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master's thesis
Uloga domaće zadaće u nastavi Prirode i društva
2019. urn:nbn:hr:141:857607
Lošonc, Barbara
Josip Juraj Strossmayer University of Osijek
Faculty of Education

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Lošonc, B. (2019). Uloga domaće zadaće u nastavi Prirode i društva (Master's thesis). Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:141:857607

Lošonc, Barbara. "Uloga domaće zadaće u nastavi Prirode i društva." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2019. https://urn.nsk.hr/urn:nbn:hr:141:857607

Lošonc, Barbara. "Uloga domaće zadaće u nastavi Prirode i društva." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2019. https://urn.nsk.hr/urn:nbn:hr:141:857607

Lošonc, B. (2019). 'Uloga domaće zadaće u nastavi Prirode i društva', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, accessed 19 April 2024, https://urn.nsk.hr/urn:nbn:hr:141:857607

Lošonc B. Uloga domaće zadaće u nastavi Prirode i društva [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education; 2019 [cited 2024 April 19] Available at: https://urn.nsk.hr/urn:nbn:hr:141:857607

B. Lošonc, "Uloga domaće zadaće u nastavi Prirode i društva", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, Osijek, 2019. Available at: https://urn.nsk.hr/urn:nbn:hr:141:857607

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Metadata
TitleUloga domaće zadaće u nastavi Prirode i društva
Title (english)The role of homework in Nature and Society instruction
AuthorBarbara Lošonc
MentorEdita Borić (mentor)
Committee memberEdita Borić (predsjednik povjerenstva)
Committee memberVjekoslav Galzina (član povjerenstva)
Committee memberIrena Krumes (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Education
Osijek
Defense date and country2019-09-30, Croatia
Scientific / art field,
discipline and subdiscipline		NATURAL SCIENCES
Interdisciplinary Natural Sciences
Teaching Methods in the Natural Sciences
Abstract
Postoje razna mišljenja o potrebi domaćih zadaća. U našim školama domaće zadaće su odavno prisutne. Učitelji sami odlučuju koliku količinu domaćih zadaća će zadati i iz kakvih izvora će ona biti. Svaki nastavni predmet ima svoje ciljeve i zadaće koje učitelj mora prenijeti učenicima. Domaće zadaće mogu pomoći u ostvarivanju tih ciljeva. Cilj ovog istraživanja bio je ispitati kolika je učestalost domaćih zadaća u nastavi Prirode i društva, iz kojih se izvora one zadaju odnosno kakva je njihova kvaliteta te na koji način učitelji pregledavaju i vrednuju domaće zadaće iz Prirode i društva. U provedenom istraživanju sudjelovalo je 135 učitelja razredne nastave. Podaci su prikupljeni metodom promatranja. Promatranje su proveli studenti Fakulteta za odgojne i obrazovne znanosti u Osijeku i Slavonskom Brodu prema ranije dobivenom obrascu. Studenti su pratili sate Prirode i društva za vrijeme stručno – pedagoške prakse. Ukupno su prikupljeni podaci za 444 nastavna sata iz Prirode i društva. Rezultati istraživanja pokazuju da učitelji često zadaju domaće zadaće i da su one najčešće iz radne bilježnice i radnih listića, a ostali izvori se koriste u malom postotku. Kad pregledavaju domaću zadaću učitelji najčešće pregledavaju i kvantitetu i kvalitetu odgovora u domaćoj zadaći, a u manjem broju se pregledava samo kvantiteta ili se uopće ne pregledavaju. Kod vrednovanja domaćih zadaća, najveći je postotak učitelja koji vode bilješke o pregledanim zadaćama i nakon nekog vremena za te zadaće daju ocjenu. Manji postotak učitelja vrednuje zadaću samo oznakama ili brojčanom ocjenom, a vrlo mali postotak domaćih zadaća se ne vrednuje. Zadaci u zadavanim domaćim zadaćama ne potiču razvijanje viših razina kognitivnih sposobnosti što umanjuje vrijednost same domaće zadaće. Učitelji kod pregledavanja i vrednovanja domaćih zadaća većinom prate kako su učenici rješavali i napredovali kroz duže razdoblje što pomaže da učenici ostanu motivirani i da nauče i sami svoj rad procjenjivati.
Abstract (english)
There are various opinions on the need for homework. In our schools homework have long been present. Every teacher decides what amount of homework will they give and from what source will it be. Each subject has its own goals and tasks. Homework can help in achieving these goals. The aim of this study was to measure frequency of homework in teaching Nature and Society, from which sources they receive homework from and what their quality is, and how teachers review and evaluate homework from Nature and Society. In this research participated 135 primary school teachers. Data was collected through the observation. The observation was conducted by students of the Faculty of Educational Sciences in Osijek and Slavonski Brod. Students monitored the hours of Nature and society during professional -pedagogical practice. Total collected data is for 444 teaching hours of Nature and Society. The results show that teachers often give homework and they are mostly from workbooks and worksheets, and other resources are used in a small percentage. When viewing homework teachers usually reviewed quantity and quality of responses to homework, and a smaller number reviewed only quantity or did not review it at all. In evaluating homework, there is the largest percentage of teachers who keep records of the checked tasks and after some time for these tasks give a rating. A smaller percentage of teachers evaluated the task only by labels or numerical grade, a very small percentage of homework is not measured. Tasks in given homeworks do not encourage the development of higher levels of cognitive abilities, which reduces the value of homework. Teachers mostly monitor how the students solved the homework and their progress over a longer period of time which helps students stay motivated and to learn how to selfevaluate.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:141:857607
Study programmeTitle: Integrated undergraduate and graduate university Class Teacher Studies
Study programme type: university
Study level: integrated undergraduate and graduate
Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2019-12-03 12:39:44