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

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

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

MATHEMATICS IN WORLD AROUND US – INTEGRATED TEACHING

Zbornik radova sa četvrtog međunarodnog naučnog skupa održanog 2-3. novembra 2017. godine na Fakultetu pedagoških nauka u JagodiniThe theoretical part of this paper deals with some aspects and possibilities of linking the contents of the World Around Us and Mathematics. Special emphasis was put on the analysis of (in)compliance of the two subjects. In the context of the correlation-integration approach, possibilities for improving the quality of the teaching World Around Us in elementary schools are considered. The methodological part of the paper is dedicated to empirical research aimed at examining the attitudes of future teachers about the correlation-integration approach. Data were collected online, with an electronic questionnaire and a 5-point Likert-type scale, on a sample of 150 students of the Faculty of Education in Jagodina. The results obtained by applying simple statistical methods show that students have positive attitudes about the importance of applying the content of Mathematics in teaching of the World Around Us, and recognize possibilities for raising the quality of teaching using the correlation-integration approach, which suggests considering conditions for more frequent application of this teaching system.Publishe

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

Multimedijalna nastava prirode i društva

Наставно-научно веће Факултета педагошких наука Универзитета у Крагујевцу, Јагодина, одобрило је објављивање ове публикације одлуком број 01-4503/1 од 11. 12. 2020Publishe

The impact of integrative teaching of Physical Education and Science and Social Studies on the quality of students' knowledge of natural sciences

The research explores the impact of integrative teaching of Physical Education and Science and Social Studies on the quality of the primary school students' knowledge of natural sciences within the framework of the school subject Science and Social Studies. The research was conducted using an experiment with paralel groups. The sample comprised N=128 primary school fourth-graders. There were 65 students in the experimental group and 63 students in the control group. In the experimental group, the classes of Physical Education and Science and Social Studies were held by implementing an experimental program - a teaching model integrating the content of natural sciences and physical education. The classes with the control group were held using frontal teaching, without integrating the teaching content. The results indicate that there is a statistically significant difference in the quality of knowledge between the students in the experimental and control groups when it comes to the second and third level of knowledge according to the revised Bloom's taxonomy (reproductive knowledge and practical application knowledge). Our conclusion is that integrative teaching of Physical Education and Science and Social Studies leads to a better quality of students' knowledge. The experimental group students, who learned the content of natural sciences in the classes of Science and Social Studies by using the integrative approach to Physical Education and Science and Social Studies, acquired better knowledge and achieved better results in terms of the level of reproduction and practical application of knowledge at the final test than the students in the control group. They were more successful in solving tasks requiring memorization of facts, critical thinking, creativity and divergent reasoning, solving problem tasks, and the practical application of knowledge in new and different everyday situations.Publishe