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Scientific creativity and student's achievement in various activities in the STEM field of education
No full textPredmet ovog diplomskog rada odnosi se na razmatranje kreativnosti, kao bitne sastavnice u životu svakog pojedinca. U istraživanju je mjerena potencijalna kreativnost djece osnovnoškolske dobi EPoC testom potencijalne kreativnosti znanstveno-istraživačke domene te su korišteni arhivski podaci o postignuću učenika u različitim aktivnostima iz STEM predmeta obrazovanja, kao i rezultati o motiviranosti. Cilj rada jest utvrditi povezanost znanstveno-istraživačke kreativnosti i postignuća učenika u različitim aktivnostima u STEM području obrazovanja. Na uzorku ispitanika razredne nastave (N=24) jedne osnovne škole u Rijeci, provedeno je deskriptivno-eksplorativno istraživanje čiji zaključci mogu poslužiti za kasnija opsežnija istraživanja u kojima će se moći generalizirati rezultati. Rezultati ukazuju kako na ovom uzorku ispitanika dječaci postižu bolje rezultate samo u zadacima divergentno-eksplorativnog mišljenja znanstveno-istraživačke domene, dok razlike u motiviranosti za STEM područje obrazovanja, nisu vidljive. Također, utvrđeno je da učenici koji imaju bolje ocjene iz STEM predmeta ujedno postižu i više rezultate na test znanstveno-istraživačke kreativnosti.The subject of this master’s thesis refers to understanding creativity, as a substantial component in the life of each individual. This study measured the potential creativity of elementary school students by the EPoC test of potential creativity in scientific domain and have been used archival data of student’s achievement in different activities in STEM subjects, as well as results of motivation. The aim of this work is to establish the correlation between scientific creativity and student’s achievement in various activities in the STEM field of education. Descriptive-exploratory research was conducted on a sample of elementary school students (N=24) in Rijeka, whose conclusions could serve as a basic for later voluminous research in which the results could be generalized. The results indicate that in this sample of examinees, boys achieve better results only in divergent-exploratory thinking in scientific domain, while differences in motivation for STEM field of education are not visible. Also, it was established that students who have better grades in STEM education also score higher on the test of scientific creativity
Environmental literacy of future pre-school educators
No full textEkološka pismenost budućih odgajatelja je značajna pretpostavka uspješnog i kvalitetnog rada u odgoju i obrazovanju za okoliš i održivi razvoj u predškolskim ustanovama. Ekološki pismena osoba ima dovoljnu svijest, znanje, vještine i stavove da razumije odnose ljudi i društava međusobno i prirodnih sustava te kako to učiniti na održiv način. U teorijskom dijelu rada opisani su značajni koncepti odgoja i obrazovanja za okoliš i održivi razvoj te modeli obrazovanja odgajatelja u tom području i pojam ekološke pismenosti te prikazana značajna istraživanja. Za potrebe istraživanja korišten je mjerni instrument anketa i provedeno istraživanje na studentima budućim odgajateljima.
Svrha i cilj ovog rada je prikazati rezultate istraživanja o ekološkoj pismenosti studenata preddiplomskog sveučilišnog studija Ranog i predškolskog odgoja i obrazovanja u Rijeci. Rezultati istraživanja pokazuju da su studenti dovoljni informirani te je većina studenata upoznata s lokalnim i globalnim ekološkim problemima / problemima održivog razvoja. Također, budući odgajatelji imaju pozitivno izražavanje o okolišu, ali se u okolišu ne ponašaju sukladno svojim stavovima. Dobiveni rezultati će poslužiti kao moguće smjernice u izradi sadržaja obrazovanja i studijskih programa budućih odgajatelja.The environmental literacy of future educators is a significant prerequisite for successful and quality work in environmental education and sustainable development in preschools. An environmentally literate person has sufficient awareness, knowledge, skills and attitudes to understand the relationships of people and societies with each other and with natural systems and how to do it in a sustainable way. The theoretical part of the paper will describe significant concepts of response and education for the environment and sustainable development, and the development of educator education in the field, and the emergence of environmental literacy and presented significant research. The results show that students are sufficiently informed and most students are familiar with local and global environmental / sustainable development issues. Also, future educators have a positive attitude about the environment, but have negative experiences in the environment, that is, they do not behave in accordance with their attitudes. For the purpose of the research, a measuring instrument of surveys was used and research was conducted on students to future pre-school educators.
The purpose and goal of this paper is to present the environmental literacy of undergraduate students of early and pre-school education in Rijeka. The results show that students are sufficiently informed and most students are familiar with local and global environmental / sustainable development issues. Also, future pre-school educators have a positive expression of the environment but do not behave in the environment in accordance with their attitudes. The results will serve as possible guidance in the design of content for the education and study programs of future educators
Korištenje didaktičkih digitalnih igara u razrednoj nastavi
No full textPojavom digitalnih medija došlo je do promjena u društvu pa tako i u obrazovanju. Odgojno-obrazovni sustav u svoj rad unosi računalo kao jedno od ključnih nastavnih sredstva i pomagala. Paralelno s time stvara se metoda rada temeljena na digitalnim didaktičkim igrama. Igra je kao temelj svakog nastavnog procesa dovela do pozitivnih stavova učenika prema učenju, ali i pospješila motiviranost i ustrajnost učenika. Suvremena igra donesla je još jedan poboljšan način ulaska u djetetov svijet. Tehnologija iz dana u dan napreduje, digitalnim didaktičkim igrama učenike se motivira na rad te su rezultati takvoga rada dosegli značajan napredak. Učitelji svakodnevno osuvremenjuju nastavni proces čineći ga zanimljivijim, inovativnijim i naprednijim. Svima se otvara jedan novi put koji povećava interes za poučavanje i učenje. Kombiniranjem tradicionalne nastave i suvremene nastave došlo se do nevjerojatnih pomaka u odgojno-obrazovnome sustavu. Digitalne igre otvaraju jednu novu dimenziju i temelje za uspješnu budućnost. Mnogim projektima i online sustavom postižu se takvi rezultati.With the appearance of digital media there have been changes in society and so in education. The educational system in its work introduces the computer as one of the key teaching tools and aids. Parallel with that time is created by a method based on digital didactic games (Digital Game-based Learning). The game as the basis of teaching process has led to positive attitudes of students towards learning, but also encourages motivation and perseverance of students. The contemporary play has brought another improved way of entering the childhood world. Day-to-day technology advances, Digital Game-based Learning motivates students to work and the results of such work have made significant progress. Teachers modernize the curriculum every day, making it more interesting, innovative and more advanced. Everyone opens up a new way that increases their interest in teaching and learning. By combining traditional teaching and contemporary learning, there have been incredible advances in the educational system. Digital games open a new dimension and the foundation for a successful future. Many projects and online systems achieve such results
Inquiry-based learning approach in teaching nature and society
No full textIstraživački pristup je suvremeni pristup u nastavi prilikom kojeg učenici samostalnim istraživanjem dolaze do spoznaja. Cilj istraživačkog pristupa je potaknuti učenike da samostalno istražuju, otkrivaju, zaključuju i dolaze do spoznaja, uz odgovarajuću pomoć učitelja.
Cilj ovog istraživanja bio je ispitati odgojno-obrazovnu praksu učitelja u realizaciji istraživačkog pristupa u nastavi prirode i društva. Svrha istraživanja je bila dati uvid o tome koliko su učitelji razredne nastave upoznati s pojmom istraživačkog pristupa. Osim toga, svrha je bila i dati uvid o kompetencijama i motivaciji učitelja razredne nastave, učestalosti provođenja istraživačkog pristupa u nastavi prirode i društva te nastavnim oblicima rada i nastavnim metodama koje pritom koriste.
Istraživanje je provedeno u osnovnim školama Primorsko-goranske županije. U istraživanju je sudjelovalo dvadeset i četvero učitelja razredne nastave, a podaci su prikupljeni postupkom intervjuiranja. Za potrebe istraživanja konstruiran je polustrukturirani intervju koji je uključivao jedanaest pitanja grupiranih u pet tematskih kategorija. Kategorije su bile: istraživački pristup, kompetencije, motivacija, učestalost provođenja te nastavni oblici rada i nastavne metode.
Očekivani ishodi ovog istraživanja bili su da će učitelji biti upoznati s pojmom istraživačkog pristupa, da će visoko procijeniti vlastite kompetencije te da će biti motivirani za provođenje istraživačkog pristupa zbog prednosti koje donosi. Također, očekivani ishod bio je i da će učitelji razredne nastave odgovoriti da prilikom provođenja istraživačkog pristupa u nastavi prirode i društva koriste nastavne metode i nastavne oblike rada koji omogućuju aktivno učenje. S druge strane, očekivalo se da će učitelji u manjoj mjeri odgovoriti da ovakav oblik nastave učestalo provode.
Rezultati istraživanja ukazali su da su učitelji razredne nastave upoznati s pojmom istraživačkog pristupa te su motivirani za provođenje istraživačkog pristupa u nastavi prirode i društva. Osim toga, rezultati su ukazali i da učitelji razredne nastave u velikoj mjeri smatraju da posjeduju određene kompetencije potrebne za planiranje i provođenje istraživačkog pristupa u nastavi prirode i društva. Rezultati istraživanja ukazali su i da učitelji razredne nastave prilikom provođenja istraživačkog pristupa u nastavi prirode i društva koriste nastavne metode i nastavne oblike rada koji omogućuju veću aktivnost učenika. Međutim, prema rezultatima istraživanja, istraživački pristup se u nastavi prirode i društva ne provodi u dovoljnoj mjeri, a kao razlog tome učitelji su navodili nedostatak vremena i sredstava potrebnih za istraživanje.The inquiry-based learning approach is a modern approach in education in which students come to cognition through their own research. The goal of this approach is to encourage students to independently research, discover, conclude and come to cognition, with the appropriate help of teachers.
The aim of this research was to examine the educational practice of teachers in the implementation of an inquiry-based learning approach in the teaching of nature and society. The purpose of the research was to provide insight about the fact how familiar are the primary school teachers with the concept of the inquiry-based learning approach. In addition, the purpose was to provide insight into the competencies and motivation of primary school teachers, the frequency of implementing inquiry-based learning approach in teaching nature and society, and teaching forms and teaching methods they use.
The research was conducted in primary schools in the area of Primorsko-Goranska County. Twenty-four primary school teachers participated in the study, and data were collected through an interview process. For the purposes of the research, a semi-structured interview was constructed and it included eleven questions grouped into five thematic categories. The categories were: inquiry-based learning approach, competencies, motivation, frequency of implementation and teaching forms and teaching methods.
The expected outcomes of this research were that teachers will be familiar with the concept of inquiry-based learning approach, that they will highly value their own competencies and that they will be motivated to implement inquiry-based learning approach because of the advantages it brings. Also, the expected outcome was that primary school teachers will respond that they use teaching methods and teaching forms that enable active learning when implementing the inquiry-based learning approach in the teaching of nature and society. On the other hand, teachers were expected to respond to a lesser extent that this form of teaching is practiced frequently.
The results of the research indicated that primary school teachers are familiar with the concept of inquiry-based learning approach and are motivated to implement this approach in teaching nature and society. In addition, the results also indicated that primary school teachers were largely considered to possess certain competencies needed to plan and implement inquiry-based learning approach in nature and society teaching. The results of the research also showed that primary school teachers, when conducting a research approach in the teaching of nature and society, use teaching methods and teaching forms that enable greater student activity. However, according to the results of the research, the inquiry-based learning approach is not sufficiently implemented in the teaching of nature and society, and the teachers stated the lack of time and resources needed for research as the reason for that
Slikovnice kao poticaj za pisano stvaralaštvo učenika 3. i 4. razreda osnovne škole
No full textU radu se istražuju mogućnosti uporabe slikovnica u nastavi pisanoga izražavanja. Cilj je istražiti kako odabrane slikovnice kao umjetnička djela mogu motivirati i usmjeravati učenike u uspostavljanju doživljajno-spoznajnog odnosa prema temi te kako se to očituje pri primjeni jezičnih sredstava, tj. pisanju vezanoga teksta (sastavka). Stoga će u sklopu istraživanja biti izrađeni metodički modeli za uporabu odabranih slikovnica koje mogu biti poticajem za pisano stvaralaštvo. Predloženi metodički modeli mogu se primijeniti u radu s učenicima 3. i 4. razreda osnovne škole
Preschool teacher's competencies for integrating movement into the child's daily activities
No full textFormalno obrazovanje odgajateljima omogućava stjecanje kompetencija potrebnih za rad u ranom i predškolskom odgoju i obrazovanju, ali njihovo razvijanje ne prestaje nikada. Cjeloživotno učenje moralna je i profesionalna obveza odgajatelja koja omogućuje kvalitetan odgojno-obrazovni rad. Suvremeno se doba odlikuje sedentarnim načinom života u kojemu je pokret sveden na minimum, stoga je njegova integracija u svakodnevne aktivnosti djeteta u ustanovama odgoja i obrazovanja nužna. Odgajatelji će u skladu sa svojim kompetencijama koje posjeduju integrirati pokret u odgojno-obrazovni rad. Cilj je ovoga rada bio ispitati mišljenja odgajatelja o pokretu, pokretu u ustanovi ranoga i predškolskoga odgoja i obrazovanja te njihovom osjećaju kompetentnosti za integraciju pokreta. Ispitano je mišljenje 100 odgajatelja na području grada Rijeke i okolice. Rezultati istraživanja pokazali su da odgajatelji imaju pozitivno mišljenje o pokretu, dok se odgajatelji koji sudjeluju na edukacijama o pokretu osjećaju kompetentnije za integriranje pokreta u svoj rad.Formal education enables educators to acquire the competencies needed to work in early and preschool education, but their development never ends. Lifelong learning is a moral and professional obligation of educators that enables quality educational work. The modern age is characterized by a sedentary lifestyle in which the movement is reduced to a minimum, so its integration into the daily activities of the child in institutions of early and preschool education is necessary. Educators will, in accordance with their competencies, integrate the movement into educational work. The aim of this paper was to examine the opinions of educators about the movement, the movement in the institution of early and preschool education, their sense of competence for the integration of the movement. The opinion of 100 educators in the area of Rijeka and its surroundings was examined. The results indicate that educators have a positive opinion about movement, while educators who participate in educations feel more competent to integrate movement into their work
Acquiring Mother Tongue and a Foreign Language by Preschool Children
No full textOvaj rad prikazuje osnove usvajanja materinskog jezika i situacijskog pristupa učenja stranog jezika kod djece koja još ne idu u školu. U radu se govori o učenju materinskog i stranog jezika u ranoj dobi, teorijskim osnovama nastave, o prednostima i nedostacima ranog učenja engleskog jezika te o ciljevima učenja engleskog jezika u predškolskoj dobi. Ključno je razumjeti ulogu vršnjaka, odgajatelja, pjesmica, igara i motivacije te ulozi medija kao nužnim karakteristikama za situacijsko učenje stranog (engleskog) jezika. Poznata je činjenica da djeca uče prirodnim putem, istražujući okoliš i pamteći ono percipiraju kroz situacije koje ih prate.This paper presents the basics of first language acquisition and the situational approach to learning a foreign language in children who are preshool age. The paper discusses the learning of mother tongue and foreign language at an early age, the theoretical foundations of teaching, the advantages and disadvantages of early English language learning and the goals of learning English in preschool age. It is crucial to understand the role of peers, educators, songs, games and motivation and the role of the media as necessary characteristics for situational learning of a foreign (English) language. It is a well-known fact that children learn naturally, exploring the environment and remembering what they perceive through the situations that accompany them
RAISING THE SPIRITUAL BEING OF THE EARLY AND PRESCHOOL AGE CHILD IN PROGRAMS OF RELIGIOUS ORIENTATION
No full textHolistički pristup odgoju i obrazovanju djece rane i predškolske dobi podrazumijeva stvaranje i osiguravanje uvjeta za njegov fizički, psihički, ali i duhovni razvoj. Mogućnosti za razvoj duhovne komponente osiguravaju, između ostalih, i vjerski programi. Stoga se ovim radom želi prikazati razvoj duhovne komponente djeteta u odgojno obrazovnim programima vjerske i drugih orijentacija.A holistic approach to nurture and education children of early and preschool age implies the creation and provision of conditions for his physical, mental and spiritual development. Opportunities for the development of the spiritual component are provided, among others, by religious programs. Therefore, this work aims to show the development of the spiritual component of the child in educational programs of religious and other orientations
CHALLENGES OF USING THE CHAKAVIAN DIALECT IN KINDERGARTEN
No full textoai:repository.ufri.uniri.hr:ufri_816Dijalekti predstavljaju važan segment kulturne baštine i tradicije određenog kraja što zbog utjecaja globalizacije treba sačuvati. Jedan od načina je njegova primjena u odgojno – obrazovnom radu s djecom rane i predškolske dobi. Kako je to period intenzivna rasta i cjelovitog razvoja, posebna se pozornost u radu želi posvetiti izazovima primjene dijalekta u okviru jezično – komunikacijskog razvoja u institucionalnom i obiteljskom okruženju.Dialects represent an important segment of the cultural heritage and tradition of a certain region, which should be preserved due to the influence of globalization. One of the ways is its application in educational work with children of early and preschool age. As this is a period of intensive growth and overall development, this work wants to pay special attention to the challenges of applying the dialect within the language - communication development in the institutional and family environment
Use of music therapy in work with children with development disability
No full textLjudi su glazbu stvarali od samih početaka, a najčešće su je koristili u ritualne svrhe zbog vjerovanja u njenu moć. Iako tada muzikoterapija kao znanost nije postojala, svi ti rituali i obredi uz glazbenu pratnju bili su preteća muzikoterapije. Muzikoterapija se sve češće koristi u radu s djecom s razvojnim poteškoćama što pokazuje izvrsne rezultate. Za rad s upravo tom populacijom najviše se koristi aktivna metoda muzikoterapije, iako postoji i receptivna metoda, no ona se znatno rjeđe koristi. Osim toga u muzikoterapiji se koriste individualni i grupni rad, no kod djece s poteškoćama u razvoju češće se koristi individualni rad.People have been creating music from the very beginning, and have most often used it for ritual purposes because of their belief in its power. Although music therapy as a science did not exist at the time, all these rituals and ceremonies accompanied by music were a forerunner to music therapy. Music therapy is increasingly used in working with children with developmental disabilities, and it has shown excellent results. The active method of music therapy is mostly used to work with this population, although there is also a receptive method, but it is used much less often. In addition, individual and group work are used in music therapy, but individual work is more often used in children with developmental difficulties