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“Flavours in Ead” an Innovative Concept and Approach for an Intuitive and Effective E-learning Course

Author(s): Maria Potes Barbas,Pedro Matos / Language(s): English Issue: 2/2021

E-learning has changed significantly since the pandemic. In the early months of 2020, our whole educational framework suffered from several side effects that needed to be corrected to ensure an effective and alternative way of teaching. Therefore, new methods and methodologies needed to be outlined to address the students’ learning needs. Regarding Higher Education, students and teachers were used to a more traditional way of teaching, yet strategies had to be implemented to maintain teaching in a higher level of performance. Thus, a methodology called “Flavours in EaD” was developed. This strategy comprised several actions and steps on how to build a robust, intuitive, and flexible E-learning course in the COVID-19 Pandemic time. What will be presented and analysed in this work as a way of disseminating the research and methodological process related to the “Flavours in Ead” strategy is based on the thought process involving the preparation, verification, development and implementation phase.

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Individual and Collaborative Online Learning – Reasonable Compromise

Author(s): Krzysztof Gurba / Language(s): English Issue: 2/2021

The collaborative attitude to education in general and e-learning in particular has become increasingly popular and productive. It preserves certain learning values connected with social context of learning and new phenomena of networking and using the tools of social media in education. Collaborative learning values include mutual inspiration, crowdsourcing, problem learning, peer learning and the like. More careful and elaborated look is necessary to pinpoint all important constituents of the overall positive account of social learning. One should take into account historical background and theoretical basis for a new wave in collaborative pedagogy. At the same time, we face one of the greatest challenges in modern online learning, especially in its massive edition, including a new wave of MOOCs. It is a challenge of respecting an individual and open choice of learning path, even within more and more uniform massive online courses. One possible way of providing free choice of student’s learning path is to offer more adaptive academic curricula. The purpose of the study was to determine the students’ attitudes toward community and individual online learning to explore their preferences in this regard, and to have them evaluate which of these forms held more promise for the future. In the study, we were also interested in tendencies in the choice of online learning and traditional learning, as well as factors that may influence the direction of these trends. The results showed that there are dichotomies and conflicts between individual and collaborative online learning as far as sets of values are concerned. But the user practice shows that the reconciliation between the two is possible.

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The Socio-emotional Context of E-learning in Teachers’ Opinion

Author(s): Irena Przybylska / Language(s): English Issue: 2/2021

The article presents the research results on the socio-emotional context of distance learning from teachers’s perspective. The primary purpose of this study was to explore teachers’ experiences in primary, secondary, and vocational schools as they converted their classes to distance learning, and in a broader perspective, indicate difficulties resulting from the mediation of personal contacts. The main research question was: What are teachers’ opinions related to relationships and their well-being connected with conducting remote classes? Based on the results of a diagnostic survey conducted in primary, secondary, and vocational schools in Silesia, Poland, it can be concluded that the well-being of teachers has worsened due to the need to stay at home and prolonged social isolation. The teachers also pointed to the deterioration of relationships with students and the loosening of ties in the classroom. The article ends with recommendations for improvements in distance learning.

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Higher Education Employees’ Workplace Learning Within Three Schemes of International Mobility

Author(s): Marcin Rojek,Joanna Leek / Language(s): English Issue: 2/2021

Studies on the educational dimension of international mobility discuss the implications of academic, international mobility in general, or focus mainly on students’ mobility. There is, however, an insufficient number of studies that focus on the mobility of higher education staff, particularly in relation to learning. Each year, studies on the impact of mobility are published by the European Commission, but this does not provide an overview of how adult learning occurs within mobility and how mobility affects the lifelong learning of higher education employees. The purpose of this paper is to describe and explain HE employees’ learning characteristics in the course of three types of mobility: traditional, blended and digital. The study was conducted with the participation of 103 staff members of European Universities from 17 countries. We claim that the three mobility schemes studied here are different ways of experiencing the world and learning. Therefore, they should be implemented in parallel, and not perceived as alternatives.

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Parental Involvement in Education and Collaboration with School

Author(s): Tatjana Milosavljević Đukić,Dragana Bogavac,Aleksandar Stojadinović,Petar Đ. Rajčević / Language(s): English Issue: 1/2022

This paper presents the results of the research which was aimed to examine the connection between the collaboration between family and school, and parental involvement in education. The sample included 198 parents of senior primary school students in South-Eastern Serbia. For the purposes of the research, a Questionnaire was designed which consisted of 30 items, grouped into two parts: the first part deals with forms of family and school cooperation, and the second focuses on parents’ perception of educational techniques. Chi-square test shows that the most common form of parental cooperation with school is parent meeting, and that mothers are more engaged than fathers when it comes to parent meetings and lectures for parents. Based on parents’ assessments of education techniques, understanding and support is the education technique that dominates parental involvement in children’s education, while high level of control had a lower score. There were differences observed in parents’ assessments of education techniques analysed by t-test, where more withdrawal from children, as well as less control in are shown more by fathers than by mothers. Examination of the predictive properties of independent variables was tested using linear regression. The obtained research results on the impact of certain forms of cooperation with school on parental involvement in education have shown that lectures for parents and conversations at the initiative of the class teacher are predictors in creating desirable patterns of parental behaviour by granting children the right to their opinion. Gaining empirical insight into the mentioned relations benefits future research and practice of education efforts of the family and school.

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Пeдагошко образовање наставника у Србији: од наставленија до Центра за образовање наставника

Author(s): Aleksandra Ilić Rajković / Language(s): Serbian Issue: 3/2021

The paper provides an overview of key events relevant to the education of teachers of specific subjects in Serbia up until the founding of the Center for Teacher Education in 1971, and aims to establish the key stages in the development of this education. Taking into account the position of pedagogical knowledge relative to the initial education of teachers of specific subjects, the content, organization, initiators and practitioners of teacher education, four stages can be distinguished in the development of the education of subject teachers. The first begins in 1838 with the publication of the first set of instructions for secondary school teachers. The second stage was characterized by the introduction of pedagogy into the curriculum of the highest educational institution in Serbia and the passing of the law on teacher examinations. The third significant stage comprises the founding of the Department of Pedagogy at the Great School and the work of Vojislav Bakić. The fourth stage relates to the work of the General Pedagogical Seminar, which was founded in the interwar period and resumed its work in changed circumstances in 1948. The paper concludes that the development of teacher education in Serbia has followed a similar course to that in Europe, but that the process in Serbia has been characterized by long periods of discontinuity, which has slowed down the institutionalization of this type of education. In addition, it suggests that the reconstruction of the development of teacher education can lead to more detailed insight into the process of professionalization of the teaching profession, and also to a better understanding of the development of particular pedagogical disciplines, notably teaching methodology.

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Поређење ефективности модела обрнуте учионице и модела традиционалне наставе – метаанализа

Author(s): Lidija Ralević,Biljana Tomašević / Language(s): Serbian Issue: 3/2021

The flipped classroom model has been increasingly implemented in the teaching and learning process at all levels with a view to improving the teaching and learning process, particularly in the present circumstances. Despite the prevalence of the view that the implementation of this approach eliminates the key disadvantages of traditional teaching such as the passivization of students, it is advisable to verify this in practice. In order to examine the effectiveness of the implementation of the flipped classroom model, it is necessary to consider the results of students’ learning and their motivation for learning relative to the traditional instruction model. This paper aims to provide insight into the current situation through the systematization of the results of some past research focusing on comparing the implementation of the flipped classroom model and the traditional instruction model in terms of their effects on internal motivation for learning and student achievement on knowledge assessment tests. The results of the conducted meta-analysis of 22 research papers suggest that the implementation of the flipped classroom contributes to the strengthening of students’ internal motivation and their higher achievement.

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RUKOVOĐENJE U FUNKCIJI PRAĆENJA I UNAPREĐENJA RADA ZAPOSLENIH U OBRAZOVANJU

Author(s): Tatjana Marinković,Dalibor Tvrdišić / Language(s): Serbian Issue: 1/2022

Human resource management is constantly chan-ging and improving, following modern trends, challenges and changes. The relations of superiority and subordination give way to the relations of cooperation and creative solution of set goals, raising the self-confidence, self-awareness, integrity and initiative of the employee to a higher level. An employee who is respected, valued, adequately rewarded and satisfied with his status and order to be able to respond to new tasks, future school principals must constantly deepen their knowledge in various fields and develop competencies for managing, monitoring and improving the work of employees. The specificity of educational institutions is that the basis of all processes are people or teachers without whom there is no successful school. In that sense, caring for human resources is the most important task for the school principal. To meet the demands of the present moment, the director must have confidence in himself, a sense of the future, must be democratic but also authoritative when necessary, self-critical, easily establish contacts with people, enjoy the reputation and trust of employees and associates, firm and resilient, energetic, determined and persistent, brave, consistent, patient at all times, a good organizer, to decide and enable others to participate in decision-making, creative, to lead on the basis of set goals. This set of characteristics and abilities is expected by all school actors, including legislators, parents and teachers. For that reason, human resource management is a very important factor of development, because the quality of management depends on the prosperity and development of the school, but also the wider community.

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Integrace cizinců ve městě Brně: Příklad dobré praxe

Author(s): Martina Kurowski,Lenka Šafránková Pavlíčková / Language(s): Czech Issue: 1/2022

Cílové skupiny sociální pedagogiky Specifika chatové krizové intervence v kontextu sebepoškozování (Bohuslava Horská) .......................................................................................................................... 84 Empatie učitele – co, proč a hlavně jak (Petr Sucháček) ................................................................................................................................. 88 Integrace cizinců ve městě Brně: Příklad dobré praxe (Martina Kurowski, Lenka Šafránková Pavlíčková) .......................................................................... 94 Aktivizace seniorů pomocí loutek (Michael Schmidt) ............................................................................................................................. 97 Otevřená univerzita aneb Romové jako jedna z cílových skupin sociální pedagogiky (Anna Gulová, Lenka Gulová) ......................................................................................................... 101 Hudebním vzděláním k sociální změně (Andrea Barickmanová) .................................................................................................................. 104 Feuersteinovo instrumentální obohacování jako metoda vhodná pro všechny cílové skupiny sociální pedagogiky (Denisa Denglerová) ....................................................................................................................... 107 Co mohou mít společného přírodní zahrady, zahradní terapie a sociální pedagogika? (Dana Křivánková) .......................................................................................................................... 111 Projektování jako cesta k cílovým skupinám sociální pedagogiky (Lenka Gulová, Martina Kurowski, František Trapl) ....................................................................... 115 Výzvy pro sociální pedagogiku Ukrajina, téma pro sociální pedagogiku (Lenka Gulová, Zdenka Vágnerová)................................................................................................ 124 Recenze Fletcher-Wood, H. (2021). Responzivní výuka. Universum. (Michal Černý) ................................................................................................................................ 127 Šíp, R., Denglerová, D., Bielik, M., Ďulíková, L., Gulová, L., Kalenda, J., Košatková, M., Kurowski, M., & Trapl, F. (2022). Na cestě k inkluzivní škole: Interakce a norma. MUNIPress. (Jakub Pivarč) ................................................................................................................................. 131 Rozhovor Rozhovor s Lenkou Filipovou (Lenka Ďulíková) ............................................................................................................................. 133 Rozhovor se Stanislavem Střelcem (František Trapl) ............................................................................................................................. 140 Informace Kurz Programu Portage ve Zlíně (Jana Čelůstková) ........................................................................................................................... 146 Educating poor village children during the pandemic (Somnath Chatterjee) ..................................................................................................................... 149 Sociální pedagogika jako studijní obor Katedra pedagogiky Pedagogické fakulty Jihočeské univerzity v Českých Budějovicích (Miroslav Procházka) ...................................................................................................................... 151 Target groups for social pedagogy Specifics of chat crisis intervention in the context of self-harm (Bohuslava Horská) .......................................................................................................................... 84 Teacher empathy - what, why and most importantly how (Petr Sucháček) ................................................................................................................................. 88 Integration of foreigners in Brno: An example of good practice (Martina Kurowski, Lenka Šafránková Pavlíčková) .......................................................................... 94 Activation of seniors using puppets (Michael Schmidt) ............................................................................................................................. 97 Open University or Roma as one of the target groups for social pedagogy (Anna Gulová, Lenka Gulová) ......................................................................................................... 101 Music education to social change (Andrea Barickmanová) .................................................................................................................. 104 Feuerstein's instrumental enrichment as a method suitable for all target groups for social pedagogy (Denisa Denglerová) ....................................................................................................................... 107 What can natural gardens, garden therapy and social pedagogy have in common? (Dana Křivánková) .......................................................................................................................... 111 Projecting as a way to the target groups for social pedagogy (Lenka Gulová, Martina Kurowski, František Trapl) ....................................................................... 115 A challenge for social pedagogy Ukraine, a topic for social pedagogy (Lenka Gulová, Zdenka Vágnerová)................................................................................................ 124 Review Fletcher-Wood, H. (2021). Responzivní výuka. Universum. (Michal Černý) ................................................................................................................................ 127 Šíp, R., Denglerová, D., Bielik, M., Ďulíková, L., Gulová, L., Kalenda, J., Košatková, M., Kurowski, M., & Trapl, F. (2022). Na cestě k inkluzivní škole: Interakce a norma. MUNIPress. (Jakub Pivarč) ................................................................................................................................. 131 Interview Interview with Lenkou Filipovou (Lenka Ďulíková) ............................................................................................................................. 133 Interview with Stanislavem Střelcem (František Trapl) ............................................................................................................................. 140 Information Portage Program course in Zlín (Jana Čelůstková) ........................................................................................................................... 146 Educating poor village children during the pandemic (Somnath Chatterjee) ..................................................................................................................... 149 Social pedagogy as a study programme Department of Pedagogy, Faculty of Education, University of South Bohemia in České Budějovice (Miroslav Procházka) ...................................................................................................................... 151 Mezi cílové skupiny sociální pedagogiky patří uprchlíci. Mnohá pracoviště se tímto tématem zabývají nejen v teoreticky zaměřených předmětech, ale současně se zapojují do řady specifik v praxi. Jednou ze sociálních pedagožek, které se této problematice roky úspěšně věnují, je Martina Kurowski z Katedry sociální pedagogiky Pedagogické fakulty Masarykovy univerzity (PdF MU). Téma migrace má úzkou souvislost se sociální pedagogikou ve vztahu k prostředí, a to v mnoha úrovních lidského života, a stejně tak souvisí s podporou skupin se sociálním znevýhodněním, kam uprchlíci patří. Sociální pedagogika může být v těchto konotacích významným aktérem a v tomto kontextu přijímá výzvu, kterou jí přináší aktuální politická situace. V krátkém textu ji představujeme ve zcela konkrétní praxi, do které jsou sociální pedagogové zapojeni.

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Your Discomfort Is Valid: Big Feelings and Open Pedagogy

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Your Discomfort Is Valid: Big Feelings and Open Pedagogy

Author(s): Liz Pearce,Silvia Lin Hanick,Amy Hofer,Lori Townsend,Michaela Willi Hooper / Language(s): English Issue: 2/2022

This article explores the affective reactions of 13 community college students engaged in an open pedagogy textbook creation project. The instructor and first author, a human development and family services faculty member and department chair at a community college in Oregon, received feedback from her students that the project impacted them differently than past learning experiences. Student engagement with research and the diverse personal experiences of their classmates fostered both personal challenges and growth. This article groups these experiences into themes and explores different theoretical lenses, including scaffolding (constructivism), transformative learning, threshold concepts and safe spaces/brave spaces. We discuss the support that students and faculty can use in similar learning situations, such as metacognition and cultural humility. Finally, we offer a visual model that open educators can use and adapt to consider how to raise or lower the stakes of an open pedagogy assignment.

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(Радивоје Кулић и Игор Ђурић, Компаративна педагогија, Београд – Косовска Митровица: Едука – Панорама Јединство, 2021, 342 стр.)

Author(s): Petar Đ. Rajčević / Language(s): Serbian Issue: 2/2022

Book review

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A Study of Japanese University Students Influenced by the Covid-19 Pandemic and their Awareness with Their One’s Own Face

Author(s): Nozomi Komiya / Language(s): English Issue: 2/2022

In 2019, an outbreak of novel coronavirus infection (hereafter referred to as Covid-19) occurred, and on January 16, 2020, the first case of an infected person was confirmed in Japan. Now that more than two years have passed, the world is gradually returning to normal. However, the increased use of Social Networking Services (SNS) and web conferencing tools has caused young people, who are accustomed to seeing filtered faces, to become dissatisfied and uncomfortable with their own real faces. This has resulted in an increased number of young people who have become dissatisfied and mentally stressed with their facial features and expressions. Therefore, the author conducted a study on young people aged 18–20 years old in 2022 regarding this issue. The author evaluated the changes in awareness one’s own face between the Covid-19 pandemic and the present among students attending Japanese universities, despite being affected by Covid-19 in the latter half of their high school or college years. The results indicated that 49.2% of the respondents revealed that their awareness their own faces had changed during the Covid-19 pandemic. Based on these findings, it is necessary for educators and parents to take considerable actions, so that young people do not become obsessed with the quality of their facial features and feel unduly stressed. Furthermore, young people should not be ashamed of their real, unfiltered faces.

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Using Social Media Network by Special Education Teachers

Author(s): Yaser Numan Al Sabi,Samar Abdulwahab Jaradat,Firas Ahmad Saleem Al Taqatqa,Mohamad Ahmad Saleem Khasawneh / Language(s): English Issue: 2/2022

This study aimed at identifying the use of the social media network (Facebook) and its relationship to psychological compatibility of special education teachers by answering four questions that include all the variables of the current study. The study used the descriptive approach and developed a scale to reveal the relationship of Facebook use and psychological compatibility. The psychological scale was applied to a random sample of special education teachers (n=520), who constitute 18% from the study population in Aseer region. The results of the study showed that the period that special education teachers spend using Facebook that received the highest frequency was less than two hours per day. The results revealed that the level of psychological compatibility among special education teachers, who use Facebook was high. There was a negative relationship between the period that special education teachers spend using Facebook and the level of psychological compatibility. The results also indicated that there were no statistically significant differences attributed to the effect of gender on the period of use of Facebook among special education teachers.

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The Development of Critical Thinking Skills in Mobile Learning: Fact-Checking and Getting Rid of Cognitive Distortions

Author(s): Yulia Gavronskaya,Liudmila Larchenkova,Anna Berestova,Valentina Latysheva,Sergey Smirnov / Language(s): English Issue: 2/2022

The study aims to reveal the attitude of students and teachers to mobile learning; explore the possibility of developing critical thinking skills in mobile learning; and also evaluate knowledge after a short training course involving the use of mobile technologies in the context of the development of critical thinking. The research relies on an interview and a test. It was attended by 275 people (93 teachers and 182 students). The results showed that 58% of teachers and 55% of students believe that mobile learning does not contribute to the development of critical thinking. The test results showed that the study participants who pre-listened to the course of lectures on their mobile devices did not cope with the questions well enough, and cognitive errors were identified. The research has shown that improving the skills of interpreting, analyzing, evaluating and explaining information can increase the effectiveness of mobile learning. The research is a contribution to the study of various aspects of the impact of mobile learning on students and will be of interest to teachers, students, academic administration, parents, as well as to those who are interested in modern pedagogy and educational psychology.

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Attitudes of Teachers to Using Information and Communication Technology in Teaching – Advantages and Obstacles

Author(s): Biljana Novković Cvetković,Zvezdan M. Arsić,Dragan Cenić / Language(s): English Issue: 2/2022

This paper analyses the attitudes of teachers to using information and communication technology in teaching. The study was conducted on a sample of 269 teachers in the Republic of Serbia. The purpose of this research is to look at the intensity of ICT use in teaching, as well as to identify the benefits and obstacles that teachers face when using this technology. The study was based on a descriptive research methodology. Surveying and scaling techniques were used to measure the attitudes of teachers. It was concluded that teachers often use ICT in teaching. The greatest advantage of ICT use, as seen by teachers, is improved quality of teaching, a possibility to deliver interesting lessons and quick and easy access to information. The greatest obstacles emphasized by teachers were underdeveloped competencies of teachers, limited access to ICT in schools and insufficient trust in the use of new technologies.

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Digital Competencies in the Context of Preschool Music Education

Author(s): Blaženka Bačlija Sušić,Martina Mičija Palić / Language(s): English Issue: 2/2022

Given the digitalization of modern society and the way a child acquires musical experiences, practitioners are expected to apply various media in everyday educational praxis. The theoretical framework of technological pedagogical content knowledge (TPACK) is an approach that connects the knowledge of educators with Information and Communications Technology (ICT), concurrently developing technology-supported pedagogical knowledge and integration of technology into education. The paper aims to investigate educators’ self-assessment of their digital competencies and their implementation in musical activities with preschool children. The respondents are full-time and part-time graduate students of the Early Childhood and Preschool Education study program from faculties of teacher education in Croatia. The obtained results indicate that 91,1 % of respondents didn’t have any formal ICT education while 59,5 % didn’t have any additional type of music education except during their studies. Nevertheless, the greatest knowledge participants have shown on the competencies for using digital tools (CFUDT) scale succeeded by a technological knowledge (TK) scale of the adapted TPACK-TCCMA survey, thus the respondents rated their digital and ICT competencies exceedingly high unlike music and pedagogical competencies. Considering the results obtained, it can be concluded that additional attention should be given to the development of digital, music, and pedagogical competencies during studies that will be applicable in both music and other areas of education.

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Cognitive and Metacognitive Strategies in Foreign Language Listening Comprehension at The Studies of Tourism – Students’ Preference and University Lecturers’ Utility Rating

Author(s): Dragana Pešić / Language(s): English Issue: 2/2022

Being the primary channel of incoming information in spoken communication, listening comprehension is one of the key skills of the second language acquisition to be mastered. Since it is a complex concept implying different types of knowledge, it is assumed nowadays that improving strategic behaviour of students would lead to a more efficient use of listening comprehension. Thus, the aim of the present study is to gain the insight into the strategic behaviour of the freshmen university students through testing cognitive and metacognitive strategy preferences. Moreover, the study included strategy utility rating by university lecturers. The study employed a questionnaire to draw data that were processed by means of mathematical statistics and utility value analysis, whereas the use of Pareto analysis pointed to the set of preferable strategies. The results obtained in the study testify to rather uniform preference ascribed to listening comprehension cognitive and metacognitive strategies by skilled and less skilled first-year university students. On the other hand, the results obtained by university lecturers are consistent with the current literature on the issue. Thus, the set of desirable strategies points to the cognitive strategies of linguistic inferencing, global prediction and academic and world elaboration, i.e. metacognitive strategies of monitoring, directed attention and evaluation as those contributing most to efficient listening comprehension.

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Encouraging Self-Regulated Learning in Kindergarten

Author(s): Ljiljana GOMERČIĆ,Jurka Lepičnik Vodopivec / Language(s): English Issue: 2/2022

This paper presents a part of the research carried out among educators in Slovenian kindergartens on the self-regulated learning of children in kindergarten and the role of educators in this process. The aim of the research was to find out how educators self-assess their knowledge of self-regulated learning in relation to their level of education, workplace (educator and assistant educator), and work experience. The research was conducted in June and July 2021 via the 1Ka website for online surveys. The questionnaire was sent by e-mail to the kindergarten directors throughout Slovenia. One-way analysis of variance indicates that there are no significant differences on the scale of knowledge about self-regulation and self-regulated learning in relation to the level of education, F (4, 494) = 0.96, p> 0.05. One-way analysis of variance indicates that there are statistically significant differences on the scale of knowledge about self-regulation and self-regulated learning in relation to work experience, F (3, 495) = 3.20, p = 0.023. LSD post hoc test was applied to examine the differences between individual groups. Educators and assistants with more than 31 years of service (AS = 3.62) have significantly higher results on the scale compared to those with up to 10 years of service (AS = 3, 40). as well as in relation to those with work experience from 11 to 20 years (AS = 3.39). Educators and assistants with more than 31 years of service (AS = 3.62) have significantly higher results on the scale compared to those with up to 10 years of service (AS = 3,40). ) as well as in relation to those with work experience from 11 to 20 years (AS = 3.39).

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A Study of Primary School Teachers’ Tendencies Regarding the Usefulness of Dramatization in the Educational Process

Author(s): Vasileios E. Papageorgiou / Language(s): English Issue: 2/2022

In this article, we attempt to examine the general teachers’ attitudes towards dramatization and the differences that arise according to their major demographic elements, using inferential statistics methodology. Our sample consists of 60 (sixty) Greek teachers, of which 15 (fifteen) are male and 45 (forty-five) are female respondents. The teachers completed all questionnaire’s statements correctly (without missing values), allowing us to draw valuable conclusions on both their knowledge and their perspectives regarding the usefulness of dramatization in a school environment and the necessity of its inclusion in the educational process. The analysis focuses both on the general teachers’ tendencies and the existing differences that are caused according to the respondents’ sex, age, years of experience and their willingness of working with immigrant students. Our analysis is carried out via the Mann-Whitney, Kruskal-Wallis and chi-square statistical tests. These statistical methods are ideal for the comparison of data resulting from questionnaires based on the Likert scale, providing trustworthy and valuable conclusions about the attitudes towards the inclusion of drama in the educational procedure. This paper reveals important existing differentiations in the viewpoints of Greek primary school teachers in terms of dramatization in education, while it brings out a quite positive attitude towards the benefits of including drama in the teaching process of primary schools.

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Is the Integrative Teaching Approach Beneficial for Learning?

Author(s): Jelena Milanković Jovanov,Anđelija Ivkov-Džigurski,Jelena Stanisavljević,Ljubica Ivanović Bibić,Marko D. Petrović,Smiljana Đukičin Vučković / Language(s): English Issue: 2/2022

Environmental protection contents are characterized by a wide range of interdisciplinarity. They are realized separately within the teaching of biology and geography (5th–8th grade) in elementary school in Serbia. Numerous concepts and facts are similar, especially within the content Nature Protection. The application of an integrative teaching approach in the realization of environmental protection contents in elementary schools was investigated. Pedagogical experiment with parallel groups of elementary school students was conducted by applying integrative teaching approach in the experimental (E) and traditional approach in control (C) groups of students. The data were obtained through the pre-test and post-test. Integrative teaching approach has proven to be effective in the realization of the above-mentioned program contents.

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