Pregled bibliografske jedinice broj: 817287
Teacher's Assessments of Elements of Multimedia and Constructivist Didactics in School
Teacher's Assessments of Elements of Multimedia and Constructivist Didactics in School // 4th International Methodological Conference Collection of Proceedings the Influence of Teaching Methodology on the Quality of Teacher and Pre-School Teacher Training / Lepeš, Josip (ur.).
Subotica: Univerzitet u Novom Sadu, Učiteljski fakultet na mađarskom nastavnom jeziku u Subotici, 2016. str. 346-361 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
CROSBI ID: 817287 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Teacher's Assessments of Elements of Multimedia and Constructivist Didactics in School
Autori
Matijević, Milan ; Topolovčan, Tomislav ; Lapat, Goran
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni
Izvornik
4th International Methodological Conference Collection of Proceedings the Influence of Teaching Methodology on the Quality of Teacher and Pre-School Teacher Training
/ Lepeš, Josip - Subotica : Univerzitet u Novom Sadu, Učiteljski fakultet na mađarskom nastavnom jeziku u Subotici, 2016, 346-361
ISBN
978-86-87095-65-6
Skup
Teacher's Assessments of Elements of Multimedia and Constructivist Didactics in School
Mjesto i datum
Srbija, 30.05.2015
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
constructivist didactics; multimedia didactics; primary education classes; primary education teachers
Sažetak
Despite the understandings that constructivist and multimedia didactics, as well as curricular theory and multiple intelligences theory, have been providing for years, what happens in the classroom and in the teaching process is still mostly teacher-centred. The didactic and methodological scenarios that prevail in our classes are more suitable to times long ago than to students belonging to the net- generation. The aim of this study is to examine the assessments of changes that happen in school and in classes (or those that could happen) under the influence of new didactic understandings and digital education technology. A specifically constructed questionnaire was used on a sample of primary education teachers (N=213), which is representative of Central Croatia, since the data were collected through individual surveys in schools located in the City of Zagreb and in eight counties. The data were collected by fourth-year students of teacher education studies from Zagreb, Petrinja, and Čakovec at the beginning of 2015. The questionnaire contained 25 statements that the respondents had to assess on a Likert-type scale. The results show that teachers consider that curricular changes are needed and that classes still lack a pedagogy of success for all. However, less criticism is directed towards the present (inadequate) teaching environment.
Izvorni jezik
Engleski
Znanstvena područja
Pedagogija
