1,721,010 research outputs found
ENCOURAGING THE DEVELOPMENT OF EMPATHY IN PRESCHOOL CHILDREN
No full textAutor u radu propituje važnost emocija, emocionalnog razvoja i razvoja empatije u predškolskoj dobi. Prvi dio rada bavi se osnovnim pojmovima bitnim za rad kao što su empatija, emocije, emocionalna inteligencija i moralni odgoj. Nadalje, govori se o mehanizmima za razvijanje empatije i empatičnog ponašanja koji se koriste u odgoju i obrazovanju djece te o poteškoćama koje se mogu javiti u tom kontekstu. Praktični dio rada nastao na temelju konkretnog rada s djecom, odnosno pet osmišljenih radionica koje su se održale u dječjem vrtiću Kutina, s ciljem promatranja i zaključivanja o razini empatije kod djece predškolske dobi i poticanja razvoja empatije.The author questions the importance of emotions, emotional development and the development of empathy in preschool age. The first part of the paper deals with basic concepts relevant to the paper, such as empathy, emotions, emotional intelligence and moral education. Furthermore, it discusses the mechanisms for developing empathy and empathic behavior used in the education of children and the difficulties that may arise in this context. The practical part was created on the basis of concrete work with children - five workshops held in the kindergarten Kutina, with the aim of observing and concluding on the level of empathy in preschool children and encouraging the development of empathy
DETERMINING THE NEEDS FOR PROFESSIONAL DEVELOPMENT OF UNIVERSITY TEACHERS
Get PDFCilj je rada bio utvrditi subjektivnu procjenu studenata, alumni studenata i sveučilišnih nastavnika Odjela za
biologiju Sveučilišta J. J. Strossmayera u Osijeku o razvoju vještina koje čine određene ključne kompetencije
tijekom i nakon studija te utvrditi njihovu procjenu o važnosti ključnih kompetencija za posao i karijeru.
Ovim se radom procijenilo koliko je programom pojedinog studija Odjela za biologiju planiran razvitak
ključnih kompetencija te se utvrdio stav sveučilišnih nastavnika o njihovoj potrebi za profesionalnim
usavršavanjem nastavničkih kompetencija, njihove navike i načini profesionalnog usavršavanja. U tu su
svrhu, tijekom akademske godine 2018./2019., provedene ankete zatvorenog tipa i obrazac samovrednovanja
te su analizirani programi pojedinog studija Odjela za biologiju. Razvoj pojedine ključne kompetencije
planiran je ovisno o programu studija, dok nastavnim programima nije planiran razvitak Kompetencije
učenja, Društvene i građanske kompetencije te Kulturološke senzibilizacije i izražavanja. Većinu vještina
studenti uglavnom malo razvijaju tijekom studija, a isto kao i alumni studenti smatraju da su im važne za
posao. Najveći broj nastavnika navodi organiziranje radionica i seminara kao resurs potreban za razvoj
nastavničkih kompetencija te tvrdi da vlastiti razvoj nastavničkih kompetencija prati pomoću povratne
informacije od studenata. Između sveučilišnih nastavnika i studenata uglavnom prevladava neslaganje u
procjeni zastupljenosti različitih navika i načina poučavanja u nastavi.The aim of the paper was to determine the subjective assessment of students, alumni and university
professors of the Department of Biology at the J. J. Strossmayer University in Osijek on the development of
skills that make certain key competences during and after the study and determine their assessment of the
importance of key competences in terms of work and career. This paper evaluated to what extent the
individual study programs within the Department of Biology are planned to develop key competencies. The
point of view of university professors on their need for professional development of teaching competencies,
their habits and ways of professional development have also been established. For this purpose, during the
academic year 2018/2019, closed type surveys and self-evaluation forms were administered and the
respective programs of the Department of Biology were analyzed. The development of some key
competencies is planned depending on the study program, whereas the curriculum does not plan the
development of Learning Competence, Social and Civic Competence and Cultural Sensitization and
Expression. Most of the students' skills are scarcely developed during the studies. However, the students,
same as alumni, think that they are important for their work. The largest number of professors cite the
organization of workshops and seminars as a resource needed for the development of teaching competencies
and claim that their own development of teaching competences is accompanied by feedback from students.
There is a disparity between university professors and students when it comes to evaluating the
representation of different habits and teaching methods
Knowledge and practice of educators about sustainable development in kindergarten Popovača.
No full textRani i predškolski odgoj i obrazovanje prva je razina odgoja i obrazovanja koji djecu rane i predškolske dobi može poticati na aktivan odnos prema održivom razvoju. Cilj ovog rada bio je istražiti znanje odgojitelja u dječjem vrtiću Popovača o važnosti održivog razvoja u odgoju i obrazovanju djece rane i predškolske dobi i načina na koje implementiraju svoja znanja u rad s djecom.
Istraživanje je provedeno na uzorku od dvadeset i četiri odgojiteljice koje rade na poslovima odgoja i obrazovanja djece rane i predškolske dobi u dječjem vrtiću Popovača. Rezultati pokazuju kako odgojitelji održivi razvoj najviše poistovjećuju s ekologijom i zaštitom prirode, razumiju samu srž održivog razvoja i dobro ga implementiraju u svoj svakodnevni rad s djecom, svjesni su nedostatka vlastitog obrazovanja za održivi razvoj, ali smatraju da provođenje aktivnosti odgoja i obrazovanja za održivi razvoj doprinosi razumijevanju održivog razvoja kod djece te da im je za odgoj i obrazovanje djece o održivom razvoju potrebno sudjelovanje na edukacijama tj. cjeloživotno profesionalno učenje i usavršavanje.Early childhood education is the first pillar of education that can foster children of early years and preschool age to an active relationship with sustainable development. The aim of this work was to explore the knowledge of kindergarten teachers in Popovača. The importance of sustainable development in child rearing and education and how they implement their knowledge in child labour. The survey was carried out on a sample of twenty-four educators working in the care and education of children of early and preschool age in the kindergarten Popovača. The results show that educators of sustainable development most identify with ecology and nature protection, understand the core of sustainable development and implement it well in their daily work with children, are aware of the lack of their own sustainable development, but they consider that the implementation of education and education activities for sustainable development contribution to understanding sustainable development in children and that education and education for sustainable development are needed i.e. lifelong professional learning and training
The practice of formative evaluation and changes in practice that occur during reflective learning of teachers
No full textBrojne i kontinuirane promjene u odgojno-obrazovnom procesu zahtijevaju od učitelja adaptivnu ekspertizu zbog čega inicijalno obrazovanje postaje nedostatno. Stručno usavršavanje koje je dio profesionalnog razvoja sve više zauzima bitnu ulogu pri upotpunjavanju složenog kompetencijskog profila učenika. U ovom radu su se pratile promjene dvije učiteljice koje u osnovnoj školi predaju Biologiju u formativnom vrednovanju (pristupu vrednovanja za učenje i pristupu vrednovanja kao učenju) za vrijeme stručnog usavršavanja koje je osmišljeno i provedeno kao refleksivno učenje. Ono se sastojalo od (samo)analize video zapisa nastavnih sati i povratnim informacijama proizašlih iz njih. Za potrebe izrade diplomskog rada video zapisi sata analizirani su COPUS i OZON protokolom. Analizom svih sati utvrđeno je da je refleksivno učenje poboljšalo implementaciju formativnog vrednovanja učiteljica u nastavi pogotovo u dijelu pristupa vrednovanja za učenje. Metakognitivni aspekti vrednovanja koji bi odgovarali vrednovanju kao učenje djelomično su poboljšani što upućuje na činjenicu da postoji još prostora za daljnjim razvojem te da implementacija formativnog vrednovanja u nastavni sat ovisi o iskustvu rada na pojedinim nastavnim strategijama.Numerous and continuous changes in the educational process require adaptive expertise from teachers, which is why initial education becomes insufficient. Professional development, which is part of professional growing, is increasingly playing an important role in completing the complex competence profile of students. In this paper, the changes of two teachers who teach Biology in formative evaluation in primary school (approach to evaluation for learning and approach to evaluation as learning) during professional development that was designed and implemented as reflective learning were monitored. It consisted of (self)analysis of videos of lessons and feedback from them. For the purposes of making the master thesis, the videos of the class were analyzed by COPUS and OZON protocol. The analysis of all classes showed that reflective learning has improved the implementation of formative evaluation of teachers in teaching, especially in the part of the approach of assessment for learning. Metacognitive aspects of assessment that would correspond to assessment as learning have been partially improved, which indicates that there is still room for further development and that the implementation of formative assessment in the classroom depends on the experience of working on individual teaching strategies
TEACHERS COMPETENCIES IN HUMAN SEXUALITY EDUCATION
No full textSpolna edukacija iznimno je važan i nužan dio obrazovanja, a može ju se definirati kao prikladan dobi, točan i
realan pristup poučavanju o ljudskoj spolnosti te treba obuhvaćati i pozitivne i negativne aspekte seksualnosti.
Cilj diplomskog rada je utvrditi koliko se učitelji i nastavnici osjećaju kompetentno poučavati o ljudskoj
spolnosti, koje teme rijetko ili nikada ne poučavaju te koliko pojedini čimbenici utječu na odabir teme prilikom
poučavanja o ljudskoj spolnosti. Cilj je također utvrditi i koje strategije, metode i oblike rada učitelji i
nastavnici najčešće, odnosno najrjeđe primjenjuju pri poučavanju o ljudskoj spolnosti te utvrditi potrebu za
metodički razrađenim i izrađenim prijedlogom u svrhu češće primjene pojedinih strategija, metoda i oblika
rada s pridruženom temom. Analizirani su kurikulumi nastavnih predmeta Prirode i Biologije i međupredmetne
teme Zdravlje te je tijekom školske godine 2019./2020. provedena anketa zatvorenog tipa. Utvrđeno je da
učitelji i nastavnici smatraju da su djelomično kompetentni poučavati o ljudskoj spolnosti, a odabir tema koje
ne poučavaju nikada ili ih rijetko poučavaju te strategija, metoda i oblika rada koje ne primjenjuju nikada ili ih
rijetko i ponekad primjenjuju u skladu je s odabirom tema, kao i strategija, metoda i oblika rada za koje smatraju
da je potreban metodički razrađeni i izrađen prijedlog – odabiru teme Masturbacija, Nasilje u vezama i
Različite seksualne orijentacije (homoseksualnost, biseksualnost, transrodnost,...) te odabiru Rješavanje
problema – „case study“.Sex education is an extremely important and necessary part of education. It can be defined as age-appropriate,
accurate and realistic approach to teaching about human sexuality, and should include both positive and
negative aspects of sexuality. The aim of this paper is to determine the competence of teachers in teaching
about human sexuality, which topics are considered important and which are never or rarely taught, and which
strategies and methods are most often used. Also, the aim is to determine the need for a methodologically
elaborated and developed proposal for lesson preparation in order to apply certain strategies and methods with
associated topics more often. The curricula of the Sciences and Biology and the cross-curricular topic Health
were analyzed and, during the school year of 2019/2020., a closed type survey was conducted. Teachers feel
partially competent to teach about human sexuality. Choice of topics they never or rarely teach and strategies
and methods they never or rarely apply is consistent with choice of topics, strategies and methods that they
believe need methodically elaborated and developed proposal for lesson preparation, i.e. teachers are choosing
Masturbation, Violence in relationships and Different sexual orientations (homosexuality, bisexuality,
transgenderism, ...) and they are choosing Problem solving – „case study“
Analysis of the basic biological concepts acquisition with an overview to students self - evaluation and teachers teaching methods
No full textTijekom procesa učenja dolazi do transformacije postojećeg znanja pri čemu se stvaraju novi koncepti, a već
usvojeni se nadograđuju. Ovaj proces mogu omesti pogrešne predodžbe odnosno miskoncepcije. Kako bi se
biološki koncepti mogli pravilno usvojiti takve predodžbe je potrebno zamijeniti ispravnim konceptima.
Uspješnost toga ovisi o načinu poučavanja i (samo)vrednovanja. Cilj ovog rada je utvrditi usvojenost temeljnih
bioloških koncepata propisanih predmetnim kurikulom za učenje Prirode i Biologije kod učenika 8. razreda te
utvrditi miskoncepcije i samoprocjenu učenika o postignutom uspjehu učenja te raspraviti o povezanosti načina
poučavanja i uspješnosti usvojenosti koncepata. Istraživanje je provedeno među 95 učenika 8. razreda osnovne
škole. Analizirana je uspješnost rješavanja pitanja različitih razina postignuća prema načinu rada triju učiteljica.
Analizom videozapisa nastavnih sati triju učiteljica procijenjena je zastupljenost obilježja nastave važnih za
stjecanje znanja na višim kognitivnim razinama. Učenici svih triju učiteljica ostvarili su bolji uspjeh u pitanjima
koja ispituju niže kognitivne razine, a promatrane učiteljice u prosjeku imaju slabo zastupljena obilježja koja
omogućavaju dostizanje znanja na najvišim razinama. Također, evidentiran je nesklad između
samoprocijenjenog i postignutog uspjeha, a mogući razlog ovome su nerazvijene metakognitivne vještine i
praksa samoreguliranog učenja jer su obilježja nastave koja pridonose ovakvom učenju kod triju učiteljica
slabo zatupljena ili odsutna.During the learning process, the existing knowledge is transformed, new concepts are
created and adopted ones are upgraded. This process can be obstructed by wrong ideas or misconceptions. In
order to adopt biological concepts properly, it is necessary to replace misconceptions with correct concepts.
The success depends on the method of teaching and (self) assessment. The aim of this work is to determine the
of the basic biological concepts prescribed by the subject curriculum for learning Nature and Biology among
8th grade students, and to determine the misconceptions and self-assessment of students about the achieved
learning success, and to discuss the connection between the teaching method and the successful adoption of
the concepts. The research was conducted among 95 students in the 8th grade of elementary school. The success
of solving questions of different levels of achievement according to the way of three teachers work was
analyzed. By analyzing the videos of the teaching lessons of three teachers, the representation of teaching
features important for the acquisition of knowledge at higher cognitive levels was assessed. The students of all
three teachers achieved better success in questions that examine lower cognitive levels because observed
teachers on average have poorly represented characteristics that enable the achievement of knowledge at the
highest levels. Also, an inconsistency between self-assessed and achieved success was recorded, and the
possible reason for that is underdeveloped metacognitive skills and the practice of self-regulated learning,
because the features of teaching that contribute to this kind of learning are weakly represented or absent in
three teacher’s lessons
Determining the needs of Biology teachers of the improvement of teaching that develops the metacognitive dimension of competence learn how to learn
No full textMetakognicija se definira kao znanje ili promišljanje o vlastitom znanju. Obuhvaća metakognitivno znanje,
vještine i doživljaj te je važna u procesu samoreguliranog učenja što je konceptualna osnova kompetencije učiti
kako učiti. S obzirom da se ova kompetencija sustavno razvija implementacijom očekivanja istoimenog kurikula u
predmetni kurikul, cilj diplomskog rada je utvrditi praksu poučavanja za razvoj metakognitivne dimenzije
kompetencije učiti kako učiti te utvrditi potrebe učitelja i nastavnika za unaprjeđenje takvog poučavanja. U svrhu
ostvarivanja cilja modificiran je obrazac za opažanje metakognitivnog poučavanja. Provedenom anketom učenici
osnovnih i srednjih škola, učitelji i nastavnici Biologije anketom su procijenili praksu metakognitivnog poučavanja
tijekom poučavanja Biologije (subjektivna procjena), dok je analizom videozapisa nastavnih sati Biologije
napravljena objektivna procjena takvog poučavanja. Učitelji, nastavnici i učenici u najvećoj mjeri smatraju kako
se poučavanje važno za razvoj metakognicije dobro i često implementira u nastavu Biologije, dok su se
objektivnom procjenom utvrdile potrebe za unaprjeđenjem takvog poučavanja. Nesuglasje objektivne i
subjektivne procjene uglavnom se pojavljuje u dodanim obilježjima nastave kojima se, uz ona postojeća,
eksplicitno razvija metakognicija. Utvrđeno nesuglasje ukazuje da je učiteljima i nastavnicima potrebna podrška u
unaprjeđenju prakse poučavanja kojim se razvija metakognicija kod učenika.Metacognition is defined as knowledge or thinking about one's own knowledge. It encompasses metacognitive
knowledge, skills, and awareness, and is important in the process of self-regulated learning, which is the conceptual
basis of the competence learning how to learn. Since this competence is systematically developed through the
implementation of the curriculum expectations of the same name in the subject curriculum, the goal of this thesis
is to determine the teaching practice for the development of the metacognitive dimension of the competence
learning how to learn and to identify the needs of teachers for improving such teaching. In order to achieve this
goal, the observation pattern of metacognitive teaching was modified. Through a survey, elementary and high
school students, as well as Biology teachers, assessed the practice of metacognitive teaching during Biology classes
(subjective assessment), while an objective assessment of such teaching was made through the analysis of video
recordings of Biology lessons. Teachers, educators, and students mostly believe that teaching important for the
development of metacognition is well and frequently implemented in Biology classes, while the objective
assessment identified the need for improvement in such teaching. The disagreement between the objective and
subjective assessments mainly appears in the additional teaching features that explicitly develop metacognition
alongside the existing ones. The identified disagreement indicates that teachers need support in improving their
teaching practices aimed at developing metacognition in students
DETERMINATION OF MISCONCEPTIONS AND CONCEPTUAL UNDERSTANDING RELATED TO PHOTOSYNTHESIS AND CELLULAR RESPIRATION IN BIOLOGY STUDENTS
Get PDFProces učenja karakterizira stvaranje novih koncepata, koji doprinose razvoju konceptualnog razumijevanja –
važnog za rješavanje novih problema u realnom svijetu. Tijekom procesa stvaranja koncepata, mogu se formirati
i krive predodžbe ili miskoncepcije. Miskoncepcije su u suprotnosti sa znanstvenim spoznajama, a rezultat su
studentskog nastojanja tumačenja nastavnog gradiva na njima razumljiv način. Utvrđivanje miskoncepcija i
konceptualnog razumijevanja vezanih uz fotosintezu i stanično disanje provedeno je među 33 studenta 1. i 36
studenata 3. godine Preddiplomskog sveučilišnog studija Biologija pri Odjelu za biologiju Sveučilišta J. J.
Strossmayera u Osijeku, na kraju akademske godine 2017./2018. Ovim je istraživanjem utvrđen jednaki ukupni
uspjeh studenata 1. i 3. godine u rješavanju pisane provjere znanja, veća uspješnost studenata 3. godine u rješavanju
pitanja samo 2. razine, kao i veći broj utvrđenih miskoncepcija u razumijevanju istraživanih koncepata kod
studenata 1. godine u odnosu na studente 3. godine, kod kojih još uvijek postoje pojedini problemi u razumijevanju.
Na temelju rezultata ankete o navikama učenja kod studenata pokušao se objasniti uspjeh u provjeri znanjaThe learning process is characterized by the formation of new concepts, which contribute to the development of
conceptual understanding – important for solving new problems in the real world. During the process of creating
concepts, misunderstandings or misconceptions can also be formed. Misconceptions are contrary to scientific
knowledge and are the result of students' efforts to interpret the teaching material in an understandable way.
Determination of misconceptions and conceptual understanding in photosynthesis and cellular respiration was
conducted among 33 students of the 1st and 36 students of the 3rd year of the Undergraduate University Study
Biology at the Department of Biology of Josip Juraj Strossmayer University of Osijek at the end of the academic
year 2017/2018. This research identified equal overall success of the 1st and 3rd year students in solving written
exams, higher 3rd year students achievement in solving 2nd level questions, as well as a greater number of
misconceptions in understanding the concepts studied in 1st year students, compared to the students of the 3rd year,
who still have some issues in understanding. Based on student learning habits survey results, we tried to explain
the success in the knowledge assessment
Teachers reflexive learning of student involvement in higher-order cognitive knowledge acquirement
No full textStručno usavršavanje učitelja važan je dio odgojno-obrazovnog sustava. Učinkovitim stručnim usavršavanjem učitelji razvijaju i nadopunjavaju svoje znanje te pedagoške kompetencije uz suradnju sa stručnjacima u refleksivnim zajednicama učenja. Učitelji kontinuirano i kritički promišljaju o svojoj praksi. Kvaliteta nastave se procjenjuje na temelju onoga što se uči, kako se uči/poučava i vrednuje te kako motivacija, emocije, okruženje i stjecanje slike o sebi utječe na učinkovito učenje. Jedna od značajki kvalitetne nastave je uključivanje učenika u dostizanje znanja na višim kognitivnim razinama. U ovom istraživanju analizirani su videozapisi pet nastavnih sati dvije učiteljice koje u osnovnoj školi predaju Biologiju i koje su uključene u program stručnog usavršavanja organiziranog s ciljem poboljšanja kvalitete nastave. Uočene su određene promjene u nastavnoj praksi tijekom stručnog usavršavanja obje učiteljice odnosno unapređenje u korištenju različitih nastavnih strategija i metoda koje vode do aktivnog kognitivnog uključivanja učenika u vlastiti proces učenja.Professional development of teachers is an important part of the educational system. Through effective professional development, teachers develop and supplement their knowledge and pedagogical competencies in collaboration with experts in reflective learning communities. Teachers continuously and critically reflect on their practice. The quality of teaching is assessed based on what is learned, how it is learned/taught and evaluated, and how motivation, emotions, environment, and self-image affect effective learning. One of the features of quality of teaching is the involvement of students in higher-order cognitive knowledge acquirement. In this research, videos of five teaching classes of two teachers who teach Biology in primary school and who are included in the professional development program organized with the aim of improving the quality of teaching were analyzed. Certain changes in teaching practice were notices during the professional development of both teachers regarding the improvement in the use of different teaching strategies and methods that lead to active cognitive involvement of students in their own learning process
Sustainable development in the educational work of educators
No full textRani i predškolski odgoj i obrazovanje jedan je od najvažnijih temelja na kojima bi se rad na održivom razvoju trebao zajednički razvijati. Ako se djeca rane i predškolske dobi bave aktivnostima s temom održivog razvoja, konkretnije temama o okolišu, pretpostavka je da će se kod njih razvijati svijest o prirodi, sebi i drugima te će u budućnosti manje zagađivati okoliš jer očuvanje okoliša važno je za dobrobit cjelokupnog čovječanstva.
Cilj diplomskog rada je utvrditi ispitanikove navike svakodnevnog života i rada u dječjem vrtiću, a koji su u sladu s načelima održivog razvija te ispitati kakva podrška im je potrebna u razvijanju ekološke osviještenosti kod djece.
Sudionici istraživanja su odgojitelji s područja Sisačko-moslavačke županije koje rade na poslovima odgoja i obrazovanja djece rane i predškolske dobi. Rezultati pokazuju da ispitanici načelno razumiju sadržaje održivog razvoja i implementiraju iste u svoj odgojno-obrazovni rad dok za daljnje unaprjeđenje svojih znanja predlažu sudjelovanja na edukacijama o održivom razvoju. Tako educirani odgojitelji koji sustavno implementiraju aktivnosti jačanja svijesti o važnosti očuvanja okoliša kao bitnog segmenta održivog razvoja odgajaju djecu rane i predškolske dobi kao buduće građane koji brinu za sebe, svoju zajednicu i cijeli planet.Early childhood education and education is one of the most important cornerstones in which the work on sustainable development should be developed jointly. If children early and preschool are engaged in activities with the theme of sustainable development, more specific environmental topics, and the future is less polluting, as environmental preservation is important for the benefit of all mankind. The aim of graduate work is to determine the subjects of daily life and work in kindergarten which are in line with the principles of sustainable development and in according that support is needed in developing environmental awareness among children. The participants in the research are educators from the Sisačko - moslavačka County area, which work in the care and education of children of early and preschool age. The results show that respondents understand sustainable development content and implement the same in their educational work, while future improving their knowledge suggests participation in education on sustainable development and vocational training as part of lifelong learning, as a result of the development and competences of early and preschool children
- …
