Europska iskustva i nacionalni kurikulum za obvezno obrazovanje u Hrvatskoj: (uvod u raspravu o rezultatima istraživanja)

Rad predstavlja uvodni tekst u tematski blok u kojem su prezentirani rezultati komparativne analize nacionalnih okvirnih kurikuluma 11 europskih zemalja (uzorak starih i novih članica Europske unije) i Hrvatske provedene u razdoblju od 2002. do 2005. Rezultati analize su ukazali na značajne konceptualne, strukturne i sadržajne razlike između nastavnih programa u Hrvatskoj i nacionalnih kurikuluma analiziranih zemalja. Iako između nacionalnih kurikuluma analiziranih zemalja postoje evidentne razlike, za razliku od Hrvatske, sve imaju outcome based nacionalne kurikulume (orijentirane na odgojno-obrazovne ishode, odnosno operacionalno iskazane ciljeve obrazovanja). Nadalje, za razliku od Hrvatske koja ima centralizirane i međusobno nedovoljno povezane predmetne programe, nacionalni kurikulumi analiziranih zemalja su integriraniji. Većina ih ima nacionalni kurikulumski okvir koji sagledava nacionalni kurikulum kao cjelinu, široko definirana kurikulumska područja čije sadržaje povezuju zajednički odgojno-obrazovni ishodi te eksplicite definirane krozkurikulumske teme. Kurikulumi europskih zemalja također razvijaju učeničke kompetencije kojih nema u hrvatskim nastavnim programima: napr. poduzetništvo, informatičko-komunikacijska kompetencija kao krozkurikulumsko poučavanje. I konačno, razvoj nacionalnih kurikuluma u europskim zemljama se odvija u smjeru razvoja temeljnih učeničkih kompetencija potrebnih za život u društvu znanja. U toku je proces integracije temeljnih kompetencija u društvo znanja (koncept cjeloživotnog učenja) definiranih na europskoj razini u Europskom kompetencijskom okviru. (IN ENGLISH: The article is an introductory summary of the thematic volume that presents the results of the comparative analysis of the national framework curricula of 11 European countries (a sample of old and new EU members) and Croatia conducted between 2002 and 2005. The results of the analysis show significant conceptual, structural and content-oriented differences between teaching programmes in Croatia and the national curricula of the countries in the sample. Although there are significant differences between the national curricula of the countries in the sample, unlike Croatia, all the countries have outcome based national curricula (documents focused on educational outcomes, or operationally formulated goals of education). Furthermore, in contrast to the Croatian case where the teaching programmes are centralised and insufficiently internally coherent (i.e. with insufficient interconnections between the individual subject programmes), the national curricula of the countries in the sample exhibit higher degree of integration. Most countries have a national curricular framework that approaches the national curriculum as a unified whole, widely defined curricular area whose content is interlinked through common educational outcomes and explicitly defined cross-curricular topics. The curricula of European countries also develop students’ competences that are absent from the Croatian teaching programmes: such as entrepreneurship, and information-communication competence as a cross-curricular outcome. Finally, the development of the national curricula in European countries charts a course of development of basic competences the students need in order to live in the knowledge society. They are currently working on integrating the key competences for knowledge society (the concept of lifelong learning) defined on the pan-European level through the European competence framework.

Unusual conductance of polyyne-based molecular wires

We report a full self-consistent ab initio calculation of the current-voltage curve and the conductance of thiolate capped polyynes in contact with gold electrodes. We find the conductance of polyynes an order of magnitude larger compared with other conjugated oligomers. The reason lies in the position of the Fermi level deep in the HOMO related resonance. With the conductance weakly dependent on the applied bias and almost independent of the length of the molecular chain, polyynes appear as nearly perfect molecular wires.Comment: 4 pages, 5 figures, 3 table

The status of information and communication competence in national curriculum for compulsory education

Changes brought by the knowledge society have pointed out the importance of information and communication technology (ICT) and made it one of the key contemporary educational requirements. Introduction of ICT into compulsory education was unavoidable, but at the same time it was one of the most complex curricular innovations. Although there is an agreement about the necessity of including and developing ICT in the curriculum, different countries have found different solutions, depending primarily on guidelines for the development of their educational systems. In order to find out the current status of ICT in compulsory education, a comparative analysis of national curricula in sixteen countries was conducted. While in some national curricula ICT is taught as a separate subject, in other curricula it is part of other subjects or is a cross-curricular area. Although the acquisition of knowledge and skills is fundamental, more and more countries are recognizing the advantage of using ICT in teaching other subjects. There is a notable approach to curriculum based on educational outcomes or competences all students should posses by the end of each program or stage of their schooling. By planning to bring the focus on outcomes and to introduce “ Information and communication technology” as a cross-curricular area, Croatian curriculum is coming closer to the world standards in education

Social capital and educational achievements: Coleman vs. Bourdieu

The influence of social capital on an individual’s educational achievements is the subject of numerous scientific papers. Research on social capital is most frequently based on Coleman’s (1988) or Bourdieu’s (1986) theories of capital, which are related to different paradigms of social theory: whereas Coleman’s approach has its roots in structural functionalism, Bourdieu’s approach contains elements of conflict theory. A number of authors, starting with Bourdieu, attempt to explain and prove that, when connected with the education of individuals, the activity of social capital facilitates social reproduction. Other authors support the notion that social capital is, in fact, a powerful weapon that encourages social mobility. A third group of researchers emphasise that neither of these approaches in isolation can entirety explain the influences of social capital on an individual’s education (Ho, 2003). The present paper offers a review of research focusing on the influences of social capital on educational achievements, while outlining the fundamental differences between the two theoretical approaches that are most frequently used for research of this topic. The aim of the paper is to explain the influence of social capital on an individual’s educational achievements under Bourdieu’s and Coleman’s theoretical concepts, and to establish whether combining the approaches is possible. The conclusion and arguments show that it is legitimate to use all three theoretical approaches

Alveotomy of the Wisdom Tooth: Indications and Contraindications in Theory and Practice

NIH (National Institute of Health) godine 1979. postiže dogovor o indikacijama te kontraindikacijama za vađenje umnjaka. U okolnostima u kojima postoji indikacija osobitu pažnju treba posvetiti općem pacijentovu zdravlju i lokalnim čimbenicima. U stroge indikacije ubrajaju se: česti perikoronitisi, apscesi, pulpna i periapikalna patologija, karijes, parodontne bolesti, cistične i tumorozne promjene te eksterna resorpcija drugoga kutnjaka kojoj je uzrok umnjak. Ostale su indikacije: autogena transplantacija na mjesto prvoga kutnjaka, frakturne linije na mjestu umnjaka, specifična medicinska stanja poput bolesti srčanih zalistaka ili radioterapija kad postoji rizik infekcije itd. Kontraindikacije vađenja umnjaka jesu: pravilna erupcija i opravdana funkcija u denticiji, duboka impakcija bez lokalnih i sustavskih smetnji, potencijalno narušavanje integriteta susjednih struktura alveotomijom, neprihvatljiv rizik za pacijentovo zdravlje te njegova dob. Svakoj pravilnoj dijagnozi prethodi anamneza, klinički ekstraoralni i intraoralni pregled te radiološka obradba, tj. ortopantomografska snimka. Pri donošenju ispravne odluke utječe vrlo mnogo čimbenika. Ako anatomske strukture dopuštaju, treba pričekati erupciju te osobitu pozornost obratiti pacijentovoj dobi. Svrha je provedenog istraživanja prikazati razloge zbog kojih se umnjaci ambulantno alveotomiraju.In 1979 the National Institute of Health reached agreement on indications and contraindications for extraction of the wisdom tooth. In situations where there are indications special attention should be paid to the general health of the patient and local factors. The following are considered strict indications. Frequent pericoronitis, abscesses, pulpal and periapical pathology, caries, periodontal diseases, cystic and tumorous lesions and external resorption of the second molar, caused by the wisdom tooth. Other indications are: autogeneic transplantation on the site of the first molar, fracture lines on the site of the wisdom tooth, specific medical situations such as cardiac valvular disease or radiotherapy, when there is a risk of infection etc. Contraindications for extraction of the wisdom tooth are: normal eruption and justified function in dentition, deep implication without local and systemic disturbance, potential disruption of the integrity of neighbouring structures by alveolectomy, unacceptable risk for the health of the patient, and the age of the patient. Correct diagnosis must be preceded by case history, clinical extraoral and intraoral examination, and radiographic treatment, i.e. orthopantomographic recording. The correct decision depends on a large number of factors, and if the anatomic structures allow, eruption should be awaited and special attention paid to the age of the patient. The aim of this investigation was to present the reasons for which alveoletomy of wisdom teeth can be performed in the dental surgery

Obrazovanje za poduzetnost: perspektiva osnovnoškolskih učitelja i nastavnika

U tekstu su prikazani rezultati empirijskog istraživanja obrazovanja za poduzetnost u osnovnim školama u Hrvatskoj. U istraživanju se pošlo od šireg određenja poduzetničke kompetencije koje pored ekonomske pismenosti i znanja potrebnih za pokretanje posla obuhvaća osobine ličnosti i vještine potrebne za uspješno djelovanje pojedinca u profesionalnom i širem socijalnom kontekstu. Istraživanje je provedeno 2006. godine na uzorku od 688 učitelja i nastavnika iz 25 osnovnih škola različitih regija Hrvatske. Ciljevi istraživanja bili su utvrditi kako učitelji i nastavnici percipiraju aktivnosti škole i nastavne metode kojima se potiče razvoj poduzetnosti učenika i kako procjenjuju poduzetničke osobine i ponašanje učenika. Također se nastojalo provjeriti postoje li razlike u učiteljskim i nastavničkim percepcijama i procjenama s obzirom na njihovo radno mjesto (rade li kao učitelji ili nastavnici) i duljinu njihovog radnog staža. Rezultati pokazuju da više od polovice učitelja i nastavnika ponekad sudjeluje u organiziranju i izvođenju aktivnosti na nivou škole kojima se potiče poduzetnost učenika. Procjene učitelja općenito su bile više od procjena nastavnika. Zamjetan je trend povećanja uključenosti učitelja i nastavnika u školske aktivnosti i nastavne metode kojima se potiče poduzetnička kompetencija s porastom duljine njihovog radnog staža. Prema procjenama učitelja i nastavnika, obilježja poduzetnosti koja posjeduje najveći broj učenika jesu otvorenost za promjene i nova iskustva, spremnost za suradnju i dogovaranje s vršnjacima, te motivacija za ostvarivanje postignuća. Oko trećine ispitanika procijenila je da ih ima većina ili svi učenici u njihovoj školi, dok je za druge osobine ovaj postotak još manji. Nalazi ukazuju na postojanje potrebe za uvođenjem sustavnog obrazovanja za poduzetnost u obvezno obrazovanje, što implicira izradu njegove jasne koncepcije i nastavnih programa, odnosno kurikuluma. (IN ENGLISH: The paper offers the results of an empirical study of enterprise education in Croatian compulsory schools. The entrepreneurship competence are not only the necessary qualifications and knowledge of economics for starting and running the business, but also personal characteristics and skills of individuals who wish to lead a successful professional and social life. The study was conducted in 2006 on a sample of 688 teachers from 25 primary schools in different regions of Croatia. The purpose was to find out how the teachers felt about the school activities and teaching methods which try to develop children’s entrepreneurial skills and how they assessed children’s entrepreneurial potential and behaviour. The aim was also to see if there were any differences in the teachers’ perception due to the lenght of their experience or position (the first four years or the last four years of compulsory school). The results show that more than 50% of all teachers occasionally organize and take part in those school activities which encourage children’s entrepreneurial skills. Teachers in the first four classes of compulsory school generally make a higher evaluation of their pupils’ entrepreneurial characteristics than those in the last four years of compulsory school. Teachers with longer experience have a more active approach to those school activities and teaching methods which encourage entrepreneurship competence. According to their teachers’ evaluation, characteristics of entrepreneurial behaviour that most pupils show are openness about changes and new experiences, readiness for cooperation and dialogue with their peers and strong motivation for achievement. About one third of all examinees think that this is true for most or all pupils in their schools; for other characteristics the percentage is lower. The study results show that enterprise education should be a regular part of compulsory education which implies clearly defined planning and school curriculums.

Jesu li čitanke književnosti za osnovnoškolsko obrazovanje u Hrvatskoj rodno osjetljive?

Cilj ovoga rada je problematizirati rodnu (ne)osjetljivost čitanki književnosti u osnovnoškolskom obrazovanju u Hrvatskoj. Pod rodnom osjetljivošću podrazumijevamo rodnu ujednačenost u autorstvu čitanki i tekstova te nestereotipan prikaz likova. U provedenom empirijskom istraživanju korištena je klasična analiza sadržaja, a istraživačkom matricom obuhvaćene su sljedeće varijable: zastupljenost muškaraca i žena kao autora čitanki, tekstova i metodičkih priloga, zastupljenost muških i ženskih likova te stereotipnost njihovih psihosocijalnih osobina, vrijednosnih sustava, profesionalnih i obiteljskih uloga. Analizirane su čitanke književnosti od prvog do osmog razreda. Rezultati su pokazali da su žene u usporedbi s muškarcima znatno podzastupljene u čitankama: muškarci dominiraju u čitankama kao autori tekstova i svih priloga uz tekstove, ali i kao likovi o kojima se govori u tekstovima i njihovim prilozima. Tradicionalni pristup rodnoj problematici u čitankama izražen je u prikazu obiteljskih uloga i bračnog statusa likova kojima se učenicima/ama promovira stereotipna uloga žene kao majke i obitelj s djecom kao poželjni obrazac bračnog života u odrasloj dobi. Iako su u tekstovima muškim i ženskim likovima dodijeljene i stereotipne osobine, vrijednosti i profesionalne uloge, mogu se zamijetiti i primjeri rodno nestereotipnih prikaza likova koji mogu doprinositi rodnom senzibiliziranju nastavnog procesa. (IN ENGLISH: This article examines the gender (in)sensitivity of primary school literature textbooks in Croatia, operationalised as gender balanced authorship of textbooks and texts and a nonstereotypical portrayal of textbook characters. Content analysis was carried out on literature textbooks which are used in the first to the eighth grade of primary schooling in Croatia and the research matrix used for analysis included the following variables: representation of male and female textbook authors, authors of texts and text supplements, representation of male and female textbook characters, as well as the characters’ psychosocial characteristics, their value systems and professional and family roles. The analysis showed that in comparison to men women were under-represented in textbooks: men dominate both as authors of texts and text supplements and as characters mentioned in these texts and supplements. A traditional approach to gender issues in textbooks is expressed through the portrayal of the family roles and marital status of characters: the stereotypical role of the woman as mother and family with children is promoted as the preferred form of family life in adulthood. Although male and female textbook characters are in many cases potrayed as having gender stereotypical characteristics, values and professional roles, there are also examples of non-stereotypical gender representations of characters which could contribute to a more gender sensitive learning environment.

Uloga rodnih stereotipa i motivacije u objašnjenju matematičkog uspjeha i straha od matematike

Cilj ovog rada bio je ispitati rodne razlike u školskom uspjehu iz matematike i strahu od matematike, te istražiti koji čimbenici najbolje objašnjavaju matematički uspjeh i strah od matematike. Teorija vrijednosti i očekivanja (Eccles, 1983) predviđa bitne motivacijske elemente akademskih odabira i uspjeha u pojedinim akademskim područjima poput očekivanja uspjeha, intrinzične i utilitarne vrijednosti zadatka, te procjene njegove težine. Uz to, ova teorija i rodne stereotipe o akademskim područjima smatra važnim odrednicama školskog uspjeha. U ovom je istraživanju teorija vrijednosti i očekivanja poslužila kao konceptualna osnova odabira varijabli koje mogu predviđati uspjeh iz matematike, ali i strah od matematike. Na uzorku od 693 učenika/ca 8. razreda primijenjeni su instrumenti koji mjere očekivanja uspjeha i samopoimanje vlastitih sposobnosti, procjenu težine matematike, interes i percipiranu korisnost matematike, stereotipe o matematici kao muškoj domeni te uvjerenje o tome da svatko može biti dobar u matematici. Hijerarhijskim regresijskim analizama se ispitalo koje od ovih varijabli objašnjavaju matematički uspjeh i strah od matematike. Rezultati su pokazali da se djevojčice, unatoč boljem školskom uspjehu iz matematike, više boje matematike od dječaka. Školsku ocjenu najbolje predviđa očekivanje uspjeha u matematici, pri čemu oni učenici/e koji smatraju da su uspješni u matematici i da imaju sposobnosti potrebne za matematiku imaju i bolju ocjenu. Stereotip je u prvom koraku regresijske analize imao negativan efekt na ocjenu iz matematike kod djevojčica kao što je i očekivano prema teoriji očekivanja i vrijednosti, te pozitivan efekt na ocjenu dječaka. Najsnažniji prediktor straha od matematike je percipirana težina matematike. Učenici/e, koji matematiku smatraju težom, više je se i boje. Kod djevojčica se također pokazalo da je strah od matematike veći ako prihvaćaju rodne stereotipe o matematici kao muškoj domeni. (IN ENGLISH: The goal of this research was to test gender differences in academic achievement in mathematics and in mathematics anxiety, and to explore the factors that explain mathematics achievement and anxiety. According to the expectancy-value theory (Eccles, 1983) educational choices and achievement are determined by motivational variables such as expectancy of success, intrinsic and utility values, and perceived task difficulty. In addition, gender stereotypes about academic domains are considered important predictors of academic achievement. The sample consisted of 693 8th grade pupils. Instruments assessing expectancy of success, self-concept of one's abilities, perceived task difficulty, interest and utility value, stereotypes about mathematics as a male domain, and belief that anybody can be good at mathematics, were used in this research. Hierarchical regression analyses were performed to examine which of these variables predicted mathematics achievement and anxiety. The results have shown that girls fear mathematics more than boys, despite their higher mathematics achievement. Expectancy of success was the strongest predictor of academic achievement in mathematics: those pupils who expected higher success and thought of themselves as more competent in mathematics had higher grades. As expectancy-value theory predicts, stereotype had a negative effect on girls' achievement and a positive effect on boys' achievement in the first step of the regression analysis. Perceived difficulty of mathematics was the strongest predictor of mathematics anxiety. Pupils, who considered mathematics as more difficult, feared it more. The results have also shown that girls fear mathematics more if they endorse stereotypes about mathematics as a male domain.