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Computer games are nowadays very popular among various generations especially for children and youth. Being able to design, create and implement your own computer game is not only a big challenge, but also a high motivation to learn programming either they are high school or university students. The article describes the problem and the process of project-based teaching of programming at the university. The theme of the project is “the implementation of a didactic computer game of their choice.” The students can work on their projects individually, in pairs or even in groups. They can use any kind programming languages and frameworks which are suitable for implementation. Students can work in any higher-level programming language with a rich graphics library, or they can use a programming environment that supports game creation. It depends on the skill of the developer team members how to share the work on the project. They can individually address the different functional parts of the game, or work can be divided into separate layers. This way students can engage with problems they are the most competent with. E.g. one focuses on graphics design of the game, next one on the algorithms which checks compliance with the rules of the game, another member of the team developing winning strategies or looks at how the game can be stopped and resumed, how to raise the difficulty level of the game as power play value and how the achieved good performance. While working on the project students learn to work in a team and spontaneously and intuitively use the knowledge from the field of software engineering. It is their first experience in creating a software application together.
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Reformom obrazovanja ističe se značaj kontinuiranog praćenja djece od razvojno-primjerenog pristupa djeci u vrtićima, preko procjene zrelosti za polazak u školu, do stvaranja učionica u kojima je dijete u centru. Kroz primjere modela nekih drugih zemalja, prikazat ćemo značaj kontinuirane opservacije u predškolskom periodu, te kako se na opservaciji može bazirati cjelokupni proces procjene zrelosti djece za polazak u osnovnu školu.
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Obrazovanje predstavlja temeljno pravo svakog pojedinca uključujući i školsku djecu koja se zbog različite etiologije bolesti nalaze na bolničkom liječenju. Odgojno-obrazovnim radom u bolnici nastoji se, zajedno s medicinskim osobljem, humanim pristupom hospitaliziranoj djeci napraviti pozitivno i ugodno okruženje kako bi boravak djeteta u bolnici bio lakši i prihvatljiviji. Bolest i hospitalizacija dovode do gubitka školskih dana, odnosno, prekidaju obrazovanje bolesne djece. Hospitalizacija je realnost i obuhvata značajni dio populacije školske djece. Prihvaćanje bolesti, kao i briga o djeci s hroničnim bolestima vrlo je teško iskustvo za obitelj, jer podrazumijeva često tešku prognozu koja može značiti kratak životni vijek, odnosno situacije koje se ne mogu kontrolirati, što kod djece može uzrokovati brigu za budućnost. Aktivna uključenost roditelja/staratelja (u daljem tekstu: roditelj) u odgojno-obrazovni rad u bolničkim uvjetima doprinosi uspješnosti boravka djeteta u bolnici. Najčešće bolesti koje ometaju djecu u redovnom školovanju odnose se na hronične bolesti, bolesti s termalnim ishodom, bolesti s dramatičnim periodima i stanja velike onesposobljenosti. Cilj ovoga rada jeste predstaviti ulogu roditelja kao faktora odgojno-obrazovnog djelovanja u periodu bolničkog liječenja, odnosno analizirati ulogu roditelja čija su djeca zbog hroničnih bolesti često na hospitalizaciji, tj. izvan institucionalnog odgojnoobrazovnog djelovanja. Zaključak rada sugerira načine poboljšanje pedagoškog djelovanja u specifičnom bolničkom ambijentu.
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Uključivanje roditelja važan je indikator školskog uspjeha djece. Kada škole uključe roditelje tako da se klima dobrodošlice osjeti s praga škole, pospješuje se roditeljska kompetentnost, učenje i djeca više nauče. Stvaranje i realizacija učinkovitog modela za uključivanje roditelja ključne su za podizanje nivoa učeničkog uspjeha. Ovaj članak razmatra ulogu ravnatelja u razvoju modela uključenja roditelja. Kako bismo razjasnili ovu ulogu, prvo ćemo se pozabaviti definiranjem uključenja roditelja, a zatim utjecajem učinkovite strategije za uključenje roditelja u život i rad škole.
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Cilj rada bio je ispitati pedagoške kompetencije učitelja koje su im potrebne kako bi se lakše nosili s radnim opterećenjima u školi. Podatci su prikupljeni metodom problemski orijentiranih polustrukturiranih dubinskih intervjua na uzorku od 30 učitelja razredne nastave (N=30) u županiji Grad Zagreb. Obrada prikupljenih podataka usredotočena je na izoliranije višestruko ponavljajućih i krajnje specifičnih nalaza. Rezultati empirijskog istraživanja pokazuju da su suradnja s roditeljima, administrativni poslovi, nedovoljna informiranost i nedostatak kvalitetnog stručnog usavršavanja, zahtjevi koji najviše opterećuju današnje učitelje. Komunikacijske vještine, informatičke sposobnosti, praktična znanja i osobni razvoj, kompetencije su koje učitelji smatraju važnima za kvalitetno obavljanje poslova u školi, a time ujedno utječu i na opće zadovoljstvo njihovom učiteljskom profesijom. Postavlja se pitanje imaju li učitelji mogućnost za kvalitetno stručno usavršavanje u cilju osobnog i profesionalnog razvoja kompetencija koje su temelj društva znanja i uspjeha učenika.
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Osnovni cilj istraživanja predstavljenog u ovome radu je da se eksperimentalno ispitaju mogućnosti primjene stripa u okviru nastave iz predmeta Filozofija s logikom za gimnazije. U istraživanju se kao glavni metod koristito pedagoški eksperiment, i to eksperiment s paralelnim grupama te analiza pedagoške dokumentacije i survey istraživački metod kao pomoćne metode. U provedenom eksperimentu se obrada nastavnog gradiva uz primjenu stripa u okviru nastave iz predmeta Filozofija s logikom javlja kao nezavisno promjenjiva varijabla, dok se zavisno promjenjiva varijabla odnosi na kvantitet, kvalitet i trajnost znanja usvojenog na takav način. Ovaj pristup se pokazao veoma uspješnim jer je omogućio komparativno praćenje primjene eksperimentalnog faktora (obrada nastavnog gradiva uz primjenu stripa) u eksperimentalnim grupama i rada na klasičan – receptivno-predavački – način kod kontrolnih grupa. Istraživanjem je obuhvaćeno ukupno 161 ispitanika – učenika sarajevskih gimnazija, a prikupljeni podaci su obrađeni primjenom više statističkih postupaka: izračunavanjem aritmetičkih sredina, standardnih devijacija i t-testa za testiranje hipoteza o značajnosti razlika.
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Cilj ove analize bio je da se istakne utjecaj glazbe na psihofizičke reakcije sudionika i motivacijske osobine glazbe u vježbanju i sportskom okruženju. Istraživanja su pokazala da slušanje glazbe za vrijeme vježbanja može poboljšati rezultate vježbanja. Slušanje odabrane vrste glazbe za vrijeme treninga može pozitivno utjecati na sudionike vježbanja. Glazba na više načina može poboljšati osobno uživanje i prihvaćanje fitnes programa, stoga osigurava dugoročnu korist, kao što su poboljšanje kvaliteta života i smanjenje rizika za koronarne bolesti srca i druge uzroke smrti. Kada odaberemo dobre pjesme, koje imaju izrazit ritam i tempo odgovarajući za odabrane aktivnosti, to može dovesti do visokog intenziteta treninga. Istraživači su također identificirali učinak povećanih uzbuđenja vezanih uz tempo glazbe, tako intenzivne vježbe izgledaju manje stresno. Sinkronizirana glazba omogućuje veći intenzitet vježbanja. Neki ljudi koji ne vole tjelesno vježbanje, uživali su vježbati uz glazbu. Koristeći adekvatne vrste glazbe tijekom aerobnih vježbi postižemo korist u više vrsta tjelesnog treninga. Glazba može pomoći mnogim koji pokušavaju pronaći motivaciju za vježbanje. Prednost glazbe se može koristiti kao sredstvo kako bismo poboljšali kvalitetu tjelesnog vježbanja.
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Medijska pismenost kao sposobnost pristupa medijima, razumijevanja i kritičke evaluacije različitih aspekata medija i medijskih sadržaja i ostvarivanja komunikacije u raznovrsnim kontekstima smatra se jednom od temeljnih kompetencija i nužnom pretpostavkom za razvoj svakog pojedinca ali i društva u cjelini. Brojni faktori utječu na medijsku pismenost, a jedan od odlučujućih je medijski odgoj. Razvijene države imaju aktivnu ulogu u razvoju medijske pismenosti svojih građana upravo kroz unapređenje medijskog odgoja. Zbog sve većeg prisustva i korištenja različitih medija posljednjih decenija ovoj temi pridaje se sve veći značaj. U Bosni i Hercegovini medijska pismenosti je tema koja tek polako pronalazi svoje mjesto u javnom diskursu. Medijski odgoj u smislu odgoja za medije nedovoljno je prisutan u obrazovnom sistemu kako u kvalitativnom tako i u kvantitativnom smislu. Edukacija nastavnika za medijski odgoj nije na odgovarajućem nivou i ne prati savremeni razvoj medija. Didaktički materijal za medijski odgoj gotovo da i ne postoji. Ni strategije u oblasti obrazovanja ne pridaju odgovarajući značaj ovoj temi. Kako bi se unaprijedio medijski odgoj, a time i medijska pismenost građana Bosne i Hercegovine, nužno je da raznovrsni akteri preuzmu aktivniju ulogu, prije svega kroz razvoj i jaču integraciju medijskog odgoja u obrazovne strategije i nastavne planove i programe na svim nivoima obrazovanja, edukaciju nastavnika, te razvoj kvalitetnog savremenog didaktičkog materijala za medijski odgoj.
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Savremena civilizacija susreće se s problemom prekomjerne proizvodnje i protoka informacija, a koji rezultira nedosljednošću u prenošenju informacija, ali i ogromnom mogućnošću manipulacije putem informacionih kanala – medija. Realno se javlja potreba za uvođenjem reda u haosu nastalom uslijed hiperprodukcije informacija. Ko i na koji način može pokušati uvesti red? Obrazovni sistem bi mogao doprinijeti u sređivanju tog haosa. Međutim, potrebna je temeljita reforma obrazovnog sistema koja bi se temeljila na drugačijem pristupu nastavi i učenicima. Polovinom prošlog stoljeća učenici su iz praznih stanova i kuća odlazili u škole koje su posjedovale izvjesne multimedijalne aparate. Danas učenici iz ukupnog multimedijalnog ambijenta odlaze u škole gdje ih čeka “drvena klupa” i “zelena tabla” što je za njih povratak u prošlost. Ko, kako i gdje će podučiti našu djecu kako da se nose s hiperprodukcijom informacija s kojima se susreću u svakom trenutku? Obrazovni sistem već ima izgrađenu hijerarhiju djelovanja, te bi se uvođenjem medijskog obrazovanja znatno doprinijelo u sređivanju informacijskog haosa. Savremeni svjetski trendovi idu u tom pravcu, sve su razvijenije zemlje svijeta u školski kurikulum uvrstile medijsko obrazovanje. Ovdje smo ukratko iznijeli trenutno stanje u BiH, zatim razloge i ciljeve medijskog obrazovanja, te incijative za veći angažman u medijskom opismenjavanju i sprečavanju manipulacije putem iskrivljavanja informacija kroz medije.
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The present publication outlines the problems related to the educational activity of the 2nd Polish Corps in Italy. The divisions of the 2nd Corps provided general and vocational education, as well as studies at Italian universities. General Władysław Anders’ 2nd Corps not only won glory on the battlefields, e.g. by taking Monte Cassino or liberating many Italian cities, but also, through its educational activities, prepared soldiers for civilian life at home and abroad.
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School dropout is nowadays one of the biggest problems faced by the Romanian education system. School dropout entails prematurely leaving the education system before the compulsory educational stage is over and prior to getting a qualification or professional training. School dropout is triggered by both internal and external factors. Contemporary society no longer considers school important in our personal development as human beings. But how would this society look like if all of us would stop regarding education and culture as fundamental values? Taking into account that education is free, it must be understood as anyone’s right to appropriate abilities, skills, and knowledge needed to find a job and integrate in a group.
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In this introductory paper we aim to critically analyze a possible research design on the correlation between curiosity and intrinsic motivation in students. In this sense, the background of the problem will be analyzed in an introduction that will emphasize the importance of this possible correlation in the current school context dominated by the new mental organization of digital students. Then they will be analyzed among the fundamental elements of a research. First of all, the choice of appropriate research tools, which will combine qualitative and quantitative research. Secondly, it is a discussion about the purposes of researching the mentioned correlation, the basic questions, the objectives, the sample and, finally, about the ways of analyzing the data and the necessary conclusions.
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The practical use and consolidation of acquired theoretical methodological-didactic and psychological-pedagogical knowledge are the key elements of teacher education. The article’s aim is to analyse the forms and methods of developing the competences of future teachers, paying particular attention to the conditions conducive to ensuring the quality of practical preparation for work at school. The aim of the research was to determine the opinions of students on the effectiveness of teaching practice at school. The article analyses various forms of developing teaching competences, including participation in the implementation of research and teaching projects at the university, as well as individual implementation of school internships. In order to determine the level of selected teaching competences among students of various faculties at the Pedagogical University of Kraków, a preliminary study was conducted using a survey with questions on various aspects of the course of school practice. The analysis of the obtained results proves that there is a need to improve the process of organising the practical training of future teachers, implementing non-standard approaches to the implementation of school internships, and taking into account the opinions of students on the organisation and course of such internships. Moreover, it was found that the participation of students of teaching specialisations in the implementation of scientific and didactic projects is an effective form of practical preparation for work in schools and is conducive to shaping teaching competences.
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Schools face many challenges in the contemporary world. Because of their omnipresence, the use of digitisation and modern technologies cannot be ignored during school lessons. Using these technologies helps teachers to reach out to their students in transferring knowledge in an accessible and attractive way that takes into consideration individual needs and abilities. Traditional teaching methods no longer suffice in order to achieve educational success. Teachers today often have to reach for the resources provided by the Internet. This article presents a project of a biology class that is given on computers. Pupils obtain knowledge by using various education platforms and exercises, 3D models and videos. Attention is also paid to the positive influence of the mentioned techniques on the involvement and motivation of students towards learning, posing questions, seeking answers, as well as developing and expanding their interests by assuming the role of explorer and discoverer.
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During the last couple of years, as the Internet of Things (IoT) field has gained a lot of popularity, various IoT classes have been introduced in both high-schools’ and universities’ curricula. Due to its accelerated growth, the IoT market is thriving in hardware devices designed to be integrated into various projects, from prototyping to industrial purposes. However, despite a large number of available devices, IoT education still centers around the Arduino and the Raspberry Pi, while other platforms are hardly used in classes. This is because most embedded devices come with complex and challenging to use programming platforms and languages. This makes it difficult for people who have little programming experience to control these devices, leaving the educational market reduced to a small number of accessible hardware platforms. The purpose of this paper is to adapt an industrial-grade hardware platform, the NXP Rapid Prototyping Kit, to educational needs. Off-the-shelf, the device can be programmed using the C language in a professional IDE, designed for industrial use. However, the Rapid Prototyping Kit can make as a great educational tool as it is a user-friendly device that has several sensors and a display integrated, requiring little hardware knowledge. Our contribution consists of adapting the device to be compatible with an open-source, educational IDE (Wyliodrin STUDIO), and porting a JavaScript engine so students can use this as a programming language. This leads to an increasing number of possibilities, allowing us also to support visual programming languages. The result is that a device that has the hardware characteristics of a platform suited to education but which lacks accessible programming tools was adapted from the software point of view so students can easily control and program it.
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In order to increase the effects of the learning process, outdoor education can be successfully integrated into formal education, the educational process thus becoming much more valuable in terms of quality and thus producing long-term advantages and thus allowing it to cover a wide range of school subjects. The concept of the outdoor being a complicated one must be deepened, experienced, and learned step by step until it becomes a habit for the school. The impact on the learning process is stimulating, motivating. Outdoor minimizes the constraint but does not eliminate the rules, clear codes to be strictly observed. The learning framework is generous, but the content is light, preferential. Children's experience is integrated into the context, methods must be chosen carefully to stimulate active but flexible involvement and participation, and long-term benefits are guaranteed.
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According to the cognitive-behavioral paradigm, a dysfunctional perception of the event leads to maladaptive consequences. These consequences can be both emotionally and behaviorally. In the school context, in terms of school performance, children may have a number of dysfunctional interpretations in regarding their abilities, school outcomes, or their academic potential. These interpretations are important factors for their attitude and behavior towards school. Thus, it may result in greater or lesser involvement in school-related activities, such as doing homework, learning, or even coming to school. Cognitive bias modification is an implicit computerized intervention, aimed to modify interpretation biases. It has proven to be effective among children and adolescents, being used so far in various problems, including fears related to school or even mental health problems. Promising results were obtained when parents were involved. The aim of this paper is to propose a computerized intervention for children, in order to modify dysfunctional biases of interpretation related to school performance. Moreover, parents will be involved in the intervention process. The Cognitive bias modification for interpretation implies the delivery in a computerized framework of an intervention which would contribute to an increasing involvement of the children in the school activities and it would also facilitate the adaptation of the children to the school context. The Cognitive bias modification intervention it can be delivered at home via a computer, a tablet or a phone, and the parents will support their children during the intervention moment. Theoretical and practical implications for the educational environment will be addressed.
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This article addresses teachers counseling needs, from the perspective of the relationship with preschoolers and pupils, in order to motivate them to achieve high school performance and to develop their personality. Teachers are also in an ideal position to bring their concerns to the attention of parents and offer guidance on different strategies and sources of help which may be needed. At the same time teachers are now expected to work more closely with parents and other professionals such as psychologists and social workers. In addition, senior teachers are expected to be able to support and appraise other teachers. To fulfil their roles in each of these areas teachers need to possess basic counselling skills. The article presents several aspects regarding counselling needs, in order to maintain the teachers' wellbeing and to prevent occupational stress. To identify all these counselling needs, we applied to a number of 112 teachers from three counties, a questionnaire developed by us, which contains 10 objective and subjective items. Thus, within this article, the answers offered by the teachers are presented, analyzed and interpreted, in order to structure a complete picture of this situation. The results of this analysis, of the teachers' counseling needs, target aspects such as: methods of knowing children and pupils, strategies for solving interpersonal conflicts, techniques for optimizing the relationship with parents and pupils, ways to stimulate motivation for play and learning, ways of preventing school failure, effective methods of integrating children or pupils with special needs, preventing aggression, as well as the need for programs aimed at preventing intra-family violence. The article finally presents conclusions and recommendations regarding teachers counseling needs.
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The study below is a component of didactic research that aims to adapt the teaching methods and tools used in the Romanian Language and Literature lesson to software applications in the education field. As it was an optional subject for the high-school students, during a semester I studied, the transition from experiential learning methods inspired by the art of theatre to the digital ones such as the clicker response system, using the Mentimeter app. The purpose of the research was to observe the students' level of involvement in the lesson. I was able to monitor it clearly by creating different constructivist learning situations. The subjects of this study were 10th-grade students from two distinct classes, a sample of 55 students. The mixed research methodology used in this study highlights both quantitative and qualitative methods, pursuing a balance in data collection, analysis and interpretation. The first research method was the survey, two questionnaires were analyzed, the first one aimed the students' opinion on digital methods, and the second one, the experiential methods. Another method of applied research was qualitative observation which materialized in the analysis of students' activity results. In order to interpret the collected data from the two methods there were considered the analysis of the time distribution, the level of students' participation and the type of learning tasks. After being statistically processed, the data collected led to preliminary results of the research showing a substantial involvement of the students in accomplishing tasks. Regarding the interdisciplinary strategies, where were used the dramatic methods and techniques, the students reacted well from the point of view of the new knowledge acquisition, but several hours were needed to reach the objectives. On the other hand, students reacted positively to the digital clicker response system, at the same time, an important amount of time was saved in the lesson. The comparative observation of the two examples of collaborative work showed that through the use of methodological interdisciplinarity, in particular the interaction through the dramatic game and the response system Mentimeter, based on the use of the smartphone, students can make connections with life situations and their own experience, which translates to active participation and involvement.
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