This paper presents a gamified motor imagery brain-computer interface (MI-BCI) training in immersive virtual reality. Aim of the proposed training method is to increase engagement, attention, and motivation in co-adaptive event-driven MI-BCI training. This was achieved using gamification, progressive increase of the training pace, and virtual reality design reinforcing the body ownership transfer (embodiment) into the avatar. From the 20 healthy participants performing 6 runs of 2-class MI-BCI training (left/right hand), 19 were trained for a basic level of MI-BCI operation, (...) with average peak accuracy in the session equal to 75.84\%. This confirms the proposed training method succeeded in improvement of the MI-BCI skills; moreover, participants were leaving the session in high positive affect. Although the performance was not directly correlated to the degree of embodiment, subjective magnitude of the body ownership transfer illusion correlated with the abilities to modulate the sensorimotor rhythm. (shrink)

Po pádu totalitárních systémů, jež spočívaly na marxistické ideologii, se sociální věda začala k dialektice chovat rezervovaně, případně ji zcela vyloučila z legitimního instrumentária vědy. Studie se na pozadí vývoje a proměn dialektiky v různých sociologických koncepcích snaží odpovědět tři otázky: a) nakolik je „dialektická sociologie“ možná, b) zda nejde o redundantní termín, c) ukázat elementární principy, jimiž se „dialektické zkoumání“ sociální reality může či má řídit. V závěru ukazuje rozdílnost principů tzv. lazarsfeldovského a radikálně kritického paradigmatu v empirickém výzkumu.

Diskuse nad charakterem ekonomie jako exaktní vědy je stále živá. V průběhu 20. století bývají pokusy o exaktní založení ekonomie spojovány s autory Rakouské ekonomické školy. Stejná myšlenka se objevuje také u autorů Brněnské ekonomické školy, kde vystupuje požadavek na noetickou očistu ekonomie. Tento příspěvek popisuje společné rysy obou těchto přístupů, které je možné spatřovat v odvození zákona klesajícího mezního užitku čistě formálními metodami. Na základě této analýzy dále odhaluje obecné podmínky možnosti traktování ekonomie jako exaktní vědy.

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)

This paper describes research into the development and characteristics of particular qualities of democratic school culture and democratic school management in primary schools. The research involved 651 teachers from the City of Zagreb and Zagreb County. Research involved a survey that used a questionnaire containing the Instrument for measuring characteristics of democratic school management and the Instrument for measuring the characteristics of democratic school culture. Overall, the results show that teachers perceive management in their schools as moderately democratic to very (...) democratic. Rating the characteristics of school culture, teachers note the moderate development of both democratic and non-democratic characteristics of school culture; however, they more greatly consider their own school culture to possess democratic characteristics. Teachers at the beginning of their careers and those employed in schools whose current headmaster has been in his/her position less than five years perceive higher levels of democratic school management. Teachers employed in suburban or small schools perceive higher levels of characteristics of democratic school culture. (shrink)

U Republici Hrvatskoj biti ravnatelj/ica odgojno-obrazovne ustanove nije više samo funkcija nego i zanimanje. Obveze i prava ravnatelja/ica odgojno-obrazovnih ustanova proizlaze iz zakonske regulative, dok su kompetencije ravnatelja od 2020. određene standardom zanimanja i standardom kvalifikacije. Ovim se radom na temelju Standarda zanimanja i Standarda kvalifikacije ravnatelja/ica odgojno-obrazovnih ustanova kojima su određene kompetencije ravnatelja/ica odgojno-obrazovnih ustanova želio utvrditi stupanj ravnateljskih kompetencija stečenih formalnim nastavničkim obrazovanjem. Formalno nastavničko obrazovanje podrazumijeva stjecanje kompetencija za rad u odgojno-obrazovnim ustanovama. Te se kompetencije u Republici (...) Hrvatskoj stječu u okviru nastavničkih smjerova sveučilišnih diplomskih studija. Istraživanjem se procjenjivala razina stečenih kompetencija odnosno znanja i vještina tijekom takvog obrazovanja, a koja je primjenjiva u poslovima ravnatelja, a provedeno je metodom ankete na uzorku od 200 ravnatelja/ica osnovnih i srednjih škola u Republici Hrvatskoj. Anketirani ravnatelji/ice iskazali su zadovoljstvo kompetencijama stečenim formalnim nastavničkim obrazovanjem posebice za poslove koji se odnose na organizacijsko upravljanje odgojno-obrazovnim procesom i suradnju s roditeljima i vanjskim okruženjem. Međutim, istraživanjem su uočene grupe kompetencija koje ravnatelji/ice ocjenjuju kao nedostatne, uz naglašenu potrebu za profesionalizacijom ravnateljske funkcije. Dobiveni rezultati ukazuju na potrebu provođenja dodatnih programa edukacija ravnatelja/ica koji bi im omogućili stjecanje znanja i vještina koja nisu stekli formalnim obrazovanjem, a ključna su za upravljanje odgojno-obrazovnom ustanovom. (shrink)

Udruga Mala filozofija kreirala je i provela projekt »Tko se boji korupcije još?!« u dvanaest škola i dvije knjižnice, s ukupno 122 učenika u školskoj godini 2010./2011. Projekt se sastojao od pet radionica u kojima se s učenicima raspravljalo o korupciji. Cilj je bio prvenstveno razjašnjenje pojma korupcije, ali i ukazivanje na razne načine na koje korupcija uništava neke temeljne vrijednosti poput dostojanstva, ljubavi, prijateljstva, obitelji i društva. Članak donosi evaluacijske rezultate u kojima se pokazuje koliko su učenici 3. (...) i 4. razreda osnovne škole razumjeli pojam korupcije te koliko su promijenili svoje stavove tijekom provođenja projekta.Society Petit Philosophy has created and implemented a project “Who’s Afraid of Corruption?!” in twelve elementary schools and two libraries, with a total of 122 students in the school year 2010/2011. The project consists of five workshops in which students primarily clarified the concept of corruption, but also the ways in which corruption is destroying the society, dignity, love, friendship, and family. Article presents the results of the evaluation, which show how 3rd and 4th graders understood the concept of corruption, and how they changed their views about corruption in the course of the project. (shrink)

U radu se najprije razmatra značaj Nietzscheovih ideja za genezu i razvoj književnoteorijskih koncepcija Harolda Blooma, pri čemu je najveća pažnja posvećena revizionističkim temeljima ideje »straha od utjecaja«, kao i Bloomovoj polemici s onim suvremenim teorijskim orijentacijama koje je objedinio pežorativnom oznakom »škola resantimana«. Potom se pojedini elementi Bloomove poetike sučeljavaju s ničeanskim naslijeđem prisutnim kod dvojice filozofa, Michela Foucaulta i Richarda Rortyja, da bi se ukazivanjem na sličnosti i razlike – ali i na stavove koje su o naznačenim (...) pitanjima zauzeli autori poput Gillesa Deleuza i Paula de Mana – potvrdilo kako Nietzscheovo djelo, pored ostalog i zahvaljujući mogućnostima različite interpretacije, posjeduje ona svojstva koja Bloom naziva »kanonskima «. (shrink)

U ovom članku predstavlja se vrlo raširena škola filozofije prava: pravni pozitivizam. Najpopularnije tumačenje pravnog pozitivizma temelji se na razdvajanju prava i morala. U vrijeme velike skrbi za ljudska prava, ovo razdvajanje razumljiv je uzrok averzije spram pravnog pozitivizma. Pravo, koje je u svojoj posljednjoj instanci uvijek poduprto prisilom, toliko je osjetljiv instrument za posezanje u međuljudske odnose, da ne može biti u potpunosti odvojen od diskursa legitimacije i limitacije državne vlasti.S druge strane, pravni je pozitivizam učenje koje unatoč (...) brojnim usponima u povijesti mu antagonističkog jusnaturalizma, uvijek iznova osigurava svoju vrijednost i valjanost, tako da neki govore čak i o »vječnom vraćanju pozitivizma«. Činjenica je da su razlozi izdvajanja morala od pravnog diskursa vrlo složeni i da nadilaze predodžbu o a-moralnosti ili čak bezbrižnosti pravnika. Razlozi tog izdvajanja kriju se u ontološkoj utemeljenosti novovjekovnog mišljenja. Ovdje se ukazuje na međusobno prožimanje i svojevrsnu upregnutost pozitivizma u ontološke strukture.In diesem Aufsatz wird die weit verbreitete Schule der Rechtsphilosophie, nämlich das Rechtspositivismus dargestellt. In der populärsten Auslegung des Rechtspositivismus wird die Auseinanderscheidung des Rechts und der Moral unterstrichen. Diese Auseinanderscheidung fungiert in der Epoche der großen Besorgtheit für die Menschenrechte verständlicherweise als die Quelle der Abneigung gegen das Rechtspositivismus. Das Recht, das in letzter Instanz immer mit dem Zwang unterstützt ist, ist ein derartig delikates Instrument für die Eingriffe in den menschlichen Beziehungen, das es nicht von dem Diskurs über die Legitimation und Limitation der Staatgewalt absolut abgesondert sein kann. Anderseits ist aber der Rechtspositivismus die Lehre, die auch angesichts vieler Aufstiege ihren historischen Antagonisten, des Jusnaturalismus, immer wieder zur Geltung kam. Einige sprechen deswegen bereits über den »ewigen Wiederkehr des Positivismus». Die Gründe für die Ausschließung der Moral aus dem rechtlichen Diskurs sind sehr komplex in reichen weit jenseits der Vorstellung über das A moralismus oder Ignoranz der Juristen. Die Gründe liegen im ontologischen Grund des neuzeitlichen Denkens. In diesem Aufsatz wird die Eingeflochtenheit des Positivismus in die ontologische Strukturen dargestellt. (shrink)

Tzv. portmannismus je specifický, v biologii kořenící myšlenkový směr, jehož dosah je v současné době omezen převážně na české země. Řada knižních, časopiseckých a popularizačních prací dokazuje, že na platformě Portmannových myšlenek vznikla v Čechách specifická a originální myšlenková škola. Portmann uznával Darwinovu teorii, upozorňoval však na množství jevů, které si žádají interpretaci sahající za rámec známých darwinistických mechanismů. Mezi zastánci Portmannovy nauky a hlavním proudem darwinistů existuje napětí, které koření v různých pojetích vědy. Portmannismus je často považován za (...) nauku mířící mimo rámec vědy: snažíme se analyzovat oprávněnost takových poukazů a zasadit je do kontextu teorie vědy. Ukazuje se, že přes důležité rozdíly v cílech a užití metodologických prostředků není hranice mezi oběma přístupy ostře dána. Je připomenuta skutečnost, že od okamžiku přenesení Portmannových myšlenek do českých zemí došlo ke generační výměně jejich nositelů. Vychází najevo, že portmannismus lze do jisté míry smířit s hlavním proudem vědy, a to jak z hlediska teoretického a faktického, tak z hlediska sociálního. (shrink)

U ovom radu predstavljena su mišljenja i stavovi nastavnika matematike o ispitima iz matematike na Državnoj maturi u Hrvatskoj. Cilj rada bio je ispitati mišljenja nastavnika o prikladnosti srednjoškolskih udžbenika matematike za pripremu učenika za ispite državne mature, općim zahtjevima ispita, ocjenjivanju i bodovanju na ispitima te o uspjehu učenika. Istraživanje je provedeno putem upitnika na prigodnom uzorku od 308 nastavnika matematike koji poučavaju u srednjim školama u Hrvatskoj. Rezultati pokazuju da nastavnici matematike školske udžbenike ne smatraju prikladnima za pripremu (...) učenika za ispit više razine. Nastavnici smatraju da je vrijeme predviđeno za ispit više razine nedovoljno. Većinom su zadovoljni rezultatima svojih učenika, no neopredijeljeni su po pitanju kriterija i bodovanja na maturi. Nastavnici strukovnih škola u većoj su mjeri nezadovoljni zahtjevima i postavkama državne mature u odnosu na gimnazijske nastavnike. Rezultati ovog empirijskog istraživanja mogu poslužiti kao polazište za ponovno razmatranje općih zahtjeva državne mature iz matematike nakon više od deset godina nakon njezina uvođenja. (shrink)

Uvodjenje veronauke i 'gradjanskog vaspitanja' u prve razrede osnovnih i srednjih skola u Srbiji 2001. godine izazvalo je brojne kontroverze u javnosti. Ova odluka drzavnih vlasti sprovedena je uprkos argumentovanom protivljenju strucne javnosti i dosta podeljenim stavovima u javnom mnjenju. U tekstu su prikazani rezultati jednog istrazivanja javnog mnjenja koji ukazuju na ambivalentne stavove o ovom pitanju.

Allowing pupils to choose the content of their learning is an important step towards individualized development. Despite the need proclaimed by society for the development of competences in STEM area, educational cycles in this field are the least represented in the Croatian general education curriculum. This research was conducted in order to gain insight into pupils’ interests in the contents of technical culture and for school activities. The research was conducted on a stratified sample of primary school pupils in Croatia (...) aged 11 to 15 years. The analysis of the research results showed that the activities from ICT, robotics, programming and woodworking are the most attractive. When it comes to school activities, pupils most prefer sports activities, computer activities, experiments in science subjects and then technical activities. This result suggests that the school curricula needs to be redesigned so that pupils can develop according to their interests. Učenikova mogućnost izbora sadržaja učenja tijekom općeg obveznog obrazovanja važan je korak ka individualiziranom razvoju. Unatoč proklamiranim potrebama društva za razvojem kompetencija u tzv. STEM području, u hrvatskom su obrazovnom sustavu aktivnosti iz ovog područja najmanje zastupljene u kurikulumu općeg obrazovanja. Stoga je provedeno istraživanje interesa učenika za izbornu nastavu tehničke kulture te za aktivnosti koje bi odabrali kad bi mogli birati što će u školi učiti i raditi. Istraživanje je provedeno na stratificiranom uzorku učenika osnovnih škola u Hrvatskoj u dobi od 11. do 15. godine života. Analizom rezultata istraživanja ustanovljeno je da su aktivnosti iz IKT-a, robotike, programiranja i modelarstva najatraktivnija područja za izbornu nastave tehničke kulture. Kad je riječ o aktivnostima u školi, učenici bi najradije odabrali sportske aktivnosti, a potom slijede informatičke, prirodoznanstvene i tehničke aktivnosti. Ovakav nalaz ukazuje na nužnu preobrazbu školskog kurikuluma koji će učenicima omogućiti razvoj u skladu s njihovim interesima. (shrink)

Učenikova mogućnost izbora sadržaja učenja tijekom općeg obveznog obrazovanja važan je korak ka individualiziranom razvoju. Unatoč proklamiranim potrebama društva za razvojem kompetencija u tzv. STEM području, u hrvatskom su obrazovnom sustavu aktivnosti iz ovog područja najmanje zastupljene u kurikulumu općeg obrazovanja. Stoga je provedeno istraživanje interesa učenika za izbornu nastavu tehničke kulture te za aktivnosti koje bi odabrali kad bi mogli birati što će u školi učiti i raditi. Istraživanje je provedeno na stratificiranom uzorku učenika osnovnih škola u Hrvatskoj (...) u dobi od 11. do 15. godine života. Analizom rezultata istraživanja ustanovljeno je da su aktivnosti iz IKT-a, robotike, programiranja i modelarstva najatraktivnija područja za izbornu nastave tehničke kulture. Kad je riječ o aktivnostima u školi, učenici bi najradije odabrali sportske aktivnosti, a potom slijede informatičke, prirodoznanstvene i tehničke aktivnosti. Ovakav nalaz ukazuje na nužnu preobrazbu školskog kurikuluma koji će učenicima omogućiti razvoj u skladu s njihovim interesima. (shrink)

In the first part of this essay, the author discusses certain aspects of the Hindu and Buddhist philosophical and religious conceptions that could have made some impact on the European ethics before Schopenhauer. In the second part, he deals with various channels of possible Buddhist influence on Schopenhauer's ethical thought. Finally, in discussing Buddhist-Wittgenstein relationship, one is confronted with convergent, yet independent, responses to similar sets of problems. Independently, and less systematically than Buddhist philosophical schools, Wittgenstein indicates the way of (...) liberation that cures from the "metaphysical pain " emerging from inappropriate use of language. His own project, however, was not metaphysical, but meta-linguistic in a very specific sense. The philosophical "cure" from the language disease leads ultimately to the "purification " and "decontamination " of thought: in turn, the mind rests in peace and silence before the senseless, paradoxical questions of the moral, esthetical religious or metaphysical character. Ovaj esej se sastoji iz tri dela. U prvom delu autor razmatra izvesne aspekte hinduistickih i budistickih filozofskih i religijskih doktrina koje su mogle imati uticaja na evropsku etiku do Sopenhauera. Na primer, Pironov metod uzdrzavanja od suda ispoljava zapanjujucu slicnost s izvornim budistickim metodom meditacije. U evropskoj filozofiji slican metod je razvijen u Huserlovoj fenomenologiji, iako na jedan puno slozeniji teorijski nacin. Razmatranje postklasicnih, helenistickih moralnih doktrina vodi od problema izvora do nekih specificnih pitanja komparativne ili hermeneuticke prirode. Pa ipak, u povesti zapadne filozofije nije se jasno ukazalo na dug budistickoj etici sve dok Sopenhauer nije napisao Svet kao volja i predstava. U drugom delu rada autor se stoga bavi razlicitim tokovima moguceg budistickog uticaja na Sopenhauerovu eticku misao. Vrlo cesto Sopenhauerovi kljucni argumenti su pozajmljeni iz indijskih soterioloskih ucenja. S druge strane, on je u stanju da prilagodi ta orijentalna ucenja svojim vlastitim pojmovima i idejama. Izmedju njegove filozofije i indijskih filozofija moguce je uspostaviti odnos konvergentnosti. Iz toga je proizislo jedinstveno stapanje dveju perspektiva koje se ponekad oznacava i kao "evropski budizam". Za razliku od Sopenhauera Vitgenstajn ne upucuje ni na kakvo delo, ili odlomak iz hinduisticke ili budisticke literature. Stavise, tesko je braniti stav da je Sopenhauer imao ikakvu znacajniju posrednicku ulogu u budjenju Vitgenstajnovog interesovanja za budizam. Mnogo je, u stvari, lakse ukazati na vaznost Sopenhauerovog uticaja na "etickog" Vitgenstajna iz Tractatusa, nego utvrditi ikakvu slicnost izmedju sopenhauerovsko-budisticke i Vitgenstajnove eticke koncepcije. Raspravljajuci o odnosu izmedju Vitgenstajna i budizma, susrecemo se s konvergentnim, ali nezavisnim odgovorima na slicne vrste problema. Nezavisno, i manje sistematicno od budistickih filozofskih skola, Vitgenstajn ukazuje na put oslobodjenja sto leci od "metafizicke boli" zasnovane na nepravilnoj upotrebi jezika. Medjutim, njegov vlastiti projekat nije bio metafizicki, vec metalingvisticki u jednom vrlo specificnom smislu. Filozofsko "izlecenje" od bolesti jezika vodi, u krajnjoj liniji, do "ociscenja" i "dekontaminacije" misli. Kao rezultat toga, um nalazi spokoj i mir pred besmislenim, paradoksalnim pitanjima moralnog, estetickog religijskog ili metafizickog karaktera. (shrink)

The work of Hugolín Gavlovič belongs is part of the most influential literary and didactic heritage of 18th century literature in the region of contemporary Slovakia. Even though Gavlovič was not a systematic moral philosopher, the role and importance of ethics in his literary work is significant. He contributed greatly to the debate on moral education, which was (in the context of that time) linked to the fulfilment of God's will and to the accomplishment of a good life. In his (...) extensive poetic work Valaská škola mravúv stodola [Shepherd´s school of morals], the author not only formulated moral norms but, inspired by classical Greek philosophy, he also defined them in the wider ethical context of virtue, morals, and human nature. In this study, the historical context of his work, marked by the literary and cultural transition to the Enlightenment era, will be presented, concepts related to the understanding of good life (as a goal of moral education) will be identified, and the possibility for further philosophical and ethical analysis of Gavlovič’s work will be offered (through a reflexion of Aristotle’s thoughts referred to in Valaská škola). Overall, the paper offers an original point of view on how to interpret the thoughts of Hugolín Gavlovič from the perspective of ethics. This has been, despite the impact of his work, rather omitted. (shrink)

Glazba ima važnu ulogu za adolescente jer se u tom životnom razdoblju oblikuju osobni i društveni identiteti, ali izgrađuju i glazbene preferencije. U okviru ovoga rada provedeno je online anketiranje koje je obuhvatilo 200 sudionika, odnosno učenika osnovnih općeobrazovnih škola iz pet hrvatskih županija u dobi od 13 i 14 godina. Cilj istraživanja bio je doznati glazbene preferencije učenika te utječu li sociodemografske varijable i nastava glazbe na njihove preferencije. Djevojčice su iskazale nešto veću sklonost prema svim ponuđenim vrstama (...) glazbe, a posebice prema popularnoj glazbi. Sudionici čiji se roditelji bave glazbom značajno su skloniji umjetničkoj i popularnoj glazbi. Kada je u pitanju mjesto življenja, značajne razlike uočene su kod sklonosti rock glazbi koja je značajno viša kod sudionika iz grada. Sudionici koji procjenjuju da postoji utjecaj nastave glazbe i oni koji kod kuće slušaju skladbe s nastave značajno češće izvještavaju o interesu za umjetničku glazbu. Rezultati istraživanja ukazuju na potrebu većeg angažmana učitelja glazbe i roditelja u stjecanju glazbenih preferencija djece, posebice prema kvalitetnoj glazbi. Music plays an important role for adolescents since personal and social identities are formed during this period of life, but they also build musical preferences. Within this paper, an online survey was conducted, which included 200 respondents, i.e. primary school students from five Croatian counties aged 13 and 14. The aim of the research was to find out the musical preferences of students and whether sociodemographic variables and music teaching influence their preferences. The girls showed a slightly greater preference for all types of music offered, and especially for popular music. Respondents whose parents are involved in music are significantly more inclined to artistic and popular music. When it comes to place of residence, significant differences were observed in the preference for rock music, which is significantly higher among respondents from the city. Respondents who estimate that there is an impact of music teaching and those who listen to compositions from classes at home report an interest in art music significantly more often. The results of the research indicate the need for greater involvement of music teachers and parents in acquiring children’s musical preferences, especially towards quality music. (shrink)

Vrednovanje i ocjenjivanje u nastavi Glazbene kulture važna je sastavnica odgojno-obrazovnog procesa koja sa sobom nosi razne poteškoće i subjektivnost. U nastavi Glazbene kulture realiziraju se različite glazbene aktivnosti i sadržaji, koji su više ili manje specifični te se navedeno odražava i na vrednovanje i ocjenjivanje. Navedene aktivnosti i sadržaji u okviru Kurikuluma nastavnog predmeta Glazbena kultura za osnovne škole i Glazbena umjetnost za gimnazije organizirane su u okviru tri domene/nastavna područja: Slušanje i upoznavanje glazbe, Izražavanje glazbom i uz glazbu (...) i Glazba u kontekstu. U radu je prikazano istraživanje provedeno tijekom 2019. godine, a koje je obuhvatilo 269 ispitanika, tj. 30 osnovnoškolskih učitelja Glazbene kulture i 239 učenika osmih razreda. Istraživanje je provedeno u Osječko-baranjskoj i Požeško-slavonskoj županiji te je obuhvatilo učitelje Glazbene kulture i učenike osmih razreda šest osnovnih škola od kojih se četiri nalaze u urbanom, a dvije u ruralnom području. Cilj ovog istraživanja bio je doznati stavove učenika i učitelja o vrednovanju i ocjenjivanju u nastavi Glazbene kulture, utvrditi moguću povezanost sociodemografskih varijabla i mišljenja učitelja i učenika te utvrditi na koji se način provodi ocjenjivanje u nastavi Glazbene kulture. Slušanje glazbe i pjevanje su aktivnosti koje se, prema mišljenju i učitelja i učenika, najčešće vrednuju i ocjenjuju u nastavi Glazbene kulture. Ujedno, učitelji u većoj mjeri smatraju da provode individualno i skupno ocjenjivanje nego li to smatraju učenici. Utvrđeno je da učitelji najčešće ocjenjivanje provode tako što tijekom svakog sata prate učenike, skloni su učenike ocijeniti odmah na satu i najčešće usmeno. Utvrđeno je da su učitelji i učenici mišljenja da učenik ne treba imati razvijene glazbene sposobnosti za ocjenu ‘odličan’ u predmetu Glazbena kultura. S obzirom na povezanost sociodemografskih varijabla i mišljenja ispitanika o vrednovanju i ocjenjivanju, pokazalo se kako su područje na kojemu se nalazi škola i spol značajni prediktori učeničkih stavova, dok se kod učitelja nijedna varijabla nije pokazala prediktorskom. Evaluation and grading in the teaching of Music Culture is an important component of the educational process that carries various difficulties and subjectivity with it. In the course of Music Culture, various music activities and contents are realized, which are more or less specific and also reflect on the evaluation and evaluation. The activities and contents of the Curriculum for the Elementary School Music Culture and High School Musical Arts curricula are organized within three domains/teaching areas: Listening and learning about music, Expressing music and with music, and Music in context. The research was conducted in 2019 and included 269 respondents, i.e. 30 elementary music teachers and 239 eighth grade students. The survey was conducted in Osijek-Baranja and Pozega-Slavonia counties and it included Music teachers and eighth grade students from six primary schools, four of whom are in urban and two in rural areas. The aim of this research was to find out students’ and teachers’ views on evaluation and assessment and to determine the possible correlation of sociodemographic variables and teachers’ and students’ opinions on evaluation and assessment in Music Culture teaching and to determine how the assessment is conducted in Music Culture teaching. Listening to music and singing are activities that, in the opinion of both teachers and students, are most commonly evaluated and graded in teaching Music Culture. At the same time, teachers are more likely to carry out individual and group assessments than students. Teachers usually conduct their assessment by monitoring students every class, they tend to evaluate students during class and most often orally. Teachers and students think that student should not have the developed musical skills to score excellently in Music Culture. Considering the correlation between sociodemographic variables and the respondents’ opinions on evaluation and grading, it was shown that the area in which school is located and gender are significant predictors of students’ attitudes, while in the teachers no variables proved to be predictive. (shrink)

U novije vrijeme smatra se da učitelji imaju ključnu ulogu u suočavanju s problemom vršnjačkog nasilja, a za kvalitetne intervencije važna je kompetentnost učitelja. Cilj ovog istraživanja je ispitati odnos kompetentnosti i percipirane ozbiljnosti nasilne situacije u predviđanju intervencija učitelja u slučajevima vršnjačkog nasilja. Istraživanje je provedeno na nacionalno reprezentativnom uzorku učitelja osnovnih škola u Republici Hrvatskoj, prosječne dobi 43 godine. Za prikupljanje podataka, uz upitnik sociodemografskih karakteristika, korištene su Vinjete te Skala samoprocjene kompetentnosti za rad učitelja na problemima (...) vršnjačkog nasilja. Uz analizu temeljnih odrednica kompetentnosti utvrđeno je da će učitelji koji su kompetentniji procjenjivati nasilje ozbiljnije od svojih manje kompetentnih kolega, a oni koji nasilje percipiraju ozbiljnije češće će i intervenirati. Rezultati pokazuju da kompetentnost ima značajnu prediktivnu ulogu u predviđanju intervencija, a u tom odnosu ozbiljnost nasilja ima moderatorski efekt. Najnižu vjerojatnost intervencije imaju učitelji s niskom kompetentnosti i niskom percepcijom ozbiljnosti nasilja, a najvišu vjerojatnost intervencije imaju učitelji koji imaju visoke razine kompetentnosti i procjenjuju nasilje ozbiljnim. Uz temeljno određenje kompetentnosti, ovaj rad nudi i relevantne smjernice za edukaciju učitelja. In recent times, teachers are considered to play a key role in dealing with the problem of peer violence and their competence is very important for quality interventions. The aim of this study was to examine the relationship between competence and perceived severity of a violent situation in predicting teacher intervention in cases of peer violence. The research was conducted on a nationally representative sample of primary school teachers in the Republic of Croatia, average age 43 years. In addition to the socio-demographic characteristics questionnaire, data was collected via Vignettes and the Self- Assessment Competence Scale for Teachers’ Work on Peer Violence Problems. In addition to the analysis of the basic determinants of competence, it was found that teachers who are more competent will assess violence somewhat more seriously than their less competent colleagues, and those who perceive violence more seriously will also intervene more often. The results show that competence has a significant predictive role in predicting interventions, and in this respect the severity of violence has a moderating effect. Teachers with low competence and low perception of the severity of violence have the lowest probability of intervention, and teachers with high levels of competence who assess violence as serious have the highest probability of intervention. (shrink)

Istraživanje je provedeno na uzorku učenika trećih razreda strukovnih škola i gimnazija. Od uključenih učenika, gimnaziju je pohađalo njih 253, a srednje strukovne škole 352 učenika. Cilj istraživanja bio je ispitati neke specifičnosti u percepciji učenika srednjih škola o važnosti nastavnih predmeta iz područja likovnih umjetnosti. Napravljena je posebna analiza samo za dvije odabrane zavisne varijable: važnost nastavnih predmeta iz područja likovnih umjetnosti za razvoj pamćenja i sposobnosti za učenje ostalih nastavnih predmeta te interes i zadovoljstvo sudjelovanjem u (...) likovnim aktivnostima. Rezultati pokazuju da ne postoji statistički značajna razlika između učenika gimnazija i strukovnih škola u procjeni sudjelovanja u aktivnostima nastave likovne umjetnosti te u procjeni važnosti likovnih aktivnosti za razvoj pamćenja i sposobnosti za učenje ostalih predmeta. Postoji statistički značajna spolna razlika u procjeni sudjelovanja u aktivnostima nastave likovne umjetnosti te u procjeni važnosti likovnih aktivnosti za razvoj pamćenja i sposobnosti za učenje ostalih predmeta. Može se zaključiti da ispitanici nisu bili u mogućnosti procijeniti koliko i u koju svrhu će im u daljnjem školovanju i budućem zanimanju koristiti kompetencije stečene u nastavi likovne umjetnosti. This research was carried out on a sample of third year pupils of vocational schools and gymnasiums. Of the surveyed pupils, 253 of them attended gymnasiums, while 352 attended vocational secondary schools. The goal of this research was to examine specificities in secondary school pupils’ perceptions of the importance of subjects in the field of the fine arts. A separate analysis was undertaken for only two selected dependent variables: the importance of subjects in the field of the fine arts for developing memory and the ability to learn other subjects, and interest in and satisfaction with participation in fine arts activities. The results show that there is no statistically significant difference between the estimation of gymnasium and vocational school pupils regarding participation in fine arts activities or in their estimation of the importance of fine arts activities in developing memory and the ability to learn other subjects. There is a statistically significant gender difference in the estimation of participation in fine arts activities, as well as in the estimation of the importance of fine arts activities in developing memory and the ability to learn other subjects. It can be concluded that respondents were unable to estimate how much or why they would use competencies gained in fine arts teaching in their continued education or their future careers. (shrink)

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)

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)

This study investigates the integration of the interactive whiteboard into Science teaching during the primary educational cycle and teachers’ perceptions about the use of the information and communication technology in the school subject Science. An online questionnaire was distributed to Croatian schools in 2015/2016. A total of 104 teachers expressed their perceptions, 65 of them were from schools without an IWB, while the remaining 39 responded to our online questionnaire from schools with an implemented IWB. The results indicate the higher (...) usage of ICT in schools with an IWB compared to schools without an IWB. Teachers use IWBs and computers mostly once or twice per week and DVDs once per week. Additional results pointed to the positive teachers’ perceptions on technology in linking student motivation to outcome levels in science. The findings reveal the constant education focused on IWB integration, and internet and technical support as a starting point for an innovative practice in science. Future studies are directed to the investigation of the use of technology in all schools in the Republic of Croatia. U radu se prikazuju rezultati istraživanja o korištenju pametne ploče u nastavi Prirode i društva te stavova učitelja o uporabi informacijske i komunikacijske tehnologije u podučavanju tih nastavnih sadržaja. Istraživanje je provedeno putem online upitnika koji je bio poslan u škole u Hrvatskoj tijekom školske godine 2015/2016. Ukupno 104 učitelja iskazalo je svoje stavove: 65 učitelja iz škola bez pametne ploče, a 39 iz škola u kojima koriste pametnu ploču. Rezultati ukazuju na češću uporabu IKT u školama s pametnom pločom u usporedbi sa školama bez nje. Učitelji pametnu ploču i računala najčešće koriste jednom do dva puta tjedno, a DVD jednom tjedno. Rezultati također pokazuju pozitivne stavove učitelja o uporabi tehnologije za povećanje motivacije učenika i njihovih postignuća. Nalazi istraživanja ukazuju na kontinuiranu edukaciju usmjerenu na rad s pametnom pločom te tehničku podršku kao ključne za inovativnu nastavu. Buduća istraživanja trebala bi analizirati korištenje tehnologije u svim školama u Republici Hrvatskoj. (shrink)

U radu se prikazuju rezultati istraživanja o korištenju pametne ploče u nastavi Prirode i društva te stavova učitelja o uporabi informacijske i komunikacijske tehnologije u podučavanju tih nastavnih sadržaja. Istraživanje je provedeno putem online upitnika koji je bio poslan u škole u Hrvatskoj tijekom školske godine 2015/2016. Ukupno 104 učitelja iskazalo je svoje stavove: 65 učitelja iz škola bez pametne ploče, a 39 iz škola u kojima koriste pametnu ploču. Rezultati ukazuju na češću uporabu IKT u školama s (...) pametnom pločom u usporedbi sa školama bez nje. Učitelji pametnu ploču i računala najčešće koriste jednom do dva puta tjedno, a DVD jednom tjedno. Rezultati također pokazuju pozitivne stavove učitelja o uporabi tehnologije za povećanje motivacije učenika i njihovih postignuća. Nalazi istraživanja ukazuju na kontinuiranu edukaciju usmjerenu na rad s pametnom pločom te tehničku podršku kao ključne za inovativnu nastavu. Buduća istraživanja trebala bi analizirati korištenje tehnologije u svim školama u Republici Hrvatskoj. (shrink)

The article analyzes textbooks and offers an insight into the didactical manuals written in early socialism. Textbooks of modest volume, published at the end of the forties and in the fifties of the last century, reflected the basic requirements of educational policy. The main goal of music education was to educate students to sing by notes. The publications were conceived as theoretical instructions for musical literacy. The first didactical manual written by Joža Požgaj was published, which in its revised version (...) was used in music teaching for many years. Textbooks written in the first half of the 1960s, after the educational reform, were adapted to children’s age, while didactical manuals focused on enriching the lessons with songs, literary examples, games, stories, the use of school instruments etc. The attention shifted from music literacy to singing as dominant activity in music teaching, but again with the aim of acquiring basic musical vocabulary. (shrink)

The paper investigates the connection between the school architecture and didactic-methodical organization of teaching in the conditions of traditional (old) schools. School architecture was analysed regarding school premises (classrooms and equipment) and the school environment (playgrounds with special emphasis on school gardens). The traditional (old) school in Croatian conditions is situated in the period from the introduction of the state public education (General School Order 1774) to the 1930s. The research was based on the analysis of archival and published materials, (...) and field research. Field research was conducted in the school area of Velika Kopanica on two occasions, in 1980 and 2021. The descriptive and post-causal method was used in the research, and the connection between the school architecture and didactic-methodical organization of teaching was determined. School buildings (classrooms), school desks and equipment with a large number of students in the same class limited the didactic and methodological organization of teaching within traditional teaching (frontal, verbal, passive for students, asocial and repressive). At the same time, the school environment with special emphasis on school gardens opened up a number of possibilities that were characteristic of the new school movement: groups and individual activities, work of students, socialization and collaborative relationships, connecting theoretical with practical work. School gardens enable the introduction of a part of nature into classrooms, providing pupils with visual activity, systematic observation and the beginning of intellectual cognition. School architecture is in a direct connection with the didactic-methodical organization of teaching. How is it possible that in modern school architecture there are a number of forms characteristic of the traditional (old) school? (shrink)

In the paper, the author deals with the history of attempts to defame integrative bioethics by a group of Croatian philosophers and incidental media appearances in which the tendency was to slander the long-standing research concept of the Zagreb bioethics school. In the introduction, a historical overview of the basic qualitative and quantitative results of integrative bioethics in the Croatian and European context is given. This is followed by an analysis of the context of defamation of integrative bioethics and the (...) actors of defamation, separated according to “scientific” and media content. Finally, the attempt to compromise and profane integrative bioethics is interpreted as part of the destrolution phenomenon, the theory of post-communist chaos and the production of fake envy. (shrink)

Music plays an important role for adolescents since personal and social identities are formed during this period of life, but they also build musical preferences. Within this paper, an online survey was conducted, which included 200 respondents, i.e. primary school students from five Croatian counties aged 13 and 14. The aim of the research was to find out the musical preferences of students and whether sociodemographic variables and music teaching influence their preferences. The girls showed a slightly greater preference for (...) all types of music offered, and especially for popular music. Respondents whose parents are involved in music are significantly more inclined to artistic and popular music. When it comes to place of residence, significant differences were observed in the preference for rock music, which is significantly higher among respondents from the city. Respondents who estimate that there is an impact of music teaching and those who listen to compositions from classes at home report an interest in art music significantly more often. The results of the research indicate the need for greater involvement of music teachers and parents in acquiring children’s musical preferences, especially towards quality music. (shrink)

In recent times, teachers are considered to play a key role in dealing with the problem of peer violence and their competence is very important for quality interventions. The aim of this study was to examine the relationship between competence and perceived severity of a violent situation in predicting teacher intervention in cases of peer violence. The research was conducted on a nationally representative sample of primary school teachers in the Republic of Croatia, average age 43 years. In addition to (...) the socio-demographic characteristics questionnaire, data was collected via Vignettes and the Self- Assessment Competence Scale for Teachers’ Work on Peer Violence Problems. In addition to the analysis of the basic determinants of competence, it was found that teachers who are more competent will assess violence somewhat more seriously than their less competent colleagues, and those who perceive violence more seriously will also intervene more often. The results show that competence has a significant predictive role in predicting interventions, and in this respect the severity of violence has a moderating effect. Teachers with low competence and low perception of the severity of violence have the lowest probability of intervention, and teachers with high levels of competence who assess violence as serious have the highest probability of intervention. (shrink)

The concept of a comprehensive language curriculum provides an important basis for the development of student's plurilingual competence. It ensures the inclusion of all students' language skills in language education, the creation of cross-linguistic connections, and the development of language awareness and awareness of language learning. Factors that influence the implementation of this concept at the school level are, amongst others: school leadership, collaboration among school staff, appropriate teaching methods, and beliefs and attitudes of all members of the school as (...) an educational community. To determine possibilities for the implementation of comprehensive language curricula in Croatian primary schools, qualitative methods were used to investigate beliefs of language teachers, professional associates, and school principals about the development of students' plurilingual competence, as well as language teachers' teaching practice and the ways plurilingual education is supported at school level. Data analysis shows that the participants mostly have monolingual beliefs when it comes to the development of students' plurilingual competence. Also, although most teachers state that they make comparisons between languages in their teaching, a systematic cross-linguistic comparison and cooperation in the planning and implementation of language education are almost completely absent. (shrink)