The first part of this paper offers a theoretical interpretation of the previous research of the methodological potential and efficiency of online teaching (especially during the Covid regime), whereas the second part is methodologically oriented towards the examination of the attitudes of teachers on the potential of the implemented distance learning platforms vs. in-person teaching. The sample is represented by 604 teachers of elementary and secondary schools from all administrative regions in the Republic of Serbia. The research was performed using descriptive method and the survey method. The results of the research showed that: a) teachers mostly do not have a positive perception of the advantages of distance learning platforms compared to traditional, in-person teaching with regards to the application of teaching technology; b) traditional teaching is considered more efficient for the quality of work of students and teachers; c) teachers do not show the expected willingness for the occasional use of the hybrid model in the future; the independent variables did not influence the final results of the research. A statistically significant difference was observed only in the attitudes of teachers of different educational cycles and the users of different learning platforms.
Fundamental human values such as tolerance, respect for diversity, mutual help, generosity, honesty, kindness, trust, and fairness are highly moral values that can be encouraged among younger primary school students through the implementation of literary and artistic content in literature classes. Introducing students to the value categories and their acceptance can greatly contribute to preventing potential problems and inadequate behavior of children in communication with their peers and parents. Using a method of content analysis, the present paper considers some ways of encouraging the development of value criteria through the use of both curricular and extracurricular literary texts in Serbian language and literature classes in younger primary schools. The sample comprised 25 literary texts, 8 of which are taken from the Serbian Reader for the 3 rd grade and 17 texts are taken from the Serbian Reader for the 4th grade. The results indicate that the analyzed texts encourage the development of various value criteria among younger primary school children, the most frequently represented being honesty, tolerance, and respect for diversity. In addition, the paper represents a small contribution to the promotion of value criteria in the curricula and study programs, with the aim of more effectively eliminating negative forms of behavior and encouraging positive behavior among children.
The aim of this paper is to generate implications for future research based on the overview and analysis of the findings of relevant social sciences and the humanities that focus on toys as artifacts of the material culture of children, and/or childhood, with special reference to pedagogical research. By material culture of children, we mean items and objects that children themselves make, adapt or modify to fit their interests and the needs of their games, whereas the material culture of childhood refers toobjects created by adults for children to play with. Toys can encourage different types of activities necessary for overall personality development, and can help children develop their cognitive abilities, their body and senses, gain knowledge, socialize, cultivate their emotions and appreciation of beauty, and develop their imagination and creativity. The potential of toys that children make themselves is reflected in the upbringing of creative, free, environmentally conscious and active members of society. Additionally,these toys allow children to build play, to perceivetheir own capabilitiesand restrictions, and to express their imagination, creativity and respect toward the environment, life and oneself.Future research approaches should be directed toward: a) toys as artifacts of the material culture of children, i.e. objects that children themselves make and use for the purposes of play, learning and development; b) integrating the perspective of children and adults with regard to toys, because the distinction between material culture of children, and material culture of childhood is conditional; c) understanding social practice, as well as different discourses related to process of making toys of children building toys by themselves, or through cooperation with adults; d) qualitative research on the design and application of educational toyscreated by adults for children to play with; e) examining the possibilities and the potential of integrating the so-called improvised toys into the family and institutional context; and f) initiating evaluative studies and integrating the values and content of local culture into the preschool and school curricula.
Razvijeni su i testirani brojni istraživački instrumenti za merenje stepena izraženosti i komponenti nacionalnog identiteta, a u kontekstu bivših država SFRJ široku primenu ima skala NAIT, koju su razvile Čorkalo i Kamenov. Cilj ove studije jeste ispitivanje stepena izraženosti i strukture nacionalnog identiteta studenata testiranjem višedimenzionalne skale NAIT. Ovo istraživanje se zasniva na pretpostavkama teorije socijalnog identiteta Tajfela i Tarnera, a polazi i od postojećih psiholoških i socioloških određenja nacionalnog identiteta i istraživanja o nacionalnom identitetu. U istraživanju su učestvovali studenti Pedagoškog fakulteta Univerziteta u Kragujevcu (N=175). Rezultati istraživanja ukazuju da je izraženost nacionalnog identiteta studenata viša u odnosu na teorijski prosek i u odnosu na rezultate određenih istraživanja. Eksploratornom faktorskom analizom izdvojeno je pet komponenti nacionalnog identiteta studenata: 1) nacionalna pripadnost; 2) nacionalni ponos i osećanja; 3) relevantnost osećanja nacionalne pripadnosti; 4) nacionalizam i 5) kosmopolitizam. Na temelju rezultata istraživanja utvrđene su razlike u izdvojenim bazičnim dimenzijama nacionalnog identiteta studenata u odnosu na dosadašnja istraživanja.
Starting from the argument that foreign language teaching represents a suitable context for introducing national symbols of different countries, but also the learners' own country, the role of textbooks of English as a foreign language in development and empowering the national identity of students in lower primary school was examined. With regards to different conceptualisations the national identity was operationalised in 11 categories: religion, customs and tradition, national feelings, language, symbols and features, solidarity and togetherness, cultural heritage, important people, geography terms, family and general information. The research was performed through the method of theoretic analysis and the method of content analysis. The units of analysis are: a) sentences of basic text in textbooks, b) sentences of additional information content, and c) image content. The research included English language textbooks for lower primary school licensed in the Republic of Serbia (N=12). Research results indicated that textbooks generally do not contribute to forming and empowering of national identity of students in lower primary school, especially with regards to categories: national feelings, historic subjects, language, family, solidarity, and togetherness.
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