Efikasnost primene multimedijalnih sadržaja u nastavi prirode i društva

U radu su prikazani rezultati eksperimentalne primene multimedijalnih sadržaja u okviru obrazovno-računarskog softvera u obradi sadržaja nastave Prirode i društva. Ispitan je uticaj takvog načina rada na kvalitet znanja učenika. Izvršeno je anketiranje učitelja i učenika eksperimentalne grupe kako bi se utvrdila njihova mišljenja o primeni multimedijalnih sadržaja u okviru obrazovno-računarskog softvera u nastavi Prirode i društva. Rezultati su potvrdili da pomenuti način rada doprinosi povećanju kvaliteta znanja učenika (posebno kada su u pitanju nivo prepoznavanja, reprodukcije i praktične primene), da ga učenici vrlo pozitivno prihvataju. Njihovi odgovori govore u prilog činjenici da bi takav način rada trebalo da bude češće zastupljen u praksi. Odgovori učitelja ukazuju na to da oni poznaju značaj i prednosti primene računara, obrazovnih softvera i multimedije, upoznati su sa osnovnim didaktičko-metodičkim zahtevima koje je potrebno uvažavati prilikom primene takvog načina rada, ali su i svesni koliko je priprema i organizacija takvih časova zahtevna i složena

Efikasnost primene multimedijalnih sadržaja u nastavi prirode i društva

U radu su prikazani rezultati eksperimentalne primene multimedijalnih sadržaja u okviru obrazovno-računarskog softvera u obradi sadržaja nastave Prirode i društva. Ispitan je uticaj takvog načina rada na kvalitet znanja učenika. Izvršeno je anketiranje učitelja i učenika eksperimentalne grupe kako bi se utvrdila njihova mišljenja o primeni multimedijalnih sadržaja u okviru obrazovno-računarskog softvera u nastavi Prirode i društva. Rezultati su potvrdili da pomenuti način rada doprinosi povećanju kvaliteta znanja učenika (posebno kada su u pitanju nivo prepoznavanja, reprodukcije i praktične primene), da ga učenici vrlo pozitivno prihvataju. Njihovi odgovori govore u prilog činjenici da bi takav način rada trebalo da bude češće zastupljen u praksi. Odgovori učitelja ukazuju na to da oni poznaju značaj i prednosti primene računara, obrazovnih softvera i multimedije, upoznati su sa osnovnim didaktičko-metodičkim zahtevima koje je potrebno uvažavati prilikom primene takvog načina rada, ali su i svesni koliko je priprema i organizacija takvih časova zahtevna i složena

Efikasnost primene multimedijalnih sadržaja u nastavi prirode i društva

U radu su prikazani rezultati eksperimentalne primene multimedijalnih sadržaja u okviru obrazovno-računarskog softvera u obradi sadržaja nastave Prirode i društva. Ispitan je uticaj takvog načina rada na kvalitet znanja učenika. Izvršeno je anketiranje učitelja i učenika eksperimentalne grupe kako bi se utvrdila njihova mišljenja o primeni multimedijalnih sadržaja u okviru obrazovno-računarskog softvera u nastavi Prirode i društva. Rezultati su potvrdili da pomenuti način rada doprinosi povećanju kvaliteta znanja učenika (posebno kada su u pitanju nivo prepoznavanja, reprodukcije i praktične primene), da ga učenici vrlo pozitivno prihvataju. Njihovi odgovori govore u prilog činjenici da bi takav način rada trebalo da bude češće zastupljen u praksi. Odgovori učitelja ukazuju na to da oni poznaju značaj i prednosti primene računara, obrazovnih softvera i multimedije, upoznati su sa osnovnim didaktičko-metodičkim zahtevima koje je potrebno uvažavati prilikom primene takvog načina rada, ali su i svesni koliko je priprema i organizacija takvih časova zahtevna i složena

POSSIBILITY OF IMPROVING EDUCATIONAL ACTIVITIES AT UNIVERSITIES BY APPLYING INTEGRATIVE APPROACH WITHIN MULTIMEDIA PROGRAMMED TEACHING

These articles are a result of the bilateral cooperation project ”Assumptions and possibilities of developing innovative models of teaching for accomplishing transparency of university education and for raising competitiveness in national and international knowledge markets”, carried out and financied by the University of Kragujevac, Faculty of Education, Jagodina (Republic of Serbia) and the University of Primorska, Faculty of Education, Koper (Republic of Slovenia), in the period 2017–2019The strategic document determinants in the field of education and the results of research on the improvement of teaching using Information and Communications Technology (ICT) integrative approach and programmed instruction were the starting point for the theoretical consideration of the possibilities of raising the quality of university education. In order for the theoretical context of this idea to have a practical dimension, research was conducted to determine how students recognize the possibilities of improving university instruction using modern working models. The sample consisted of 111 BA (Bachelor of Arts) level students of the Faculty of Education. The methods applied in the research were the descriptive method and the scaling technique. The research results confirm that students recognize the need and importance of innovating in the teaching process and recognize the possibilities for raising its quality using ICT and innovative working models. The conclusion implies that multimedia programmed teaching in the context of an integrative approach to curriculum content is a good starting point for ensuring the quality of higher education. The above model has found its place in the modern concept of blended learning, so in this regard, further research could study its impact on the quality of students’ knowledge and the possibility of combining with other models of teachingAccepted for publishin

Classification of pressure equipment according to directive 2014/68/EU and regulation no 1272/2008/EU

For the first time after 17 years the Directive 97/23/EC of the European Council and the Council on the harmonisation of the laws of the Member States relating to the making available on the market of pressure equipment has been changed and gets a new number - Directive 2014/68/EU. In addition to changes in the names of modules required for manufacturers and notified bodies, the declaration of conformity and others, one of the changes is the classification of pressure equipment. Regulation No. 1272/2008 has relied on Directive 67/548/EEC, and introduced changes in PED 97/23. Now, the new PED 2014/68 is in line with that Regulation. The paper presents a new classification of fluids and shows the most important parts of PED 2014/68 and Regulation No 1272/2008 concerning the new classification of the fluid by nature and hazard level

The Influence of the Flipped Classroom Model on the Development of Key Competences of Future Teachers

The study examines the impact of the Flipped Classroom (FCM) on the development of key competences for the 21st century (KC21) in future teachers. Experimental design with two parallel groups was used. The sample consisted of 122 students of the Faculty of Education, i.e., experimental group-EG (60), and control group-CG (62). The EG attended lectures implementing the FCM, while the CG received traditional instruction. Results show that there is no significant difference in self-assessment of competence development between the EG and CG related to creativity, responsible attitude towards work, health and environment. There is a significant difference in the self-assessment of competences related to socio-emotional skills, problem solving, critical thinking, information and ICT literacy and learning to learn. The conclusion is that the implemPublishe

Classification of pressure equipment according to directive 2014/68/EU and regulation no 1272/2008/EU

For the first time after 17 years the Directive 97/23/EC of the European Council and the Council on the harmonisation of the laws of the Member States relating to the making available on the market of pressure equipment has been changed and gets a new number - Directive 2014/68/EU. In addition to changes in the names of modules required for manufacturers and notified bodies, the declaration of conformity and others, one of the changes is the classification of pressure equipment. Regulation No. 1272/2008 has relied on Directive 67/548/EEC, and introduced changes in PED 97/23. Now, the new PED 2014/68 is in line with that Regulation. The paper presents a new classification of fluids and shows the most important parts of PED 2014/68 and Regulation No 1272/2008 concerning the new classification of the fluid by nature and hazard level

Empowering Teachers to Manage Change in the 21st Century

In the context of the 21st century education, which is characterised by great changes and constant restructuring of education systems in order to improve student achievement, teachers face a number of challenges while playing their complex roles. The current context requires teachers to become lifelong learners able to reflect on their regular practice and ‘theorise from it and practice what they theorise’. High quality preservice and inservice teacher education constitutes a major prerequisite in supporting teachers’ development of required competences. The paper studies the contribution of a professional development program to empowering teachers as lifelong learners and managers of change in the 21st century. The participants in the study were 400 primary English language teachers in Serbia who completed the accredited professional development (PD) program titled Theme-Based Instruction in Teaching English to Young Learners in the period from 2014 to 2018. The study aimed to trace all six dimensions of teacher empowerment, a construct that recognises teachers as experts on teaching and learning and as active participants in making decisions. Six instruments were applied in the study and both quantitative and qualitative data were collected. The results indicate that the participants gained the critical capacities of empowered teachers and acquired attitudes and beliefs necessary for successful management of change. Evidence showed that a PD program can be truly empowering when it allows teachers to apply the newly acquired knowledge and skills and to reflect on the program’s success in terms of student engagement and their own growth. These findings should be acknowledged by policy-makers and preservice and inservice teacher education institutions for supporting teacher empowerment as a critical competence needed for successful teaching in the 21st century.Publishe

Microstructure and fracture mode of unalloyed dual-phase austempered ductile iron

Dual-phase ADI material microstructure consists of different amounts and morphologies of ausferrite and free ferrite, obtained by subjecting ductile iron to specific heat treatment. Its strength is lower compared to comparable ADI materials but exhibits a higher ductility, the major disadvantage of ADI. In the current study, an unalloyed ductile iron was intercritical austenitized in two-phase regions (??+??) at four temperatures from 840 to 780 ??C for 2 h and austempered at 400 ??C for 1 h to obtain dual-phase ADI with different percentages of free ferrite and ausferrite. Light and scanning electron microscopy was performed for the metallographic and fracture studies, respectively. Microscopy results were correlated to tensile testing results. The results indicated that, as the amount of ausferrite present in the matrix increases, higher values of strength and lower ductility are obtained. The fracture surfaces of dual-phase ADI microstructures with 22.8% of ausferrite in their matrix have regions of quasi-cleavage fracture around last-to-freeze zones, related to the presence of ausferrite in those areas. The specimens with the highest values of ausferrite of 86.8% among the dual-phase microstructure have a dominant quasi-cleavage type of fracture

Ballistic Behaviour of Austempered Compacted Graphite Iron Perforated Plates

In this study, the performance of austempered compacted graphite iron was evaluated to find its suitability as perforated plates used in add-on armour. Perforated compacted graphite plates were subjected to austenitisation at 900 °C for 2 h followed by austempering at 275 and 400 °C for 1 h. The basic plate was fixed at 400 mm away from the perforated plate and armour and then piercing incendiary projectile was shot from a distance of 100 m. It was observed that both 7 mm and 9 mm perforated plates austempered at lower temperature of 275 °C producing higher hardness and lower ductility were effective in fracturing the penetrating core, thereby significantly decreasing the chances of penetrating the basic plate