Naslov
SELF-EVALUATION OF HISTORY LESSONS AND SOME RELATED ASPECTS OF CITIZENSHIP EDUCATION

Autori
Labus, Alan ; Miljković, Miroslav

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
Proceedings of the 16th International Multiconference "INFORMATION SOCIETY – IS 2013" Volume A / Matjaž Gams, Rok Piltaver, Dunja Mladenić, Marko Grobelnik, Franc Novak, Bojan - Ljubljana : Institut Jožef Stefan, 2013, 443-446

Skup
INFORMATION SOCIETY – IS 2013

Mjesto i datum
Ljubljana, Slovenija, 07.10.2013. - 11.10.2013

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
citizenship education; history lesons; school selfevaluation; Croatia - Zagrebe County

Sažetak
In this paper, authors submit the findings of their research focused on self-evaluation of the quality of History lessons in all schools of the Zagreb County, on a sample of 3, 617 students and 139 teachers. Results show a statistically significant difference between students’ and teachers’ attitudes in all aspects of the quality of History lessons which were researched – both in the sense of general teaching methodology (the clarity of learning objectives, the knowledge of expected levels and types of assessment, the quality of feedback on the progress attained, the regularity with which students execute their obligation, the motivation to learn the subject, the development of communicative and cooperative skills, the extent to which work environment is stimulating and interesting, student participation in class activities and lesson planning, and optimism regarding students’ abilities to master the content), and that of practical teaching methodology (the didactic justification for the use of chronology and history maps, the didactic significance of textbooks in establishing causal relations, and the significance of History for understanding the importance of citizenship education and political responsibility, for distinguishing between democratic and totalitarian systems of government, and for overcoming prejudice on the basis of nationality, religion and race). A viable explanation for the differences observed would be in the particularly differentiated roles of students and teachers in the organization and implementation of the teaching process. In addition, for a significant number of aspects that were researched, there have been observed certain differences in students’ attitudes relative to their gender. Considering the results, the authors offer suggestions for the long-term improvement of the quality of History lessons.

Izvorni jezik
Engleski

Znanstvena područja
Povijest

POVEZANOST RADA