Mogućnosti i izazovi u ranom prirodno-naučnom obrazovanju - istraživanje toplote i zvuka

The purpose of the researcher was to investigate the attitudes toward reading of elementary students in 3rd and 6th grade at a small, rural western Kansas school before and after implementing a read-aloud program. The sample consisted of 58 students; 33 boys and 25 girls. Thirty pupils participated in the study group and a control group consisted of 28 pupils. The independent variables were participation status, gender, socio-economic status, English as a Second Language, family structure, self-esteem, and cognitive ability. The dependent variables were scores from the scales of the Elementary Reading Attitude survey. They were: Attitudes Toward Academic Reading, Attitudes Toward Recreational Reading, and Total. Pretest scores from the scales of the Elementary Reading Attitude Survey were employed as covariant measures. Also, scores from the Reading Total of the California Achievement Test-5 were employed as a covariant measure for one composite null hypothesis. Eight composite null hypotheses were tested at the .05 level of significance employing a single-factor analysis of covariance. A total of 45 comparisons were made. Of the 45 comparisons, 7 comparisons were significant at the .05 level. The following were statistically significant: 1. participation status (30 weeks) for the dependent variable Attitudes Toward Academic Reading (6th grade students), 2. participation status (30 weeks) for the dependent variable Attitudes Toward Recreational Reading (6th grade students), 3. participation status (30 weeks) for the dependent variable Attitudes Toward Recreational Reading (3rd grade students who were read to but did not read aloud), 4. participation status (30 weeks) for the dependent variable Total (6th grade students), 5. participation status (30 weeks) for the dependent variable Attitudes Toward Academic Reading when employing Reading Total from the California Achievement Test- 5 as a covariant measure (6th grade students), 6. gender for 6th grade and the dependent variable Attitudes Toward Academic Reading, and 7. gender for 6th grade and the dependent variable Total. The results of the present study indicated the following: 1. students in the 6th grade who participated for the 30 weeks had a statistically larger adjusted post mean score than 6th grade students who did not participate for the dependent variable Attitudes Toward Academic Reading, 2. students in the 6th grade who participated for the 30 weeks had a statistically larger adjusted post mean score than 6th grade students who did not participate for the dependent variable Attitudes Toward Academic Reading, 3. students in the 3rd grade who participated for the 30 weeks had a statistically larger adjusted post mean score than 3rd grade students who did not participate for the dependent variable Attitudes Toward Recreational Reading, 4. students in the 6th grade who participated for the 30 weeks had a statistically larger adjusted post mean score than 6th grade students who did not participate for the dependent variable Total, 5. students in the 6th grade who participated for the 30 weeks had a statistically larger adjusted post mean score than 6th grade students who did not participate for the dependent variable Attitudes Toward Academic Reading when employing Reading Total on the California Achievement Test-5 as a covariant measure, 6. female students in the 6th grade who participated in the implemented read-aloud program had a statistically larger adjusted post mean score than male students in the 6th grade f o r the dependent variable Attitudes Toward Academic Reading, and 7. female students in the 6th grade who participated in the implemented read- aloud program had a statistically larger adjusted post mean score than the male students in the 6th grade for the dependent variable Total. The results of the present study appear to support the following generalizations: 1. students in the 6th grade who participate in a read-aloud program acquire a more positive attitude toward reading than 6th grade students who did not participate, 2. students in the 3rd grade who are read-aloud to acquire a more positive attitude toward reading (Attitudes Toward Recreational Reading) than 3rd grade students who did not participate, 3. female students in the 6th grade who participate in a read-aloud program acquire a more positive attitude toward reading (Attitudes Toward Academic Reading and Total) than 6th grade male students who did participate, 4. no association between socioeconomic status for those who participated in this read-aloud program and reading attitude, 5. no association between English as a Second Language for those who participated in this read-aloud program and reading attitude, 6. no association between family structure for those who participated in this read- aloud program and reading attitude, 7. no association between self-esteem for those who participated in this read-aloud program and reading attitude, and 8. no association between cognitive ability for those who participated in this read-aloud program and reading attitude.

School is the most suitable place for students to learn about child rights and where these rights are to be respected. In the research we have conducted, the objective was to examine the knowledge of primary schoolstudents about the rights of the child and to obtain insight into how these rights are respected. Using an interview scaling technique, we questioned 351 final year primary school students and 231 teachers. The students did not rate their knowledge of child rights highly: they mostly expect teachers to provide them with information on child rights; the students obtain the majority of such information in the civic education classes, which is an optional subject and is not attended by all students, as well as in homeroom sessions. Teachers believe that it is the responsibility of homeroom teachers to familiarise students with the rights of a child. The rights to freedom of expression of students and their participation in decision-making are the least respected, according to both students and teachers. Furthermore, all believe that some forms of discrimination exist in schools. We have found especially significant suggestions and recommendations given by students and teachers to overcome the existing problems and provide better access to the rights of the child in school.

<p>670 students, of 3rd, 5th and 7th grade, were examined. 50,6% were boys, 526(78,51%) healthy (3<PB<90), that is well nourished students, (257-38,36%) boys and (269-40,15%) girls. There is statistically significant frequency of normally nourished children of 3rd, 5th and 7th grade in comparison to the whole frequency of appearing of the numbered eating disorders (p<0,001). Undernourished (PB) were 18 students (2,68%), 9 boys (1,34%) and 9 girls (1,34%). Malnutrition is statistically the least frequent eating disorder with children of 3rd, 5th and 7th grade. Pre-obese (90<PB<97) were 92 students (13,73%), where 47 were boys (7,01%) and 45 were girls (6,72%). Pre-obesity is statistically the most frequent eating disorder among children of 3rd, 5th and 7th grade (p<0,05). 34 students (5,07%) were diagnosed with obesity, 26 (3,88%) boys and 8 (1,19%) girls. Statistically the obesity appears more often with boys than with girls of the same age (p<0,001). In general the least manifested eating disorder with students of 3rd, 5th and 7th grade, but also in each class separately, is undernourishment, which appears with the same frequency both with boys and girls. Generally the most manifested disorder in nourishment with students of 3rd, 5th and 7th grade, but also in each class separately, is pre-obesity which appears with the same frequency both with boys and girls. The level of obesity is the highest with the students of 3rd grade, and the lowest with the students of 5th grade.</p>

The paper presents considerations about the characteristics of students' motivation in primary school and how students view certain characteristics of the teaching process as motivating or demotivating. The research included fifth and eighth graders, 617 students from ten primary schools in Serbia. We assumed that primary school students are partially motivated to learn. The results lead us to conclude that the students believe they can achieve their goals by self-efficacy.

Research Question: This article identifies the most prominent lean wastes in the education process in primary schools in Serbia and the most efficient lean tools for their reduction. Objective: Lean management has been recognized as a valuable strategy suitable for application in various fields. Its implementation in the field of education has shown a rather slow progress, and the Serbian education system is not an exception. Idea: The idea of the research was to investigate the possible outcomes of the lean management implementation in primary schools in Serbia, and its possible benefits. Data: For this purpose, a specialized questionnaire concerning lean wastes and lean tools was designed intended for class and subject teachers. Tools: Statistical data analyses were used to determine the relationships between variables, and the Weighted Scoring method was applied to identify the most represented lean wastes in the education process, as well as the prioritization of lean tools. Findings: According to the results, the factor of the lean tools impact in regard to the lean wastes reduction was evaluated as “higher than 3” (on a scale of 1-5), which confirmed the efficiency of the considered lean tools in the lean wastes reduction. Also, the significant differences between the public and the private education sectors in terms of the lean application are shown, especially regarding the type of curriculum present (national or international). Contribution: The research has shown that lean management could be successfully applied in primary schools, in order to improve school organization and the teaching process flow, which highly contributes to the school's overall competitiveness. The guidelines for the lean management implementation are given as well as the recommendations to the creators of education policies. Certain limitations should be taken into account, regarding the restricted number of schools involved and specific sample group.

ABSTRACTThe project Hands on has being implemented in Serbia since 2001 in order to uplift and revitalize teaching of the natural sciences in Primary Schools and enhance a personal engagement by the pupils in different topics. In 2003, the Serbian Ministry of Education decided to put forward an optional course “Hands on—Discovering the World”, for children from 6 to 8 years old. Resources related to the biology have been occurred through seven modules, as follows: Plants, Food and digestion, Five senses, Growing and aging, Ecosystems, Environment. Knowing that topics in systematic biology are usually considered difficult and demanding, here we present the new, interesting, simple and creative way to teach systematics and classification since the early age, based on the Hands on method. New module refers to the classification of living beings, when teachers encourage their pupils to observe similar attributes, arrange the hierarchy of nested groups and classify animals discovering the evolutionary relationships of taxa.

This paper deals with the development of teaching jestastvenica through the analysis of curricula in primary schools in Serbia, in the period from 1844, when the first science content appeared in primary school curriculum, until the end of the XIX century. The analysis and critical review were based on the following sources: laws, curricula, guidelines for teaching jestastvenica, jestastvenica textbooks, and reports from school supervisors. Attempts have been made to examine the development of teaching jestastvenica and explain the changes that this development induced on teaching this subject. Our study showed the constant presence of jestastvenica in curricula under different names and with changes in the annual and weekly number of teaching hours that did not follow the increase in the volume of teaching material. Also, the analysis demonstrated that the program of jestastvenica changed with the increase in the volume of teaching materials, introduction of new topics, structuring of content and methodological structuring. The study of jestastvenica curricula represents only one segment of the research of the history of this teaching, with the aim of a comprehensive and critical appraisal of its significance and contribution to the development of teaching practices and education in Serbia in the XIX century.

The aim of this research is to determine the attitudes of 3rd and 4th grade students towards the use of technology in science lessons during the 3rd and 4th centuries. The study utilised a quantitative research method employing a survey design. An attitude scale comprising 30 items was developed using a 3-point Likert scale, including options such as "yes," "no," and "sometimes," suitable for primary school students. After the preliminary application and expert opinions, the items of the scale were revised, resulting in a reduced scale consisting of 23 items. The 23-item scale was administered to a sample of 269 students randomly selected from 3rd and 4th grade students attending Konya Central Primary Schools. Following the analysis of the collected data, the scale was further reduced to 10 items. The Kaiser-Meyer-Olkin value, which assesses the applicability of the scale to factor analysis for determining construct validity, was found to be 0.95. The scale items exhibited factor loads ranging from 0.72 to 0.90, indicating a unidimensional structure that accounted for 67% of the total variance. To evaluate the reliability of the scale, the internal consistency coefficient (Cronbach's alpha) was computed and yielded a value of =0.944, indicating high reliability. Consequently, a valid and reliable attitude scale was successfully developed to assess the attitudes of 4th grade students in primary schools towards the use of technology in science lessons, contributing to the existing literature in this field.

The lifestyles change of children and adolescents during the COVID-19 pandemic due to antipandemic measures can affect their sleep health. Existing studies have used convenient samples and focused on the initial months of the pandemic, leaving a knowledge gap on changes in young people's sleep patterns under the "new normal" under COVID-19. As part of a territory-wide epidemiological study in Hong Kong, this cross-sectional study recruited primary and secondary school students by stratified random sampling. Sleep parameters were collected using the structured diagnostic interview for sleep patterns and disorders. We investigated the pandemic's effects on sleep parameters by comparing data of participants recruited pre-COVID and those recruited during COVID using multivariate regression, adjusting for age, sex, household income, seasonality, and presence of mental disorders, and the moderators and mediators of the effects. Between September 1, 2019 and June 2, 2021, 791 primary and 442 secondary school students were recruited and analyzed. Primary school and secondary school participants assessed before COVID had a longer sleep latency on school days (95% confidence interval [CI] = 1.0-5.2 minutes, adjusted P-value = .010; and 95% CI= 3.9-13.0 minutes, adjusted P-value = .004, respectively) and nonschool days (95% CI = 1.7-7.2 minutes, adjusted P-value = .005; 95% CI = 3.4-13.7 minutes, adjusted P-value = .014, respectively). Low household income was a moderator for later bedtime (adjusted P-value = .032) and later sleep onset (adjusted P-value = .043) during nonschool days among secondary school students. Changes associated with COVID have a widespread and enduring effect on the sleep health of school-aged students in Hong Kong. Household income plays a role in adolescent sleep health resilience, and the impact of antiepidemic measures on the health gaps of the youth should be considered. Chau SWH, Hussain S, Chan SSM, etal. A comparison of sleep-wake patterns among school-age children and adolescents in Hong Kong before and during the COVID-19 pandemic. J Clin Sleep Med. 2023;19(4):749-757.

A key and persistent challenge in early science education is effectively transforming complex scientific concepts into didactic material. To meet the demands of modern teaching, practitioners and researchers are constantly developing and adapting effective science teaching models. Accordingly, selected chemical content was taught through pilot projects using the Inquiry-Based Science Education approach. The study assessed how the designed Inquiry-Based Teaching Model affected students' knowledge quality. This innovative teaching model applies STEAM+X educational framework to guide students through inquiry, dialogue, critical thinking and experiential learning, thereby contributing to the development of their persistence in problem solving, collaborative skills and unique creative abilities. The goal of this research was to check whether it is possible, and if so, how to teach concepts of mixtures and solutions in the 4th grade of elementary school through the particulate nature of matter. The research was conducted at one elementary school in Serbia on a total sample of 21 students. The obtained results show that students accomplished better achievements on the post-test compared to the pre-test, which, along with the observed high motivation of students to learn through inquiry, confirmed the effectiveness of the created and applied teaching model. The implemented IBTM facilitated a comprehensive understanding of mixture and solution properties, accurate classification of examples, improved comprehension of separation procedures, and enhanced knowledge of substance solubility in water. However, categorizing the properties of mixtures and solutions based on similarities and differences proved challenging for students at this age, irrespective of the teaching model. Given the promising potential of the obtained data, this study provides valuable insights for the future application of these or modified models across varied teaching content, with larger samples, and over longer time frames.

Pojam socijalna participacija predstavlja kvalitet interakcije između individue i njenog okruženja. Danas se uspešno participovanom osobom smatra pojedinac koji je aktivno uključen u život zajednice a ne osoba koja samo može ili želi da se uključi u aktivnosti sredine u kojoj živi. Cerebralna paraliza (CP) podrazumeva pre svega poremećaj razvoja pokreta i posture sa čestim dodatnim simptomima kao što su senzorna, intelektualna, govorna, druga neurološka oštećenja, psihološke i emocionalne smetnje. S obzirom na činjenicu da je ustanovljeno da je kvalitet participacije učenika sa CP u školskom okruženju veoma važan indikator njihove uspešne društvene participacije u budućnosti, smatramo da je dublje razumevanje faktora koji utiču na njihovu društvenu uključenost tokom osnovnoškolskog obrazovanja od velikog značaja za unapređenje kvaliteta njihovog života.
 Glavni cilj ovog rada je da identifikuje faktore koji unapred mogu da determinišu kvalitet socijalne participacije učenika sa CP u osnovnim školama u Srbiji. Studija obuhvata 75 dece sa CP između 6 i 12 godina koja pohađaju osnovne škole od prvog do šestog razreda u četiri oblasti Republike Srbije. Glavni upitnik korišćen u ovom istraživanju je prvi i treći deo upitnika The School function assessment (prev. Procena školskog funkcionisanja). Takođe su uzete u obzir i vrednosti grubih motoričkih funkcija (izmerene pomoću GMFCS - Gross motor function classification system (prev. Sistem klasifikacije grubih motoričkih funkcija) i manipulativne spretnosti (izmerene MACS skalom – Manual ability classification system (prev. Sistem klasifikacije manuelnih sposobnosti)) za svakog pojedinačnog učenika.
 Rezultati pokazuju detaljan uvid u nivo socijalne participacije učenika sa CP u osnovnim školama u Srbiji i objašnjavaju potencijalne faktore koji mogu da utiču na njihovu socijalnu participaciju: nivo grubih motornih funkcija, manipulativna spretnost, kognitivni status i uzrast učenika.

This research was carried out to determine the opinions of teachers and parents about the reflection of the TV series watched by primary school students on the games they play. In the study, an interview form was applied to teachers and parents, who belonged to the study group from which qualitative data was collected. The participants of the research were chosen among the 3rd and 4th-grade primary school students' classroom teachers and parents in Samsun province and its districts (Alçam, Asarcık, Atakum, Ayvacık, Bafra, Çarşamba, Havza, İlkadım, Kavak, Lâdik, Ondokuz Mayıs, Salpazarı, Tekkeköy, Terme, Vezirköprü, Yakakent) in the 2020-2021 academic year. The study group of the research consisted of 61 parents and 61 teachers. The analysis of the data was carried out by using the descriptive analysis technique through the qualitative analysis program MAXQDA 22. As a result of the analysis of the opinions obtained from the teachers and parents, it was concluded that the 3rd and 4th grade students who watched TV series were influenced by these TV shows. They played mostly violent games and imitated the TV series characters they watched earlier in their plays.

In this paper, we consider the response of the education system of the Republic of Serbia to the COVID-19 epidemiological crisis in relation to the teaching process and distance learning activities in primary schools in Serbia. We examine learning through the televised programs of Serbia’s public broadcaster and other related internet services. The aim of this research is to estimate the quality of the teaching process and distance learning in primary schools. In accordance with the purpose of the research, a questionnaire about the educational experience and practices in primary schools during the spring and autumn of 2020 was created. The questionnaire is designed for school principals, teachers, students and parents/legal guardians of students. In total, 28186 people participated in this study conducted in March and April 2021. The results show that most schools used online resources efficiently despite the initially low digital competencies of teachers and students. Limited access to the internet and digital resources, as well as difficulties in engaging students, were gradually overcome during the fall of 2020. Based on the results of this research, we formulated the most important recommendations for the organization of distance learning and its future integration in the hybrid model of teaching and learning in school practice.

This paper presents the results of an empirical research into the primary education of Albanian students in southern Serbia. Albanians are granted the same educational opportunities as other minorities in Serbia. However, they do not seem satisfied with their educational experiences in Serbia and point to the westernisation of their education to explain their dissatisfaction. This dissatisfaction arises from the perceived differences between, on the one hand, the secular western education prescribed in Albanian schools in Serbia and, on the other hand, Albanian expectations of a curriculum which promotes their Islamic values and heritage. In order to understand better the issues faced by Albanian primary school students in Serbia, research was conducted in June 2012, involving a sample of 284 final year students. Data collected and analysed corroborate the view that Albanian students in primary schools in southern Serbia are not satisfied with their education and point to its secular and western nature as major reasons for their dissatisfaction.

На основу објављених извора, релевантне литературе и периодике у раду је анализиран развитак наставе историје и уџбеника у основним школама у Србији од 1880. до 1913. Држава је започела са интензивним законским уређивањем школског система 1880. године, када је уведено и обавезно похађање основне школе. Ово је период у коме Србија тражи начине да изврши реформе и модернизује школски систем, пре свега основне школе. Настава историје има важну улогу у изграђивању националног идентитета. Наставни планови и програми се непрекидно преиспитују и дорађују. Предмет анализе су и репрезентативни уџбеници историје за основне школе у којима се виде промене у тумачењима историјских садржаја у овом периду.