученика који имају тешкоће у развоју, унапређивати социјалне вештине осталих вршњака у одељењу и реализовати програме оснаживања родитељских капацитета.The goal of the research was to get an insight into teachers’ perceptions of the social status of students with developmental difficulties in the classroom, as well as their views on the factors influencing that status. The sample consisted of 50 teachers teaching different school subjects in seven vocational schools in Serbia. These vocational schools specialise in different fields. A questionnaire with open-ended questions was used in the research, and the teachers were asked to describe the social status of the students with developmental difficulties, as well as to name the key factors influencing that status. A qualitative interpretative phenomenological analysis was used for data processing. The key findings indicate that the social status of the students with developmental difficulties is less favourable than the status of other students, and that different factors have an impact on such status: students’ individual characteristics, unreasonably high or low parents’ expectations, the indifference of other peer students towards the students with developmental difficulties, the lack of support, negative attitudes and stereotypes in both school and social contexts. The teachers are particularly aware of their own role and responsibility in improving the social status of the students with developmental difficulties. It is necessary, at school and educational levels, to pay more attention to the training of teachers for implementing inclusive education and using a differentiated approach. It is important to raise the general level of competence of the students with developmental difficulties, improve the social skills of other students in the class, and implement the programmes for parental capacity encouragement
Primeri interdisciplinarnih aktivnosti za unapređenje ekološke pismenosti učenika
No full textRazumevanje ekosistema i procesa koji se dešavaju u životnoj sredini, predviđeno ekološkim obrazovanjem učenika, zahteva saradnju i timski rad nastavnika iz različitih disciplina. To podrazumeva primenu modela interdisciplinarnog pristupa učenju i nastavi. U okviru projekta ELIPS procenjeno je trenutno stanje nivoa ekološke pismenosti učenika sedmog razreda osnovne škole u Srbiji, uz određivanje faktora koji doprinose razvoju ekološkog identiteta učenika. Od mogućih 240 poena na međunarodnom upitniku koji meri nivo ekološke pismenosti, MSELS, učenici iz Srbije (n=877) ostvarili su prosečno 148 poena. Kako bi nastavnici prirodnih predmeta u osnovnoj školi imali gotove alate za razvoj pro-ekološkog ponašanja i brige o životnoj sredini, članice tima projekta ELIPS razvijaju nastavni materijal u funkciji poboljšanja ekoloških promišljanja, kao i razvoja ekološkog senzibiliteta svih učesnika u procesu obrazovanja. U ovom radu su data uputstva za različite jednostavne aktivnosti u nastavi biologije i hemije, kojim bi učenici bolje razumeli ekološke probleme. Jedna od predloženih aktivnosti se može realizovati upotrebom lako dostupnog pribora i materijala, kao što su latice crvene ruže, sumpor u prahu, providna staklena posuda, odgovarajući poklopac i šibice. U eksperimentu kojim se pokazuje efekat oksida sumpora iz kiselih kiša na pigmente u cveću, učenici mogu da na razumljiv način shvate negativan efekat kiselih kiša na prirodu, uz podsticanje diskusije o značaju pigmenata u biljkama. Ova aktivnost može inspirisati učenike da sami prepoznaju druge primere zagađenja životne sredine, kao što su ispuštanje neprečišćenih otpadnih voda ili uticaj nepravilno odloženog opasnog otpada na kvalitet zemljišta. Horizontalna i vertikalna integracija sadržaja prirodnih nauka, kroz navođenje primera ekoloških problema i izvođenje jednostavnih eksperimenata, može olakšati učenicima razumevanje prirode i uloge čoveka u njoj, što je ključno za negovanje njihovog ekološkog identiteta.Presentation: [https://ipir.ipisr.org.rs/handle/123456789/1169
Stressful life experiences and adolescents' psychopathology: mediation of the perception of self, family and future
No full textThe association between life stressors and psychopathology in young adolescents is less explored in the literature. The aim of this research is to examine the associations among stress about life experiences (losing job of a parent, moving, changing school, desease or death of a family member or a friend, etc.) and externalizing, internalizing behavioral problems (ASEBA) and 5Cs PYD qualities at the non-clinical sample of adolescents (n=215, 34,9% male students, aged 14–19 years) in the first three months of school opening after begining COVID-19 pandemic. Additionally¸ it’s tested if the adolescents’ way they perceive themselves, their family and being optimistic about their future mediate the influence of stressful life events on the development of psychopathological behavior and PYD qulities. Age, gender, negative life experiences, adolescents’ perception of family and of themselves and optimism about their future, explained 23% of variance in internalizing behavioral problems, 25% of variance in explaining externalizing behavioral problems and 34% of variance in explaining 5Cs PYD qualities. Direct positive link between negative life experences is estabished with internalizing (z=3.671, p< .001) and with externalizing (z=3.213, p< .01) behavioral problems. Adolescents’ satisfaction with their families mediate the link between negative life experiences and PYD quaities (z=-3.571, p< .001) and the link between negative life experiences and externalizing (z=3.507, p< .001) and internalizing (z=2.125, p< .05) behavioral problems. Current data imply the protective (externalizing and internalizing problems) and promotive (PYD qualities) effect of adolescents’ satisfaction with family life.Book of abstracts: 19th European Association for Research on Adolescence (EARA) – Promoting Adolescent Solidarity and Well-Being, 25-28 Septembar 2024. Limassol, Cyprus
Juvenile crime in Serbia–current state of affairs
No full textМалолетнички криминалитет у Србији, у светлу актуелних трагичних
догађаја, привлачи значајно интересовање јавности, истовремено
отварајући простор за реформисање система реаговања на малолетничку
делинквенцију. Како би будући одговори кореспондирали са реалним
стањем ствари, изузетно је значајно упознавање са стањем и трендовима
малолетничког криминалитета. У том смислу треба имати у виду да се
малолетнички криминалитет у Србији током последње деценије одликује
релативно стабилним бројкама, те да, супротно одређеним медијским
осликавањима, није било драматичних промена. И поред тога, не треба
занемарити извесне промене у домену структуре кривичних дела
учињених од стране малолетника. Такође, нужна је анализа броја и
структуре изречених малолетничких кривичних санкција, имајућу у виду
комплексне проблеме који оптерећују ову област. Отуда су се ауторке
бавиле анализом статистичких података прикупљених од стране
Републичког завода за статистику Србије. Циљ рада је да се сачини
сумаран пресек стања малолетничког криминалитета, а како би се
потпомогла будућа дискусија о реформисању система малолетничког
правосуђа схваћеног у ширем смислу.In view of the recent tragic events, juvenile delinquency in Serbia is attracting
significant public interest and opens up a place for a future reform of the juvenile
justice system. For future answers to correspond with the existing state of
affairs, it is essential to familiarize the public with the state and trends of juvenile
crime. In this sense, it should be borne in mind that juvenile crime in Serbia during the last decade has been characterized by relatively stable figures
and that, contrary to certain media depictions, there have been no dramatic
changes. However, certain changes in the structure of offenses committed by
minors should not be ignored. Also, an analysis of the trends in the field of
applied juvenile criminal sanctions is necessary, bearing in mind the complex
problems burdening this area. Hence, the authors have analyzed the statistical
data collected by the Republic Institute of Statistics of Serbia. The aim of the
work is to create a summary of the state of juvenile crime in order to support
future discussions about reforming the juvenile justice system in Serbia.ЗБОРНИК САЖЕТАКА:
XIII Научног скупа поводом Дана Правног факултета, на општу тему
„Право између заштите и злоупотребе“,
који је у организацији
Правног факултета Универзитета у Источном Сарајеву,
и суорганизацији
Европске организације за јавно право,
Међународног савеза правника,
Института за упоредно право,
Српског удружења за кривичноправну теорију и праксу,
Института за криминолошка и социолошка истраживања,
одржан 26. октобра 2024. год. на Палама, Источно Сарајев
Konceptualni i metodološki okvir istraživanja PIRLS
No full textPIRLS (Progress in International Reading Literacy Study) je međunarodno istraživanje
razvoja čitalačke pismenosti koje je samo jedno u velikoj grupi komparativnih studija
u okviru kojih se prate i analiziraju trendovi postignuća učenika. Cilj istraživanja
PIRLS odnosi se na to da omogući procenu napretka i empirijskog proučavanja
odnosa između čitalačkih postignuća učenika (assessing trends), kao i svih drugih
faktora koji pripadaju školskom i porodičnom okruženju, a koji suštinski utiču na
čitalačka postignuća učenika četvrtog razreda osnovne škole (desetogodišnjaka). U
ovom radu predstavljamo konceptualni i metodološki okvir studije PIRLS kako bismo
istraživačima i čitaocima omogućili jednostavnije praćenje, ali i sveobuhvatnij
Who are Serbia’s high achievers? A-level students in ICCS 2022
No full textAnalyzing high-performing students in civic literacy offers insights into
the factors influencing their civic engagement and understanding. In the
present study, the sample included 2,638 eighth-grade students who
participated in ICCS 2022, with 14.0 percent (57.6% girls) achieving
Level A, the highest referent level. A-level students effectively connect
social and political processes with legal and institutional mechanisms,
accurately predicting the benefits and outcomes of policies and civic
activism. They demonstrate an understanding of economic relations
and the importance of active participation in a democratic society. Our
results revealed certain personal and family characteristics in which
A-level students differ from their peers. In our sample, these students had
more educated parents, higher expected educational attainment, better
socio-economic backgrounds, and greater home literacy resources. They
also spent less time using tablets and computers at home. They showed
more positive attitudes and higher expectations regarding participation
in environmental protection, electoral participation, and concerns about
threats to the global environment, along with more favorable attitudes
toward immigrants. These students were more willing to participate in
civic and other activities at school and discuss political or social issues outside of school. However, they were less likely to believe they could
influence decision-making at school, reported lower satisfaction with the
political system, showed less trust in civic institutions, and interestingly,
were less likely to be active political participants. These results suggest
that while A-level students exhibit more positive attitudes and intentions
toward civic engagement and social issues, they simultaneously express
dissatisfaction with the political system and feel less empowered
in decision-making. This emphasizes the importance of creating a
supportive environment where students are inspired to participate in
civic issues. Future research should explore differences among A-level
students across countries, as understanding these variations can provide
insights into effective educational practices and policies that promote
civic engagement globally.Book of abstracts: The 31st International Scientific Conference “Educational Research and School Practice“, December 6, 202
Information literacy as an addition to the family of literacies
No full textPaul Zurkowski introduced the concept of information literacy (IL) in the
1970s and defined information literates as individuals possessing a set
of skills for utilizing information sources and tools to mold information
solutions to their problems. Many authors have since studied IL in
an attempt to define it more closely. The same skill set comprising IL
is recognized in relevant policy documents such as the European Key
Competences for Lifelong Learning adopted by the Council of the
European Union in 2018 and the Standards of General Cross-Curricular
Competencies in the Republic of Serbia from 2013. Although long present
in the theoretical and education policy debate, the literacy aspect of IL has
received little attention. The concept of literacy itself has changed from a
binary phenomenon to one that reflects functionality in different contexts.
Moreover, contexts have served as the basis for introducing multiple
domain-specific literacies (e.g., the list of literacies/competencies PISA
measures has grown from three to seven and counting), which raises the
question of the interconnection between these competencies. This paper
aims to offer insights into the relations between information, reading, and
digital literacies based on the research of differences between digital
and paper-based reading as well as one- versus multiple-source reading.
Research findings suggest that although IL intersects with both reading
and digital literacies, its uniqueness justifies treating it as a separate concept that is highly relevant in the contemporary context of infodemic
and information overload.Book of abstracts: The 31st International Scientific Conference “Educational Research and School Practice“, December 6, 202
Disciplinary practices and teacher-student relations in high school
No full textSchool climate refers to the quality and nature of school life. One ofthe components of this multidimensional construct is the relationship betweenteacher and student. The aim of this study is to examine the impact of teachers’disciplinary techniques on the quality of teacher-student relations. The researchsample consisted of 860 students (59.6% female) aged 15 to 19 years (M = 16.38, SD= 1.05). Data on teachers’ disciplinary practices were collected using the DelawarePositive, Punitive, and SEL Techniques Scale (four-point Likert-type scale, α = .87).The scale consists of three subscales that measure students’ perceptions of the useof positive behavioral techniques (6 items, α = .88), punitive techniques (6 items,α = .74), and social emotional learning techniques (6 items, α = .88). Relationshipsbetween teachers and students were assessed using the Teacher-Student Relationssubscale of the Delaware School Climate Scale (4 items, α = .90). Results indicatethat teacher’s techniques are statistically significantly correlated with studentteacherrelations (r(858) = .57, p = <.001). The strongest positive correlation was foundbetween positive techniques and teacher-student relations (r(858) = .72, p = < .001),then with SEL learning techniques (r(858) = .66, p = < .001), while a weak negativecorrelation was found between punitive practices and relationships betweenteachers and students (r(858) = -.31, p = < .001). This correlation remains even whenrespondents’ age and gender are taken into account. The findings demonstratehow important the use of positive and SEL teacher’s disciplinary techniques maybe for the promotion of interpersonal relationships and, consequently, for theimprovement of the school climate