Socio-kulturološka dimenzija kreativnosti nezaobilazni je aspekt u teorijskim razmatranjima fenomena glazbene kreativnosti. Empirijska istraživanja i iskustva iz prakse dovela su do potrebe za rekonceptualizacijom i reinterpretacijom pojma glazbene kreativnosti u obrazovanju. Upravo se kroz socio-kulturološki kontekst razvio i pojam ‘kolaborativna kreativnost’. U školskoj praksi kolaborativna se kreativnost može ostvariti među učenicima, ali i među nastavnicima koji surađuju kroz realiziranje integrativne nastave, izvannastavnih aktivnosti i projektne nastave. U ovom radu predstavit će se neki oblici poticanja kolaborativne glazbene kreativnosti, s posebnim osvrtom (...) na iskustvo učenika i utjecaj koji su zajednički stvaralački procesi imali na njihovu socijalizaciju, motivaciju, ali i na praktičnu primjenu usvojenih znanja. Za metodološki okvir iskorišteno je akcijsko istraživanje provedeno u jednom odjeljenju petog razreda osnovne škole tijekom školske godine 2017./2018. Cilj rada je otvoriti pitanja o mogućnostima poticanja kolaborativne kreativnosti u redovitoj nastavi glazbe, ali i ukazati na objektivne poteškoće za realizaciju ovog oblika kreativnog procesa u školskim uvjetima. The socio-cultural dimension of creativity is an essential aspect of theoretical examinations of the phenomenon of musical creativity. Empirical research and practical experience have resulted in the need to reconceptualise and reinterpret the concept of musical creativity in education. The concept of collaborative creativity developed through the socio-cultural context itself. In school practice, collaborative creativity can be achieved among pupils, as well as among teachers who cooperate through integrative teaching, extracurricular activities, and project teaching. This paper will present some ways in which to encourage collaborative musical creativity, with a special view to student experiences and the influence that collaborative creative processes have on their socialisation, motivation, and the practical implementation of acquired knowledge. The action research methodological framework was implemented in a Year 5 elementary school class during the 2017/2018 school year. The goal of the paper is to examine the potential for encouraging collaborative creativity in regular music teaching, as well as to indicate objective difficulties in undertaking this type of creative process in schools. (shrink)

This article examines preadolescent girls in a group setting as they coconstructed heteronormativity. The authors contend that heteronormativity is not the product of a coming-of-age transformation but instead an everyday part of life, even for very young social actors. It emerges from the gender divide between boys and girls but is also reproduced by and for girls themselves. In the Girl Project, the authors sought to understand younger girls’ interests, skills, and concerns. They conducted nine focus groups with 43 (...) class='Hi'>elementary school girls, most of whom were age nine or younger. They observed these girls as they defined “girls’ interests” as boy centered and as they performed heteronormativity for other girls. This article contributes to filling the gap in research on gender and sexuality from children’s own points of view. (shrink)

In a context of high-stakes accountability in teacher education, concerns are emerging about challenges to the already tenuous position of elementary social studies teacher education. In this case study, the author administered a survey to elementary social studies teacher educators in Georgia and conducted follow-up interviews focusing on the impact of edTPA on elementary social studies teacher education and the ways in which they are navigating the new context of teaching elementary social studies methods. The findings (...) reveal the possibility of further decline of social studies in elementary teacher education programs due to elementary edTPA's singular focus on literacy and math content pedagogy along with the high-stakes nature of edTPA process. Implications for future research on edTPA and elementary social studies education are discussed. (shrink)

This article presents a study that identifies the gender dynamics prevailing in a specific context of tokenism – elementary school teaching – in which the members of an otherwise socially dominant group are proportionally scarce – men. The results contradict Kanter’s theory by showing that male elementary school teachers do not experience the tokenism dynamics. In line with Williams’ gender perspective and Amâncio’s gender symbolic asymmetry, the article finds that although men constitute a small minority in (...) elementary education, they do not lose the social advantages they generally have: on the contrary, they seem rather to gain several privileges. Indeed, the results show strong links between the tokenism dynamics and gender asymmetry, putting the token men at an advantage. Thus, tokenism seems to be limited to maintaining the gender social order. (shrink)

This paper describes a research project assessing the effect on second grade students’ understanding of argumentation that a twelve-week program of weekly philosophy lessons had. The philosophy lessons were taught using popular picture books in the manner employed in my Teaching Children Philosophy program. Compared to a control group of second graders who did not study philosophy, it was demonstrated that the 45-minute weekly philosophy classes led to a significant and sustainable increase in students’ understanding of argumentation.

This study seeks to investigate the perceptions of elementary school 4th grade students related to the lesson and teachers of religious culture and moral knowledge via metaphors. In this study, the phenomenological design, one of the qualitative research designs, was used. Data was analysed through content analysis, and the study group was comprised of 234 elementary school 4th grade students. The sampling of the study was determined through criterion sampling, which is one of the purposeful samplings. (...) The data of the study were collected via a semi-structured form composed of two questions asked as “Religious culture and moral knowledge lesson is like … because …” and “Religious culture and moral knowledge teacher is like … because …”. The analysis of metaphors was conducted considering the stages including data encoding and extraction, the compilation of sample metaphor image, the development of themes/categories, the configuration of data based on codes and themes, the reliability and validity analyses of data, carrying out quantitative data entries and analyses and interpreting findings of the study. Considering the results of the study as a whole, it was determined that the metaphors developed by elementary school 4th grade students were largely positive related to the lesson and teachers of religious culture and moral knowledge. Summary: Metaphors are tools that try to clarify how people see life, the environment in which they live, phenomena, events and objects with different metaphors. Metaphor can also be described as meaning or experiencing something according to something else. It can be said that metaphors are mental images that help individuals to perceive their environment and to illuminate complex structures. Metaphors are tools that describe abstract events, facts, principles and rules using concrete expressions, examples and similes. Some of the basic functions of metaphors can be counted in the fact that a large number of data, revealing, interpreting, transferring information, discerning new knowledge and eliminating uncertainties. Metaphors have the characteristics of being simulation tools that make complex structures understandable, diversify perceptions about education, describe the roles of teachers and reveal the views of teachers and students about education.The aim of the current study is to examine the perception and reactions of 4th grade Elementary School students about the lesson and teachers of Religious Culture and Moral Knowledge through metaphors based on their experiences. The metaphors produced for the teacher and the lesson have the potential to give important ideas about the students' perceptions about educational activities. From this point of view, the aim of this study is to analyse the students’ perspectives about education and teaching practices by questioning the meaning that the students develop in their emotions and thoughts about the lesson and the teacher of Religious Culture and Moral Knowledge.There is no scientific study relating students’ perceptions of Religious Culture and Moral Knowledge lessons and teachers. This makes the current study unique. Considering that the perceptions of the students are formed especially during the elementary and secondary school periods, it can be said that the perceptions of the students about the lessons and teachers at early ages are necessary and important. It is thought that this study will contribute to the literature in terms of students' perceptions about a lesson and the teacher of the lesson by means of metaphors. It is thought that the fact that metaphors produced by the students in the scope of this research are answers to the questions of “what kind of teacher” and “what kind of lesson.”The current study used the phenomenological pattern among qualitative research designs. The study group consists of 234 elementary school 4th grade students. The study group was determined by criterion sampling method. Data was collected through a structured form consisting of two questions (“Religious culture and moral knowledge lesson is like … because …” and “Religious culture and moral knowledge teacher is like … because …”.) and the data obtained in the research was analysed by content analysis. Analysis of participants’ metaphors was done by taking into account the steps of coding and sorting the data, compiling the sample metaphor image, developing the themes/categories, arranging the data according to the codes and themes, conducting validity and reliability analysis of the data, quantitative data entry and analysis, and interpreting the findings.In the research, it was found out that the students produced 46 metaphors related to the lesson of Religious Culture and Moral Knowledge and the most frequently repeated metaphor related to the lesson was “the love of Allah” metaphor. It was determined that the metaphors produced in the category of the lesson of Religious Culture and Moral Knowledge were gathered in 6 categories and the category with the highest frequency was the category of “Peaceful lesson”. Regarding the teachers of Religious Culture and Moral Knowledge, it was found out that the participants produced 52 metaphors and the most frequently repeated metaphor related to the teacher was the metaphor of “Hoca” (teacher). The metaphors produced for the teacher of Religious Culture and Moral Knowledge were gathered in 7 categories and the category with the highest frequency in these categories was “the Peaceful Teacher” category.Metaphors produced in relation to the lesson of Religious Culture and Moral Knowledge can be considered as snapshots of the aims, content, learning-teaching processes and measurement-evaluation activities of the lesson. The metaphors produced about the lesson can determine the direction of the attention of preparers and decision makers in these subjects by pointing to the importance of the lesson, the importance that the student attach to the lesson, their emotions towards the lesson, the students' interests and expectations of the lesson. Metaphors produced by students in this study can be evaluated as answers given to the question of “what kind of lesson?” Metaphors produced about the teacher of Religious Culture and Moral Knowledge are important tools that reveal who the teachers are, where they stand, how they teach and how they are defined. The metaphors produced by the students can be considered as definitions from another point of view, which will enable the teacher to recognize himself/herself in many ways and to recognize him/herself more impartially. In this study, metaphors produced by the students can be evaluated as answers to the question “what kind of teacher?” When the results of the research are evaluated as a whole, it is seen that the 4th grade students' metaphors about the lesson and teacher of Religion Culture and Moral Knowledge are generally positive. In this context, it can be said that the students have positive perceptions and thoughts about the lesson and the teacher. The less negative metaphors and explanations show that the students also have negative feelings and thoughts about the lesson and the teacher. Considering the fact that students' positive feelings and thoughts about the lesson and the teacher have a significant effect on the success of the students, precautions should be taken to eliminate negative perceptions of the students by evaluating the negative metaphors about the lesson and the teacher of Religious Culture and Moral Knowledge in detail. (shrink)

Giving feedback during active learning is an important, though difficult, task for teachers. In the present study, the problems elementary school teachers perceive and the beliefs they hold regarding this task were investigated. It appeared that teachers believe conditional teacher skills, especially time management, hinder them most from giving good feedback. The most widely held belief was that ?feedback should be positive?. Teachers also believed that it is important to adopt a facilitative way of giving feedback, but they (...) found this difficult to implement. Only some teachers believed goal-directedness and a focus on student meta-cognition were important during active learning and teachers did not perceive problems regarding these aspects. It was discussed whether teachers? feedback behaviour was in line with these perceived problems and beliefs. The results give directions for the professional development of teachers to improve their feedback during active learning. (shrink)

While researchers are currently studying various forms of social network interaction among teachers for their impact on educational policy implementation and practice, knowledge on how various types of networks are interrelated is limited. The goal of this study is to understand the dimensionality that may underlie various types of social networks in schools. We assessed seven types of social interaction using social network data of 775 educators from 53 Dutch elementary schools. The quadratic assignment procedure, multidimensional scaling and network (...) visualisations were used to discern underlying dimensions that may explain the interrelatedness of these seven types of social networks. Findings suggest small to moderate similarity between the seven forms of social interaction. Results support a distinction between instrumental and expressive networks and suggest a second dimension of mutual in(ter)dependence to explain differences in social interaction among teachers. Implications for practice and research on teacher collaboration are discussed. (shrink)

A case study was conducted to explore teachers? current technology use in elementary schools in Ankara, the capital of Turkey. The data were collected through a survey, and participants included 1030 classroom teachers across eight districts. The present study results revealed that significant challenges remain with regard to technology use in the classroom, even in the capital of Turkey, where teachers have advantages in terms of technology access and use compared to rural areas. The participant teachers used technologies most (...) frequently for lesson preparation activities, rather than for delivering instruction. Although the teachers felt that school principals and colleagues were usually supportive of technology use in lessons, they complained about insufficient professional development activities and incentives. Representing a snapshot of teachers? technology use in elementary school settings, this study sheds light on essential factors that should be considered in any technology integration process in schools. The study findings offer valuable insight for policy-makers and school leaders on how to support the technology integration process and allocate money for technology initiatives. (shrink)

Pour soutenir les élèves du primaire dans leur apprentissage de la langue et des disciplines scolaires, tant en contexte de français langue d’enseignement que de français langue seconde, l’élaboration d’une liste de vocabulaire dit « transdisciplinaire » (Hiebert et Lubliner 2008) s’avère nécessaire. Il n’existe en effet pas de liste de référence pour l’enseignement ciblé des mots qui apparaissent fréquemment dans les matières scolaires au primaire en français et qui ont comme caractéristiques : soit d’être utilisés dans un même sens (...) quelle que soit la matière (souligner, examiner, répondre, expliquer, premièrement, enfin, etc.), soit de posséder des sens différents dans les différentes disciplines et dans la langue (nombre, base, somme, résultat, valeur, représenter, etc.). Dans cet article, nous rendons compte d’un projet de recherche ayant mené 1) à la constitution d’un corpus de plus de 4 millions de mots, à partir de manuels scolaires en usage au Québec pour tous les cycles du primaire, dans cinq disciplines (français, mathématiques, sciences, univers social, éthique et culture religieuse) et 2) à la sélection d’une liste de vocabulaire transdisciplinaire de plus de 2 000 vocables à des fins d’enseignement de la langue et des disciplines scolaires. (shrink)

Adding instructional time and holding teachers accountable for teaching social studies are touted as practical, logical steps toward reforming the age-old tradition of marginalization. This qualitative case study of an urban elementary school, examines how nine teachers and one administrator enacted district reforms that added 45 min to the instructional day and implemented a series of formative and summative assessments. Through classroom observations, interviews, time journals, and official school documents, this article describes underlying perceptions and priorities that (...) were barriers to any positive impact time or testing might have afforded social studies. Two recommendations emerge from results: 1) time structures need to provide space for the teaching of and planning for social studies; and 2) testing can have positive outcomes, but these are limited when assessments structures are hierarchical, misaligned, and poorly communicated. (shrink)

Brazil has one of the highest levels of economic disparity in the world. The educational system plays a large role in this reality, acting as a mechanism of social exclusion. Neoliberalism has resulted in the commodification of education, empowering private schools while undermining the public system. This has created a vicious cycle, whereby educational inequality reflects and reinforces social inequality. Such a system violates the rights of children not lucky enough to be born into wealth – the right to equal (...) education; to equal opportunity; and equal treatment. From within this context, we propose a model, dubbed The Eagle’s Flight, for psychological intervention in public schools. This will form an extension of our research group’s Psychosocial Assessment and Intervention – Prevention, Community and Liberation, which has been an on-going project for the past fourteen years. The intervention model advocates monitoring child development from a critical, social and historical perspective, focusing on how school and community affect everyday life. The analysis will be carried out via the daily immersion of psychologists in the public school setting, who pay attention to key aspects which include various expressions of violence, financial difficulties related to unemployment, informal employment or drug dealing, poor access to health services, and the developmental impact of factors such as poverty. Based on Paulo Freire's Emancipatory Education Proposal and Ignacio Martín-Baró’s Liberation Psychology, intervention in school and community must be an interdisciplinary procedure, employing professionals from a range of disciplines involved in the study of child development. The various subjects’ perspectives seek to provide support for everyday problems and solutions, whilst breaking down the hegemonic model of psychological practice that considers the child and family as responsible for their problems. A concrete example of this critical psychosocial intervention model is presented. (shrink)

I argue that religious elementary schools whose pedagogical methods satisfy the principle of rational authority have distinctive advantages over secular elementary schools for the purpose of laying the foundations for ethical autonomy in the children of religious parents. Insights from developmental psychology bolster the argument from conceptual analysis. Before children have the cognitive capacities to engage in authentically autonomous reflection, their long-run interest in developing autonomy is best served by developing their understanding of and provisional identity within their (...) primary culture and by encouraging a limited form of ethical reasoning within the framework provided by that secure cultural identity. (shrink)

Around the world, many schools were closed as one of the measures to contain the spread of the COVID-19 pandemic. School closure brought about important challenges to the students' learning process. This context requires strong self-regulatory competences and agency for autonomous learning. Moreover, online remote learning was the main alternative response to classroom learning, which increased the inequalities between students with and without access to technological resources or for those with low digital literacy. All considered, to level the playing (...) field for students without digital resources, there is an urgent need to promote self-regulatory competences through offline intervention solutions. The current paper describes a project with this purpose, using radio broadcasting and letters to reach elementary students without digital resources. Moreover, potential reach and participants' perspectives of the project implementation are presented and discussed. The project draws on a prior evidence-based story-tool intervention grounded on a self-regulated learning framework. The original intervention was set previous to the COVID-19 pandemic and was implemented in the classroom context (N= 1,103 students). Once the schools had been closed down, the mode of intervention was adapted with the collaboration of the community. Alternative solutions were developed as follows: (i) story chapters were read on the radio and students received to their homes a printed script, prompting reflection, and suggesting related activities; (ii) students were provided with the story-tool to read autonomously and received letters from the main characters of the story which included, for example, suggestions for activities and reflection. These two alternative modes of intervention delivery potentially reached 394 elementary students, including students with digital resources. Interviews conducted with a group of students were provided information about the positive aspects of these two modes of intervention delivery, perceived learning (e.g., planning), constraints, and suggestions to improve the project. The current work is likely to merit attention from researchers and educational practitioners, given the need to use offline alternatives to provide support for students without digital resources to engage in autonomous learning during the pandemic period. This project may also be used as an alternative or a complementary solution to online modality. (shrink)

I argue that religious elementary schools whose pedagogical methods satisfy the principle of rational authority have distinctive advantages over secular elementary schools for the purpose of laying the foundations for ethical autonomy in the children of religious parents. Insights from developmental psychology bolster the argument from conceptual analysis. Before children have the cognitive capacities to engage in authentically autonomous reflection, their long-run interest in developing autonomy is best served by developing their understanding of and provisional identity within their (...) primary culture and by encouraging a limited form of ethical reasoning within the framework provided by that secure cultural identity. (shrink)

Lone conducted weekly philosophical discussions for first and second graders on human rights and how to be treated in society. With “The right to be treated equally” as a nearly unanimous response, Lone records these reactions in a formatted list.

Lone conducted weekly philosophical discussions for first and second graders on human rights and how to be treated in society. With “The right to be treated equally” as a nearly unanimous response, Lone records these reactions in a formatted list.

Lone conducted weekly philosophical discussions for first and second graders on human rights and how to be treated in society. With “The right to be treated equally” as a nearly unanimous response, Lone records these reactions in a formatted list.

In response to the growing needs of proficient English speakers, the Taiwan Ministry of Education officially included English in standard elementary school curriculum since 2001. English courses at elementary level were extended from the fifth grade to the third grade since the fall of 2005. It is significant to examine whether the educational reform has positively affected students? learning attitudes. Through focus group interviews and questionnaire survey at six elementary schools, this study explores students? attitudes towards (...) learning English and ways of instruction. Results indicate that students generally have strong interests in English?speaking people and desire to spend time in English?speaking places. A majority of students enjoy learning English through games, and compliments from teachers or parents boost their learning motivation. The finding also reveals that English education in Taiwan seems to have directed students towards a narrow viewpoint of foreign cultures since many students associate foreigners with English?speaking people only. Finally, many students experience learning English at cram schools, which indicates the important role cram schools play in students? extracurricular learning. (shrink)

Although elementary schools are considered a fertile ground for promoting positive behaviors among students, to date, almost no study has examined the effectiveness of a cyberbullying prevention program among elementary school students of typical and non-typical development. The present study evaluated the effectiveness of such a school-based European funded preventive program among sixth graders with and without special educational needs. The study also examined the predictive role of self-esteem in students’ cyberbullying involvement. Overall, 240 students from (...) randomly selected Greek schools completed a self-report questionnaire, which included a scale on cyberbullying and self-esteem. Following an experimental longitudinal research design, the intervention was applied to the experimental but not to the control group of students. Each group consisted of both students with and without SEN. The evaluation was based on the completion of the self-report questionnaire before, immediately after, and 6 months after the intervention was completed by trained general and special education teachers. According to the findings, students’ cyberbullying engagement decreased significantly in the second and third phase, and especially for those with SEN. Additionally, self-esteem negatively predicted students’ involvement in cyberbullying in all three phases. The findings partially support the appropriateness of interventions within the elementary school context in order to enhance self-esteem and promote a safe online culture among students of typical as well as atypical development. (shrink)

Number processing abilities are important for academic and personal development. The course of initial specialization of ventral occipito-temporal cortex sensitivity to visual number processing is crucial for the acquisition of numeric and arithmetic skills. We examined the visual N1, the electrophysiological correlate of vOTC activation across five time points in kindergarten, middle and end of first grade, second grade, and fifth grade. A combination of cross-sectional and longitudinal EEG data of a total of 62 children at varying familial risk for (...) dyslexia were available to form groups of 23, 22, 27, 27, and 42 participants for each of the five time points. The children performed a target detection task which included visual presentation of single digits, false fonts, and letters to derive measures for coarse and fine digit sensitive processing across development. The N1 amplitude analyses indicated coarse and fine sensitivity characterized by a stronger N1 to digits than false fonts across all five time points, and stronger N1 to digits than letters at all but the second time point. In addition, lower arithmetic skills were associated with stronger coarse N1 digit sensitivity over the left hemisphere in second grade, possibly reflecting allocation of more attentional resources or stronger reliance on the verbal system in children with poorer arithmetic skills. To summarize, our results show persistent visual N1 sensitivity to digits that is already present early on in pre-school and remains stable until fifth grade. This pattern of digit sensitivity development clearly differs from the relatively sharp rise and fall of the visual N1 sensitivity to words or letters between kindergarten and middle of elementary school and suggests unique developmental trajectories for visual processing of written characters that are relevant to numeracy and literacy. (shrink)

Teaching is, to date, one of the most prone jobs to experiencing occupational stress and burnout. Owing to burnout’s negative personal, social, organizational and economic impacts, researchers, practitioners and education policy leaders are interested in developing practices and interventions aimed at preventing/reducing its prevalence. With teachers’ main professional demands to be of a social and emotional nature, interventions designed with a view to promote teachers’ social and emotional competence appears to be particularly promising, positively impacting teachers’ well-being and personal accomplishment (...) and contributing to a decrease in their psychological distress, namely emotional exhaustion. However, theoretical and empirically grounded interventions with ecological validity and specifically targeting teachers are still scarce. Thus, to bridge the previously identified gaps, the present study aimed to evaluate the efficacy and the quality of the intervention’s implementation of the A+, an online social and emotional learning intervention for elementary-school teachers. A quasi-experimental study was conducted with a total of 81 participants from three different school contexts. School clusters were similar in size, organizational structure and socioeconomic level, and as regards previous attendance at social and emotional learning interventions; however, they differed with regards to perceived organizational climate. Data on the efficacy of the A+ was collected across four waves using a set of self-report questionnaires that assessed proximal variables and distal variables, and analyzed through Robust Linear Mixed-Effects Models. Coefficient omegas suggested adequate reliability of the measures. Additionally, two trained observers completed an observation grid to evaluate the quality of the A+ implementation, with excellent inter-rater reliability. Results suggested that, over time, the A+ had positive impacts across proximal and distal variables favoring the experimental group. However, results differed across the school contexts. These findings were accompanied by good implementation quality indicators, namely high fidelity in the delivery of the A+ contents and high participants’ responsiveness. Despite its limitations, this study contributes to a growing body of research which reinforces the importance of investing in social and emotional learning interventions to prevent teachers’ burnout and improve their occupational health. Furthermore, it highlights the importance of implementation quality research as a component of program planning with a view to enhancing programs’ efficacy, as well as the need to adapt and consider context variables in research and practice. (shrink)

Children often personify non-living objects, such as puppets and stars. This attribution is considered a healthy phenomenon, which can simulate social exchange and enhance children's understanding of social relationships. In this study, we considered that the tendency of children to engage in personification could potentially be observed in abstract entities, such as numbers. We hypothesized that children tend to attribute personalities to numbers, which diminishes during the course of development. By consulting the methodology to measure ordinal linguistic personification (OLP), which (...) is a type of synesthesia, we quantified the frequency with which child and adult populations engage in number personification. Questionnaires were completed by 151 non-synesthetic children (9--12 years old) and 55 non-synesthetic adults. Children showed a higher tendency than adults to engage in number personification, with respect to temporal consistency and the frequency of choosing meaningful answers. Additionally, children tended to assign unique and exclusive descriptions to each number from zero to nine. By synthesizing the series of analyses, we revealed the process in which number personification diminishes throughout development. In the discussion, we examined the possibility that number personification serves as a discrimination clue to aid children's comprehension of the relationships between numbers. (shrink)

Cilj je slušanja glazbe u školi oblikovati kulturno-umjetnički svjetonazor učenica i učenika te doprinijeti njihovom estetskom odgoju. U hrvatskim osnovnim školama realizira se prema tzv. standardnom modelu kojemu je težište na spoznajnoj dimenziji. Kako bi se povećali pozornost, motivacija, slušalačke navike i prihvaćanje umjetničke glazbe, predlaže se spoznajno-emocionalni pristup koji višemodalno povezuje glazbene i izvanglazbene sadržaje. Cilj istraživanja bio je usporediti utjecaje spoznajno-emocionalnog i standardnog pristupa u nastavi glazbene kulture na spoznajni i emocionalni aspekt slušanja glazbe. Sudjelovalo je 557 učenika (...) i učenica iz 30 petih razreda. Slušali su Hačaturjanovu Maskaradu, Beethovenovu Wellingtonovu pobjedu, Rimski Korsakovljevu Šeherezadu i Fauréovu Pavanu te odgovarali na pitanja vezana za spoznajni i emocionalni aspekt slušanja glazbe. Petnaest razreda imalo je nastavu po standardnom, a 15 razreda po spoznajno emocionalnom pristupu. U spoznajnom aspektu odgovori učenika i učenica uglavnom se nisu razlikovali. U emocionalnom aspektu, u Šeherezadi i Pavani nešto su intenzivnije doživljavane dominantne emocije kada je bio primijenjen spoznajno-emocionalni pristup. The purpose of music listening in school is to shape students’ world view regarding culture and arts, as well as to contribute to their aesthetic education. Croatian elementary schools use the ‘standard model’, which focuses on the cognitive dimension. In order to increase attention, motivation, listening habits, and acceptance of artistic music, a cognitive-emotional approach is suggested that connects musical and extra-musical content in multiple modalities. The goal of the research is to compare the effects of the cognitive-emotional approach versus the standard approach to music teaching on the cognitive and emotional aspects of music listening. 557 year 5 students from 30 classes participated in the research. They listened to Khachaturian’s Masquerade, Beethoven’s Wellington’s Victory, Rimsky- Korsakov’s Scheherazade, and Fauré’s Pavane, as well as answering questions related to the cognitive and emotional aspects of music listening. Fifteen classrooms used the standard approach, while the other fifteen used the cognitive-emotional approach. Student responses generally did not differ in the cognitive aspect. In the emotional aspect, Scheherazade and Pavane engendered somewhat more intense dominant emotions when the cognitive-emotional approach was used. (shrink)

Izvanučionička nastava poveznica je života i škole i neizostavna sastavnica suvremenog odgoja i obrazovanja. Obzirom na njezinu iznimnu pedagošku vrijednost, cilj je ovoga rada analizom školskih kurikuluma dobiti uvid u zastupljenost i oblike provedbe izvanučioničke nastave u osnovnim školama. U tu svrhu analizirana su 73 školska kurikuluma osnovnih škola na području Osječko-baranjske županije. Analiza sadržaja kurikuluma obuhvatila je različite oblike provedbe izvanučioničke nastave, njihovu zastupljenost u okviru razredne i predmetne nastave i u odgojno-obrazovnim područjima propisanim Okvirom nacionalnog kurikuluma. Ovim se (...) radom ukazuje na prednosti i nedostatke različitih oblika izvanučioničke nastave koji se ostvaruju unutar pojedinih odgojno-obrazovnih područja. Detektirana su odgojno-obrazovna područja u kojima je potrebno unaprijediti planiranje i realizaciju izvanučioničke nastave. Zaključuje se kako je didaktičko-metodička rješenja za unaprjeđenje potrebno tražiti unutar pojedinih odgojno-obrazovnih područja u kojima su uočene različitosti u učestalosti integracije izvanučioničke nastave. Outdoor education is a link between life and school and an indispensable component of modern education. Considering its exceptional pedagogical value, the main goal of this research is to get an insight into the presence and form of outdoor education implementation in elementary schools. For that purpose, seventy-three school curricula from Osijek-Baranja County were analyzed. The analysis of curriculum content includes not only different forms of outdoor education, their presence in one teacher education and subject teaching but also education areas prescribed by the national curriculum. The thesis points out the advantages and disadvantages of different forms of outdoor education within particulars education areas. Also, education areas in which improvements in planning and realization of outdoor education were detected. It is necessary to look for didactic methodical solutions in education areas in which diversity of outdoor education integration is noticed. (shrink)