THE ORTHOGRAPHIC NORM IN SECONDARY SCHOOL STUDENTS’ WRITTEN ASSIGNMENTS

Author(s): Ivana Đ. Đorđev / Language(s): English Issue: 1/2016

This paper presents the results of research conducted with the primary objective to determine in which areas secondary school students usually make orthographic mistakes when writing (official) written assignments. Starting from the hypothesis that the punctuation writing of whole and split words are areas in which secondary school students (regardless of age and school orientation) achieved the weakest achievements an (exploratory) research was conducted on a corpus of 3,135 written assignments written in the school year of 2010/11. The research sample was intentional, descriptive and analytical methods were used for the description and the analysis of the results. The results showed the following (1) secondary school students usually make mistakes in punctuation of written assignments - we recorded 4,487 errors in the use of signs to denote intonation and meaning of a text (errors of this type make 53.93% of the total number of spelling errors reported in the corpus of research); by frequency of errors the second are errors related to writing whole and split words (11.02%), the third error is in the use of the capital letter (9.34%); (2) most problems in orthography have second grade students, quantum of mistakes is almost the same with first graders and seniors, but in all grades the most frequent errors are in punctuation, writing of whole and split words and the use of capital letters; (3) Although school orientation affects the spelling skills of pupils, the weakest orthographic achievements are also recorded in punctuation, writing of whole and split words and capitalization, so those are areas that need to be thoroughly addressed in teaching and methodology literature. The results are, on the one hand, a picture of the current status of teaching orthography and grammar knowledge of secondary school students. On the other hand, the research results can be applied in all phases of methodical practical work in teaching orthography, the upgrading the curriculum, in defining the goals and tasks of teaching languages, as well as in the selection of orthographic contents. At the same time, they constitute a strong impetus for further research on the path of modernization of teaching orthography.

THE PEDAGOGICAL READINESS OF INSTRUCTORS TOWARDS ACHIEVING INTEGRATION OF ICTS IN TVET INSTITUTIONS IN KENYA

Author(s): Tirus Muya Maina,James Ogalo,Naomi Mwai / Language(s): English Issue: 1/2016

This paper points to the necessity to conduct research on the pedagogical readiness of instructors towards achieving integration of ICT’s in Technical and Vocational Education and Training (TVET) institutions in Kenya.Research on the integration of ICTs in teaching and learning in TVET institution in Kenya have been done to improve the learning process, though very little progress has been recognized toward its effective integration.TVET subsector have revealed that in spite of the many efforts that researchers and educators put over the years in preparing teachers in the educational uses of ICTs, teachers still lack the Pedagogical skills and knowledge needed to be able to teach with ICT technology successfully. The aim of the study was to investigate the Effect of Pedagogical readiness on Effective Integration of ICTs in TVET institution in Kenya with specific reference to Michuki and Thika Technical Training Institute in Murang’a and Kiambu County respectively. The relationship between Effective Integration and Pedagogical readiness is significant, the correlation coefficient, R, is 0.863. Therefore, Effectively Integrationis positively correlated with Pedagogical readiness and the relationship is very strong.Teacher’s Technical education institutions need to develop strategies and plans to enhance the teaching learning process within teacher education programmes and to assure that all future teachers are well prepared to use the ICTs tools for learning.

Alternative Schools in Korea

Author(s): Mira Son,Isun Jang,Gitaek Bae / Language(s): English Issue: 4/2016

This study is a historical description and also a system analysis of the alternative schools in Korea as a phenomenon. Describing this special educational issue, the study is divided into two main parts: historical background of alternative schools, presenting the related teacher movements and challenges, also the way of its institutionalization; and the current situation. The most relatable part of the study in today’s educational transformation is how a new educational approach can be realized in a traditional educational system, moreover, how can achieve even a more diversified educational system. The present challenges, such as financing and maintaining are also discussed in the paper.

The periodic table of elements in chemistry textbooks... for junior high-schools

Author(s): Marcin M. Chrzanowski,Irmina Buczek,Małgorzata Musialik,Barbara Ostrowska / Language(s): English Issue: 1/2017

The analysis of chemistry textbooks for the 3rd stage of education was carried out in order to obtain in-depth information on the degree of realization of the first educational goal from general requirements (learning outcomes) of the core curriculum: A student obtains and processes information from various sources with the use of information-communication technologies. The range of occurrence of content related to the periodic table of elements in chemistry textbooks for the 3rd stage of education was investigated. The choice of this source of information was dictated by the provisions of the curriculum for general education on the one hand, and on the other, by the fact that the periodic table is a foundation of modern chemistry – the good command of the periodic table not only allows to systematize the knowledge, but also, to anticipate and understand the properties of chemical elements. We analyzed all the series of chemistry textbooks for junior high schools, which have been approved for use in schools by the Ministry of Education since 2009. The study results indicate that the content of all series of textbooks contains the periodic table of elements along with the materials helpful in forming the skills of reading data from such source of information. The most authors of textbooks also took care of that the periodic table of elements was present in every part of the series, which should help students in consolidating the ability to use this tool. The colors most often used in periodic tables to indicate the nature of the chemical elements were different shades of blue and pink, which may help in consolidating the knowledge, but it can also lead to the formation of students’ misconceptions about the properties of elements.

Coding Education in a Flipped Classroom

Author(s): Vasfi Tugun,Hüseyin Uzunboylu,Fezile Özdamlı / Language(s): English Issue: 3/2017

The main purpose of this research is to determine the influence of the flipped classroom model on digital game development and student views on the model. 9th grade students attending Bilişim Teknolojiler II at secondary level participated in the study. The research is an experimental research, designed according to the pretest-posttest research model with experimental and control groups. In the experimental group, the lectures were carried out according to the flipped classroom model while the control group was taught with the traditional methods in the laboratory environment. As a result of the research, the success of the digital game development and the opinions of the students were favored by the experimental group students who were educated with the flipped classroom model. The results obtained in the last part of the study and suggestions for the results are discussed.

The use of Social Networks for Educational Purposes - Case Study: Polytechnic Nikola Tesla in Gospic

Author(s): Aleksandar Skendžić,Kristina Devčić / Language(s): English Issue: 3/2017

Social networks are a way of mass communication between users, but they are also applied for educational purposes. The aim of this paper is to analyze the way that students use social networks for educational purposes, to find out how students come to information, do they use social networks for access to information related to teaching and exams, and what they think about the quality of information obtained from social networks. The relationship between the use of social networks for educational purposes and demographic indicators is examined. χ2 test for testing independence of the two characteristics was conducted.

Učinci uporabe elektroničke opreme (tableta) u redovitoj nastavi

Projekt SOLE

Author(s): Marica Lazić,Dragana Žunić / Language(s): Bosnian,Croatian Issue: 13/2016

Vrijeme za promjene u organizaciji nastavnoga procesa napokon je došlo. Interaktivni zadatci, istraživanje nedostupnih prostranstava, povratak u prošlost ili analiziranje budućnosti, sve su to danas normalne aktivnosti dobro organiziranog sata. Tablet računala postaju naši glavni suradnici u ostvarenju interaktivne nastave.

Zajęcia terenowe – ekscytująca przygoda z przyrodą

Author(s): Elżbieta Roland / Language(s): Polish Issue: 2/2017

Edukacyjne implikacje teorii inteligencji wielorakich w nauczaniu religijnym

Author(s): Dominika Muńko / Language(s): Polish Issue: 3/2017

Support for students` development should be closely linked to education and training goals. Themain purpose of religious education is to support intellectual, emotional, aesthetic, social, ethical, moraland supernatural development. This kind of education would allow every child to live in harmonywith himself, people and also a system of non-relative values. For the process of education and religiousformation to give expected results, teachers need to update their knowledge all the time and adaptpedagogical tools. One of the ways in which this can be done is to implement the theory of multipleintelligence in the didactics of religious education.

Stymulatory i inhibitory kształtowania zaufania do edukacji europejskiej w gimnazjum

Author(s): Teresa Banas-Kobylarska / Language(s): English,Polish Issue: 1/2015

The goal of this article is to show which stimulators and inhibitors have influence on the development of confidence in European secondary education. It defines what is a stimulator and what is an inhibitor of confidence in the adoption of pro-European measures in secondary education, i.e. what makes teachers adopt, or not, pro-European measures or initiatives. The article presents the political, social, technological and civilizing changes which took place in Poland in the last years, as well as the concepts of confidence and European education. It defines the concept of pro-European ttitudes, because European education consists not only in the measures adopted by the teachers. The measures adopted by secondary school teachers in terms of European education are intended to develop attitudes, a positive approach to others, but also the respect for different cultures, raditions, confessions and sexual orientations. This includes teaching young people to be open to the world and to Europe, to deal with the new reality. The next part of the study analysis the secondary school as a place of European education as well as the stimulators and inhibitors of confidence with regard to European secondary education. The social, technological and civilizing changes in Poland in recent years contributed to the promotion of the idea of confidence in European secondary education, the more so as we belong to many structures of the western world, including the European Union.

Synergia aktywności nauczyciela i uczniów w procesie przyswajania wiedzy i umiejętności w kontekście nowych wyzwań w kształceniu nauczycieli

Author(s): Agnieszka Hłobił / Language(s): English,Polish Issue: 1/2015

Article discusses the process of activating skills students' in the didactical-educational process. The focused on such educational procedures that take into account humanistic approach against a student based on cooperation and dialogue, application of problem training methods and different forms of work. New demands and expectations placed before the teacher define it as a creative unit, creative, open to change, which has the capacity and skills of cooperation, communication and the willingness to learn from others and teach others. Taking into account existing research and experience with educational practice prevails in Polish school is frontal model of education, where the teacher holds a dominant role.There is a need to pay special attention to the development of these competencies and skills among future teachers, which allow them to inspire change in the didactical educational process, creative solutions to educational practice and action full of inventiveness.

Понятие плоского геометрического тела в школьном курсе планиметрии

Author(s): Vasilij Shvec,Tat’jana Snigur / Language(s): English,Russian Issue: 1/2015

In this article we will answer the question: which flat geometrical figures are geometrical flat bodies?In order to be able to answer this question, we first need to consider the classification of points in a plane in relation to a given geometrical figure, taking into account the definition of individual points, internal and external points, limit and boundary points, using the concept of the neighbourhood of a point.Next, we need to look into the concept of open and closed figures, surfaces and closed areas. Based on that, in order to provide a definition of a flat geometrical solid and of parameters thereof, we will discuss what a limited and unlimited flat convex body means. All the concepts are illustrated with examples and pictures.Finally, we will set out the criterion that must be met by flat geometrical bodies and describe an algorithm for geometrical shape investigation.The authors suggest that thecontent presented could be included in planimetrics course books for classes with a special curriculum.

VISOS DIENOS MOKYKLOS ĮGYVENDINIMO PRAKTIKA: UŽSIENIO ŠALIŲ PATIRTIS

Author(s): Odeta Merfeldaitė,Daiva Penkauskienė,Jolanta Pivorienė,Asta Railienė / Language(s): Lithuanian Issue: 2/2017

All day school concept has been actively promoted and realized during past decade in several EU countries. This concept is related with attempts to guarantee child ‘s welfare and equal possibilities for academic success, to decrees social inequalities as such. All day school model is implemented in West, South and East Europe, but its implementation differs by school types, forms, etc. Even definitions, titles, descriptions of all day school vary from country to country in all Europe. Such variety is determined by different in-countries needs and contexts, different ways of school’s life organization and implementation. Differences exist not only in separate countries, but also in separate schools of a same country. The authors of this article aim to present positive, challenging and to be improved aspects of all day schools’ in five EU countries. Those aspects were analysed on student’s, teacher’s, family’s and community’s levels. The scientific work was carried on by meta -analysis of secondary sources. The first step was search for countries to be analysed and decision to choose concrete ones. The second one - identification and selection of reliable sources. At general level all day school is understood as regular school with prolonged in time curriculum and additional (non-formal) activities, that last till certain afternoon hours. The authors of this article reviewed and analysed experience of 5 EU countries - England, Greece, Germany, Finland and Portugal. The analysis revealed that all day school concept depends on in-country culture, educational tradition, and general socio-economic and political context. Positive aspects of all day schools are related to: possibility of individual choice; variety of educational forms; participation of parents and wider community in a school life; promotion of equal learning opportunities; growing motivation to learn and general satisfaction with school. Support for families is considered to be one of essential positive aspects in all day schools in all researched countries. Parents may combine their work with family duties and get social-pedagogical supervision. Usefulness of such school type for poor learners, especially immigrants, and others, coming from socio-economical background, is evident in all five countries. Challenging issues are related to: free choice possibilities; variety of activities at school; students’ tiredness because of work overload and time spent in one place; applicability of physical environment; involvement of social partners; work overload of school teachers. Additional funding of all day schools is considered to be great challenge in all researched countries. Funding is necessary for implement of all days’ school goals in full scope and comprehensive way.

Организација успешног образовања – између традиционалне и нове наставе

Author(s): Hajnalka Požar / Language(s): Serbian Issue: 2/2017

A number of reforms by the educational system have conditioned the changes in working methods and the attitude towards students. Modern teaching in schools of the 21st century was marked by the terms of flexibility and innovation, which requires the introduction of a number of innovations. Contemporary concepts of teaching arose from the need to increase the efficiency of teaching and to provide an organizational scheme where students have more freedom of movement and more diverse models of individual work and creation. The aim of our work is the research of didactic prerequisites for improving the teaching of health care. The paper analyses the prospect of utilizing different forms of work from the aspect of successfulness of education, for the improvement of teaching, as well as to overcome the traditional way of teaching. Special emphasis is placed on collaborative work, in which students work together, in pairs or in small groups. The positive effects of collaborative learning are reflected in a much faster and more lasting acquisition of knowledge and thought activity. Furthermore, the independence of students is increased, while critical and creative thinking is developed, along with communication and social skills. It encourages students to exchange experiences and to practice collaborative problem solving; therefore, the goals of individual students connect with the common goals.

Врсте текстова у разредној настави језика и књижевности

Author(s): Zorica Cvetanović,Buba Stojanović,Danijela Mišić / Language(s): Serbian Issue: 3/2017

Texts have their own function in teaching. Their role is to find out and learn as well as to stimulate reading satisfaction among students. Numerous researches warn us that young people nowadays lack developed reading skills. To develop them, the focus should be on the reading material which is meant to be read to enjoy literature as an art or as a kind of help to gain knowledge, form concepts of certain phenomena and processes. The most widely-used texts in literature are described as fiction and non-fiction. Fiction is the base of literature teaching while science is mostly based on non-fiction. Informative texts are very often used to practise reading comprehension. The authors that deal with teaching English put a focus on decodable texts that contain frequent words and have the purpose of distinguishing a graphic form of the word from the verbal one. For the very beginning of learning to read, predictable texts are used or the texts with language forms that are repeated. Language teaching starts by learning how to read and write and that is when primer texts are used. In the beginning, they are short but the more learnt letters there are, the more complex and various they get. Reading book texts are found in readers, actually in textbooks designed for teaching language and literature. The texts used in primers and reading books can be literary and non-literary, fictional and non-fictional. In teaching theory and practice there are two different types of texts with different functions that they have in language and literature teaching. In literature teaching a literary text is the basic content and the main subject worked on. Learning grammar and spelling starts with a lingual-methodical text enriched with examples of a language phenomenon that is being studied. We get information and notices from informative texts. Scientifically popular texts and those from encyclopedias are often read in lower grades. Instructions are written in a manual (e.g. how to use a device). Non-linear texts are found in tables, charts and pictures and they stimulate divergent opinions. There are a lot of extra words or sentences in meaningful-corrective texts so their function is to check if reading was careful enough. A text-template is the base for writing (a greeting card, a form) that introduces students to the rules of formal communication. Texts read by pupils in lower grades of primary school have their place and role. It is of great importance to find the balance and offer them various texts. Every text is read for a certain reason-to find out, learn, find necessary information or practical instructions or to enjoy it and learn about life in general.

Dějepis na školách

Author(s): Vojtěch Ripka,Karina Hoření / Language(s): Czech Issue: 01/2017

This paper is analysis how the history teaching on czech schools looks like.

The Effect of the Relationship to Knowledge of Physical Education Teachers on the Ostensive Forms in Swimmi

Author(s): Hajer Ben Jomaa Ben Hsouna,Donia Sghaier,Mohamed Mami,Georges Kpazai / Language(s): English Issue: 4/2017

This article is interesting in ostensive forms of two physical education (PE) teachers within the activity of Swimming in Tunisia. Its objective is to analyze the ostensive forms of PE teachers and to extricate their effects on the relationship to knowledge. The methodology of the research is qualitative. It subscribes in the field of didactic clinical interactions of PE and on the clinical analysis of teaching practice of an experimented and a novice teacher in order to glimpse « case by case » the singular subject (Terrisse, 1999). Data collection and analysis subscribe in the constructed temporality in one time of professorial action. The test (Terrisse, 2000) relies on the knowledge ostension scale (Robert, 2012; Salin, 2002). Results put in evidence that PE teachers use ostensive forms to influent the relationship to knowledge in Swimming.

Chinese TEFL Teachers’ Conceptions of Writing: A Partial Credit Model Analysis

Author(s): Yunjun Kong / Language(s): English Issue: 4/2017

This study aimed to examine Chinese TEFL (teaching English as a foreign language) teachers’ conceptions of writing, in particular, to find out their agreeability with multifaceted concepts of writing, multi-functions of writing, facilitators to the development of writing, and the basis of good writing. A questionnaire containing natures, functions, and development of writing, and text features of good writing was developed to collect data online; items had 5-point Likert scales. 490 (female 76.3%) participants were engaged in the sample. Partial credit model was used to analyze participants’ agreeability with these constructs concerned with conceptions of writing. Results show that participants generally tend to agree more with the transfer effect of reading activities in facilitating the development of writing as well as the contribution of vocabulary to good texts. However, results also indicate that numerous participants ignore the importance of the length and punctuations of a text, and doubt the communicative function of writing. Participants’ specific agreeability with individual construct was also presented and discussed. Findings show that a Rasch Measurement effectively identifies participants’ agreeability with conceptions of writing.

Collaborative Story Writing for Intercultural Communicative Competence Development

Author(s): Nina Lazarević / Language(s): English Issue: 2/2017

Development of intercultural communicative competence (ICC) in the constraints of the classroom faces many obstacles: not just formal, in terms of the choice of approaches, material and assessment, but also ethical and value-related. Building intercultural awareness in future teachers is equally important, as they should be prepared not only for the intercultural classroom, but for the imminent diversity that any classroom encompasses: ethnic, socioeconomic, gender, learner style. One of many techniques that have been used in the ICC classroom is cooperative story writing. The collaborative project was done by the American and Serbian university students, the former starting the stories and working under the instruction of Professor Kenneth Cushner, an intercultural communication specialist, and the latter finishing them. The jointly written stories showed that both students were up to a degree stereotypical in their understanding of the other culture, but were at the same aware of the steps that had to be taken to improve intercultural communication. A small-scale study is used to show how the learners’ understanding of culture may be enhanced, with a special focus on how future English language teachers might benefit from it.

Factors Influencing Innovative Behaviour of Teachers in Secondary Schools in the North East of Nigeria

Author(s): Faiza Abubakar Bawuro,Ibrahim Danjuma,Helavalada Wajiga / Language(s): English Issue: 03/2018

Innovative behaviour (IB) refers to the process of developing, generating, applying or promoting new ideas by employees to increase job performance. Today, the rapid social and technological changes in our environment highlight the significance of IB of employees and especially for teachers. Thus, this paper aimed to develop a conceptual framework of factors influencing innovative behaviour of teachers in secondary schools. The research was explored through critical related literature analysis. Findings were presented in form of descriptive analysis, which shows that workplace happiness (WP), organisational climate (OC), affective commitment (AF) and transformational leadership (TFL) play a direct role in affecting innovative behaviour. The paper concludes that WP, OC, AF and TL have a positive impact in creating the essential conditions to encourage teachers to show IB in schools.