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Teachers undergo changes in their beliefs, knowledge and practices on an individual level as they learn how to teach. If society undergoes significant change, as Hong Kong did during the transition from British to Chinese rule in 1997, then social groups within society such as teachers are likely to react to change in different and complex ways. The purpose of this investigation is to exam.ine the changes experienced by teachers of English in Hong Kong, with a focus on teachers who received their teacher preparation at one Hong Kong institution during the final years leading up to the transition. The educational, linguistic, social and political context of Hong Kong is first described through a study of the research literature and a number of theories and models of change are presented through which the findings of the investigation are analysed. The main sources of data for the investigation consist of questionnaire responses, interview transcriptions and lesson observation reports of trainee English teachers during and after graduation from a BA course in TESL at a Hong Kong university. The main conclusions of the investigation are: (i) Educational issues and particularly those affecting ELT became more high-profile and politicised in the lead up to and after the changeover. (ii) English teachers in Hong Kong experience conflict between their desired approaches and the realities and constraints of the Hong Kong teaching context. These constraints provide a common justification for lack of innovative behaviour and make it possible for teachers to put off being innovative in the classroom indefinitely. (iii) At the same time, English teachers in Hong Kong are becoming more empowered within the educational system in reaction to challenges to their competency and as they have realised that they can affect educational policy through individual and collective action. The findings suggest that colonial discourses as documented by Pennycook (1998) of English language teaching still persist in Hong Kong, as they have been shown to do in other post-colonial societies, and Hong Kong is undergoing a post-handover period of change as it struggles to synthesise the educational legacies of the colonial period with new initiatives adopted to address Hong Kong's changing educational and social needs. The results of the research are developed into an original model of the factors impacting English language education in Hong Kong. The generic model is then elaborated in two versions, one of which applies before the changeover and the other after it.

Made available in DSpace on 2014-12-17T15:05:02Z (GMT). No. of bitstreams: 1 PaulaBO_DISSERT.pdf: 2811881 bytes, checksum: 6bed5e9f4e661648ada9bf97521c6b56 (MD5) Previous issue date: 2013-07-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Normally initial teacher training has not been sufficient to provide all the tools for an updated and efficient teaching practice. It is presented here one of the ways of working the completion of the initial training through a course of continuing education. This course is based on inquiry teaching which is considered an important teaching strategy for science education. This kind of teaching enables improvement of students reasoning and cognitive skills, the cooperation among them, the understanding of the nature of scientific work, and the motivation to think about the relationship between science, technology, society and environment. For this dissertation a course of continuing education based on this approach was followed in order to evaluate which contributions it can bring to the teaching practice. The course was followed based on three stages: on the first there was a questionnaire and an informal interview; next it happened through participant observation with audio and visual aid; the third stage happened through semi structured interview. The collected information was analyzed based on Content Analysis. An inquiry teaching pedagogical material was produced for the course including some examples and applications of this approach. The aim of the material is that it can be a support for the teachers after de course. The results allowed seeing that the course was very useful, different from the traditional and the teachers that put the approach to use found it to be very positive. Thus it can be said that some of the teachers who participated will try again to apply it, try to contextualize more the teaching situations with the students day to day life, as well make them more active and critic. We can also gather from the study, that the inquiry teaching is a very different tool from what the teacher was taught and is accustomed to use and the theoretical comprehension, acceptance and practice change is a complicated process and demands time / Normalmente a forma??o inicial n?o tem sido suficiente para proporcionar todas as ferramentas para uma pr?tica docente atualizada e eficaz. Aqui se apresenta uma das maneiras de se trabalhar a complementa??o da forma??o inicial: um curso de forma??o continuada. Neste curso trabalha-se o ensino por investiga??o que vem sendo considerado como uma importante estrat?gia did?tica para realizar o ensino de ci?ncias. Essa perspectiva de ensino possibilita: o aprimoramento do racioc?nio e das habilidades cognitivas dos alunos, a coopera??o entre eles, a compreens?o da natureza do trabalho cient?fico e o pensamento nas rela??es ci?ncia, tecnologia, sociedade e ambiente. Para essa disserta??o se busca caracterizar quais contribui??es um curso de forma??o continuada, baseado no ensino por investiga??o, traz para a pr?tica de ensino. Para tal foi acompanhado o desenvolvimento dos professores durante e ap?s o curso. O acompanhamento ocorreu em tr?s etapas: a primeira com a aplica??o de um question?rio e uma entrevista informal; a seguinte por meio da observa??o participativa do curso com aux?lio audiovisual; a terceira com uma entrevista semiestruturada. O material coletado foi analisado com base na An?lise de Conte?do. Para os professores cursistas foi produzido um material did?tico com base na pesquisa bibliogr?fica sobre o ensino por investiga??o. Ele apresenta uma fundamenta??o do ensino por investiga??o incluindo tamb?m alguns exemplos e aplica??es dessa abordagem, para que possa servir de ponto de apoio para os professores ap?s o curso. Com a an?lise dos resultados, percebeu-se que o curso foi tido como muito proveitoso, diferente do tradicional e os que aplicaram obtiveram resultados muito positivos com seus alunos. Assim acredita-se que alguns docentes que participaram da forma??o tentar?o aplicar novamente uma atividade investigativa, procurar?o contextualizar mais as situa??es de ensino com o cotidiano do aluno, bem como torn?-lo mais ativo e cr?tico. Al?m disso, conclui-se que o ensino por investiga??o ? uma ferramenta did?tica bastante diferente do que o docente foi apresentado na sua forma??o e utiliza no dia a dia, assim a compreens?o do embasamento te?rico, a aceita??o e mudan?a da pr?tica docente para aplica??o de uma aula investigativa ? um processo que demanda um esfor?o adicional por parte do professor

Alla luce del recente interesse verso l’insegnamento della lingua italiana all’estero, il presente elaborato esamina la storia della comunità italiana e dell’evoluzione della didattica dell’italiano nello stato del Victoria, in Australia. La tesi presenta inoltre i risultati della mia ricerca sull’influenza dei flussi migratori e delle politiche linguistiche australiane sull’insegnamento dell’italiano nelle scuole, descrivendo come la percezione della lingua italiana sia cambiata nell’immaginario australiano. Tale analisi storica mi ha permesso di formulare una valutazione critica e suggerimenti per migliorare le metodologie didattiche impiegate nei corsi di italiano nelle scuole secondarie del Victoria. / In light of the growing interest towards Italian teaching abroad, the present dissertation investigates the history of the Italian community and the evolution of Italian teaching in the state of Victoria, Australia. I hereby present the results of my research on the history of the Italian community in Victoria, as well as the influence of Australian immigration and language policies on Italian teaching in Victorian schools, highlighting how the perception of Italian language evolved in Australian public opinion throughout history. Based on this historical framework, a critical evaluation of Italian teaching methodologies in Victoria was conducted, which informed my suggestions for future improvement of Italian teaching practices.

This thesis focuses on the topic of teaching practicum in training teachers of EFL. The practicum is regarded as a complex didactic tool realized for a specific purpose with a specific aim. The theoretical part of the thesis presents the concept of practicum and the role of its participants. Furthermore, it presents the practicum models used in Finland, Germany and Belgium. Based on secondary literature and on the description of the practicum models used in the selected countries, the theoretical part proposes recommendations for enhancing the efficiency of practical training within the lifelong learning programme. The aim of the empirical part of this thesis is to find out how novice teachers evaluate their practical training and the beginning of their teaching career. The research is based on five case studies of teachers educated at the Faculty of Arts at Charles University and one case study of a teacher educated at the Faculty of Education at the University of South Bohemia. Semi- structured interviews were conducted to find out whether the novice teachers felt sufficiently prepared for their career and whether they consider the practicum model efficient. The research findings suggest that the practicum model used within the lifelong learning programme is inadequate and does not sufficiently...

Die Erziehungswissenschaftliche Lehr- und Forschungswerkstatt (ELF) ist ein Projekt, das an den Arbeitsbereich der Professur Schulpädagogik: Schulforschung des Instituts für Erziehungswissenschaft an der Technischen Universität Dresden angebunden ist und seit dem Wintersemester 2013/2014 Lehrveranstaltungen anbietet. Die ELF bietet engagierten Studierenden Raum, sich wissenschaftsbasiert in Team- und Kooperationsfähigkeit, Selbständigkeit und kritischer Selbstreflexion zu üben. Mit den Angeboten „Kollegiale Fallberatung“, „Blocktrainings zu sozialen und personalen Kompetenzen im Lehrer*innenberuf“ (kurz auch „Kompetenztrainings“ oder „Trainings“ genannt) und „Tutor*innentraining 1 und 2“ werden pädagogische Kompetenzen der Studierenden gestärkt, die bereits in der Organisation und Bewältigung des Studienalltags höchste Relevanz haben (Themen der Trainings sind bspw. Stress-/Zeitmanagement und Kommunikation) und auch im späteren Berufsalltag eine erhebliche Rolle spielen. Im Zuge dieser Lehrerfahrungen werden die Studierenden intensiv, individuell und prozessbezogen in ihren Lern- und Entwicklungsprozessen im Sinne eines Peer-Coaching von studentischen Mitarbeiter*innen der ELF begleitet. Die Reflexion dieser Selbsterfahrung als Lehrperson im Studium ist ein bedeutsamer Faktor für erfolgreiches pädagogisches Handeln im späteren Berufsleben, da die Handlungs- und Reflexionsfähigkeit der Teilnehmenden maßgeblich erweitert werden. Die Vermittlung der Lehrinhalte im Rahmen der ELF folgt darüber hinaus dem Prinzip eines Multiplikatorensystems. Die Teilnehmer*innen aller Lehrveranstaltungen der ELF erhalten mit der letzten Sitzung der Kollegialen Fallberatung, am Ende des zweiten Trainingstages der Kompetenztrainings und zum Abschluss des Tutor*innenprogrammes einen auf das jeweilige Format der Lehrveranstaltung zugeschnittenen Evaluationsbogen. Der Evaluationsbogen erhebt neben personenbezogenen Daten auch subjektive Einstellungen zu dem Format und der Durchführung des jeweiligen Lehrangebotes sowie der Leitung dessen durch die Peer-Leiter*innen, Einstellungen bezüglich der ELF und deren Wahrnehmung sowie die Einschätzung der individuellen Kompetenzentwicklung. Im vorliegenden Bericht werden die Ergebnisse der durchgeführten Evaluationen im Zeitraum vom Wintersemester 2013/14 bis zum Sommersemester 2018 dargestellt und erörtert.:1 Einführung 2 Methodik 3 Kollegiale Fallberatung (KFB) 4 Kompetenztrainings 5 Tutor*innentraining 1 6 Tutor*innentraining 2 7 Auswertung offene Fragen 8 Ausblick 9 Literatur

This diploma thesis deals with trends in German language teaching, focusing on project-based learning. The theoretical part deals with the description of German language in the Framework Educational Programme for Basic Education and with theoretical background of project-based learning. The thesis then focuses on four main parts of a project: planning, realisation, presentation and evaluation. The main aim of the practical part is to prepare a draft of a project for a German language class, which is to be put into practice at elementary school. Based on two surveys filled in by the participants of the project, the practical part compares the opinions of pupils on the project-based learning compared to the traditional way of teaching. It also focuses on the motivational aspect which should be brought about by projects. Keywords Project, Project-based Learning, Teaching Method, German Language Teaching, Cooperation of the Pupils, Elementary School

This diploma thesis focuses on the motivation of students at high school to study french language. The aim is to discover how is possible to motivate students in french language teaching. The thesis consists of the theoretical and the practical part. The theoretical part describes motivation to study french from the point of view of her three main components: learning, social environment of school and character of french language. The practical part has research form and explores what motivate students at high school to study french, compares motivation for this language at elementary school contrary to high school and compares english to french at high school. The main explored aspects of motivation in research part were: the reasons to study, measure of motivation, teaching environment, surrounding environment of french language, forms of teaching, social influence and barriers in studying french language. I collected the knowledge for the topic by questionnaire survey at Grammar school in Ústí nad labem, at Grammar school in Děčín, at Elementary school school Nativity in Děčín. Discovered finding out in summary of research results are verbally evaluated and interpreted with visual graphs accompaniment. I present the aims of research finding out in section results of aims in research. I...

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-11-05T16:55:20Z No. of bitstreams: 1 ALINE MOTA DE MESQUITA ASSIS.pdf: 6688952 bytes, checksum: 94c9e4c183a133d7dbafd52f7e741501 (MD5) / Made available in DSpace on 2018-11-05T16:55:20Z (GMT). No. of bitstreams: 1 ALINE MOTA DE MESQUITA ASSIS.pdf: 6688952 bytes, checksum: 94c9e4c183a133d7dbafd52f7e741501 (MD5) Previous issue date: 2018-08-30 / This work falls into the category of research into Theories of Education and Pedagogical Processes, and has as its main investigative focus, the teaching-learning process according to the algebraic concept of linear transformation, based on V.V. Davydov´s theory of developmental teaching. The question it seeks to clarify is : what are the repercussions for teaching the concept of linear transformation, based on the historical-cultural theory, in specific, Davydov's developmental theory, in the process of concept formation by students? Specifically, it aims to analyze the history of the logical development of the concept of linear transformation in order to grasp the relations present in it and the forms of mental movement displayed, towards identifying the mental actions to be contemplated in the planning and conduct of the activity of study; to carry out the study activity through the development of a didactic formation experiment to understand, in the course of the teaching-learning process of the concept of linear transformation, elements that indicate qualitative and quantitative changes in the development of student thinking. To this end research was carried out that consisted of a teaching experiment in a class of Linear Algebra at the Federal Institute of Education, Science and Technology of Goiás - Câmpus Goiânia, based on the assumptions of Davydov. This was completed with fourteen students of the Bachelor in Electrical Engineering graduate course and done so according to the structure of the study activity proposed by Davydov. The procedures for collecting the data were as follows: a written record of semistructured interviews with the teacher, socio-cultural questionnaires completed by the students, a diagnostic instrument for evaluation, an experimental teaching plan and the notes from non-participant direct observers. Data analysis focuses on the process of concept formation and the elements involved in this process from the following categories: transformation of task data into the identification of the general principle of the concept of linear transformation; from modeling to transformation of a model to the concept of linear transformation and the use of the concept of linear transformation as a mental tool. The results showed: the motivation of students during the experimental teaching; an understanding of algebraic concepts after logical-historical analysis by the majority of the research subjects; indicators of the zone of proximal development of the students in relation to the concepts of matrix, function and vector space - considered here as the prerequisites for the formation of the concept of linear transformation, developing the ability to think Mathematically according to the logic of this science; evidence of qualitative changes in the development of theoretical thinking of the research subjects, again, regarding the concept of linear transformation. The main contribution of this research was to show an alternative way of organizing the teaching of the concept of linear transformation, and consequently Linear Algebra. It is believed that even with the contradictions present in the curricular structure of the courses in the areas of the exact and world sciences and in engineering, as well as in the students' school formation, it is possible to carry out teaching based on the theory of developmental teaching and contribute to the theoretical thought formation in the majority of students. / Este trabalho, inscrito na linha de pesquisa Teorias da Educação e Processos Pedagógicos, tem como principal foco investigativo o processo de ensino-aprendizagem do conceito algébrico de transformação linear, fundamentando-se na teoria do ensino desenvolvimental de V. V. Davydov. A questão que se buscou esclarecer foi: que repercussões teriam, no processo de formação de conceitos pelos alunos, o ensino do conceito de transformação linear fundamentado na teoria histórico-cultural, em específico, na teoria do ensino desenvolvimental de Davydov? Especificamente, objetiva-se: analisar a história do desenvolvimento lógico do conceito de transformação linear a fim de apreender as relações nele presentes e o tipo de movimento mental que ele contém para identificar as ações mentais a serem contempladas no planejamento e na condução da atividade de estudo; proceder à realização da atividade de estudo mediante o desenvolvimento de um experimento didático formativo; apreender, no decorrer processo de ensino-aprendizagem do conceito de transformação linear, elementos que indicam mudanças qualitativas e quantitativas no desenvolvimento do pensamento do aluno. Para tanto, realizou-se uma pesquisa que consistiu em um experimento de ensino, baseado nos pressupostos de Davydov, em uma turma de Álgebra Linear do Instituto Federal de Educação, Ciência e Tecnologia de Goiás – Câmpus Goiânia, desenvolvido com quatorze alunos do curso de Bacharelado em Engenharia Elétrica e seguindo a estrutura da atividade de estudo proposta por Davydov. Os procedimentos para a coleta dos dados foram: roteiro de entrevista semiestruturada com o professor, questionário sociocultural dos alunos, instrumento de avaliação diagnóstica, plano de ensino experimental e roteiro de observação direta não participante. A análise dos dados enfoca o processo de formação de conceitos e os elementos intervenientes nesse processo a partir das seguintes categorias: transformação dos dados da tarefa na condução da identificação do princípio geral do conceito de transformação linear; da modelação à transformação de um modelo para o conceito de transformação linear e o uso do conceito de transformação linear como ferramenta mental. Os resultados obtidos revelaram: motivação dos alunos durante o ensino experimental; compreensão dos conceitos algébricos, após a análise lógico-histórica, pela maioria dos sujeitos da pesquisa; indícios de progresso da zona de desenvolvimento proximal dos alunos no que tange aos conceitos de matriz, função e espaço vetorial, considerados aqui como os pré-requisitos para a formação do conceito de transformação linear, desenvolvendo a capacidade de pensar a Matemática de acordo com a forma de pensar desta ciência; indícios de mudanças qualitativas no desenvolvimento do pensamento teórico dos sujeitos da pesquisa quanto ao conceito de transformação linear. A principal contribuição desta pesquisa consistiu em mostrar um caminho alternativo de organização do ensino do conceito de transformação linear, consequentemente, da Álgebra Linear. Acredita-se que, mesmo com as contradições presentes na estrutura curricular dos cursos das áreas de Ciências Exatas e da Terra e Engenharias, bem como na formação escolar dos alunos, é possível realizar um ensino embasado na teoria do ensino desenvolvimental e contribuir para a formação do pensamento teórico da maioria dos alunos

<p>У докторској дисертацији је најпре сагледан и анализиран теоријски оквир употребе рачунара, ИКТ и блога у настави. За&nbsp; потребе&nbsp; педагошког&nbsp; експеримента&nbsp; са&nbsp; паралелним&nbsp; групама,&nbsp; креиран&nbsp; је&nbsp; блог&nbsp; Биосоикослогос<br />(www.biosoikoslogos.wordpress.com)&nbsp; на&nbsp; ком&nbsp; су&nbsp; интегрисани&nbsp; садржаји&nbsp; из&nbsp; наставне&nbsp; теме&nbsp; Основи&nbsp; цитологије према Наставном програму биологије за I разред гимназије свих смерова.&nbsp; Узорак истраживања је обухватао 171 ученика подељених у две групе при чему је у Е групи било 85, а у К групи 86 ученика.<br />За&nbsp; потребе&nbsp; педагошког&nbsp; експеримента&nbsp; су&nbsp; креирани&nbsp; тестови&nbsp; знања&nbsp; (иницијални&nbsp; тест,&nbsp; финални&nbsp; тест&nbsp; и ретест) и скала процене о вредностима различитих карактеристика блога. Тестови знања су садржали питања на&nbsp; три&nbsp; нивоа:&nbsp; основни&nbsp; ниво&nbsp; (познавање&nbsp; чињеница),&nbsp; средњи&nbsp; ниво&nbsp; (разумевање&nbsp; појмова)&nbsp; и&nbsp; напредни&nbsp; ниво (анализа и резоновање). На&nbsp; почетку&nbsp; истраживања&nbsp; Е&nbsp; и&nbsp; К&nbsp; група&nbsp; су&nbsp; уједначене&nbsp; иницијалним&nbsp; тестом&nbsp; знања,&nbsp; као&nbsp; и&nbsp; према&nbsp; општем<br />успеху&nbsp; и&nbsp; успеху из биологије.&nbsp; Након иницијалног тестирања ученици Е и К групе су реализовали садржаје наставне&nbsp; теме&nbsp; Основи&nbsp; цитологије&nbsp; различитим&nbsp; моделима&nbsp; наставе,&nbsp; при&nbsp; чему&nbsp; су&nbsp; ученици&nbsp; Е&nbsp; групе&nbsp; користили блог&nbsp; у&nbsp; настави,&nbsp; а&nbsp; ученици&nbsp; К&nbsp; групе&nbsp; су&nbsp; исте&nbsp; садржаје&nbsp; реализовали&nbsp; традиционалном&nbsp; наставом.&nbsp; Након&nbsp; обраде наставне теме Основи цитологије, ученици обе групе су тестирани финалним тестом знања, а месец дана (32 дана)&nbsp; након&nbsp; финалног&nbsp; теста&nbsp; ученици&nbsp; су&nbsp; радили&nbsp; ретест.&nbsp; Након&nbsp; завршених&nbsp; тестирања,&nbsp; ученици&nbsp; Е&nbsp; груп е&nbsp; су попунили&nbsp; скалу&nbsp; процене&nbsp; о&nbsp; вредностима&nbsp; различитих&nbsp; карактеристика&nbsp; блога.&nbsp; Резултати&nbsp; добијени&nbsp; на&nbsp; тествима знања и скали процене су обрађени одговарајућим статистичким методама и представљени на одговарајући<br />начин.Ученици&nbsp; Е&nbsp; групе&nbsp; су&nbsp; постигли&nbsp; статистички&nbsp; значајно&nbsp; боље&nbsp; резултате&nbsp; у&nbsp; односу&nbsp; на&nbsp; ученике&nbsp; К&nbsp; групе&nbsp; на финалном&nbsp; тесту&nbsp; знања&nbsp; и&nbsp; ретесту&nbsp; у&nbsp; целини&nbsp; и&nbsp; на&nbsp; свим&nbsp; нивоима&nbsp; знања&nbsp; појединачно.&nbsp; Такође,&nbsp; резултати&nbsp; су показали&nbsp; да&nbsp; уз&nbsp; примену&nbsp; блога&nbsp; у&nbsp; настави&nbsp; највише&nbsp; напредују&nbsp; напредни&nbsp; ученици,&nbsp; нешто&nbsp; мање&nbsp; просечни ученици,&nbsp; а најмање слаби ученици. Истраживање је, такође, показало да блог једнако доприноси постигнућу из биологије код ученика и ученица.<br />Резултати&nbsp; скале&nbsp; процене&nbsp; су&nbsp; показали&nbsp; да&nbsp; су&nbsp; ученицима&nbsp; најважније&nbsp; оне&nbsp; карактеристике&nbsp; блога&nbsp; које&nbsp; им директно олакшавају учење градива, а нешто мање су им важне карактеристике које им омогућују да док уче размењују искуства са другим ученицима.</p> / <p>U doktorskoj disertaciji je najpre sagledan i analiziran teorijski okvir upotrebe računara, IKT i bloga u nastavi. Za&nbsp; potrebe&nbsp; pedagoškog&nbsp; eksperimenta&nbsp; sa&nbsp; paralelnim&nbsp; grupama,&nbsp; kreiran&nbsp; je&nbsp; blog&nbsp; Biosoikoslogos<br />(www.biosoikoslogos.wordpress.com)&nbsp; na&nbsp; kom&nbsp; su&nbsp; integrisani&nbsp; sadržaji&nbsp; iz&nbsp; nastavne&nbsp; teme&nbsp; Osnovi&nbsp; citologije prema Nastavnom programu biologije za I razred gimnazije svih smerova.&nbsp; Uzorak istraživanja je obuhvatao 171 učenika podeljenih u dve grupe pri čemu je u E grupi bilo 85, a u K grupi 86 učenika.<br />Za&nbsp; potrebe&nbsp; pedagoškog&nbsp; eksperimenta&nbsp; su&nbsp; kreirani&nbsp; testovi&nbsp; znanja&nbsp; (inicijalni&nbsp; test,&nbsp; finalni&nbsp; test&nbsp; i retest) i skala procene o vrednostima različitih karakteristika bloga. Testovi znanja su sadržali pitanja na&nbsp; tri&nbsp; nivoa:&nbsp; osnovni&nbsp; nivo&nbsp; (poznavanje&nbsp; činjenica),&nbsp; srednji&nbsp; nivo&nbsp; (razumevanje&nbsp; pojmova)&nbsp; i&nbsp; napredni&nbsp; nivo (analiza i rezonovanje). Na&nbsp; početku&nbsp; istraživanja&nbsp; E&nbsp; i&nbsp; K&nbsp; grupa&nbsp; su&nbsp; ujednačene&nbsp; inicijalnim&nbsp; testom&nbsp; znanja,&nbsp; kao&nbsp; i&nbsp; prema&nbsp; opštem<br />uspehu&nbsp; i&nbsp; uspehu iz biologije.&nbsp; Nakon inicijalnog testiranja učenici E i K grupe su realizovali sadržaje nastavne&nbsp; teme&nbsp; Osnovi&nbsp; citologije&nbsp; različitim&nbsp; modelima&nbsp; nastave,&nbsp; pri&nbsp; čemu&nbsp; su&nbsp; učenici&nbsp; E&nbsp; grupe&nbsp; koristili blog&nbsp; u&nbsp; nastavi,&nbsp; a&nbsp; učenici&nbsp; K&nbsp; grupe&nbsp; su&nbsp; iste&nbsp; sadržaje&nbsp; realizovali&nbsp; tradicionalnom&nbsp; nastavom.&nbsp; Nakon&nbsp; obrade nastavne teme Osnovi citologije, učenici obe grupe su testirani finalnim testom znanja, a mesec dana (32 dana)&nbsp; nakon&nbsp; finalnog&nbsp; testa&nbsp; učenici&nbsp; su&nbsp; radili&nbsp; retest.&nbsp; Nakon&nbsp; završenih&nbsp; testiranja,&nbsp; učenici&nbsp; E&nbsp; grup e&nbsp; su popunili&nbsp; skalu&nbsp; procene&nbsp; o&nbsp; vrednostima&nbsp; različitih&nbsp; karakteristika&nbsp; bloga.&nbsp; Rezultati&nbsp; dobijeni&nbsp; na&nbsp; testvima znanja i skali procene su obrađeni odgovarajućim statističkim metodama i predstavljeni na odgovarajući<br />način.Učenici&nbsp; E&nbsp; grupe&nbsp; su&nbsp; postigli&nbsp; statistički&nbsp; značajno&nbsp; bolje&nbsp; rezultate&nbsp; u&nbsp; odnosu&nbsp; na&nbsp; učenike&nbsp; K&nbsp; grupe&nbsp; na finalnom&nbsp; testu&nbsp; znanja&nbsp; i&nbsp; retestu&nbsp; u&nbsp; celini&nbsp; i&nbsp; na&nbsp; svim&nbsp; nivoima&nbsp; znanja&nbsp; pojedinačno.&nbsp; Takođe,&nbsp; rezultati&nbsp; su pokazali&nbsp; da&nbsp; uz&nbsp; primenu&nbsp; bloga&nbsp; u&nbsp; nastavi&nbsp; najviše&nbsp; napreduju&nbsp; napredni&nbsp; učenici,&nbsp; nešto&nbsp; manje&nbsp; prosečni učenici,&nbsp; a najmanje slabi učenici. Istraživanje je, takođe, pokazalo da blog jednako doprinosi postignuću iz biologije kod učenika i učenica.<br />Rezultati&nbsp; skale&nbsp; procene&nbsp; su&nbsp; pokazali&nbsp; da&nbsp; su&nbsp; učenicima&nbsp; najvažnije&nbsp; one&nbsp; karakteristike&nbsp; bloga&nbsp; koje&nbsp; im direktno olakšavaju učenje gradiva, a nešto manje su im važne karakteristike koje im omogućuju da dok uče razmenjuju iskustva sa drugim učenicima.</p> / <p><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> 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QFormat="true" Name="TOC Heading"/> </w:LatentStyles></xml><![endif]--><!--[if gte mso 10]><style> /* Style Definitions */ table.MsoNormalTable{mso-style-name:"Table Normal";mso-tstyle-rowband-size:0;mso-tstyle-colband-size:0;mso-style-noshow:yes;mso-style-priority:99;mso-style-qformat:yes;mso-style-parent:"";mso-padding-alt:0in 5.4pt 0in 5.4pt;mso-para-margin-top:0in;mso-para-margin-right:0in;mso-para-margin-bottom:10.0pt;mso-para-margin-left:0in;line-height:115%;mso-pagination:widow-orphan;font-size:11.0pt;font-family:"Calibri","sans-serif";mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:"Times New Roman";mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;}</style><![endif]--></p><p class="MsoNormal">First, in dissertation, the theoretical framework of computers&rsquo; use, ICT and blogs in teaching were&nbsp; examined and analyzed. For&nbsp; the&nbsp; needs&nbsp; of&nbsp; a&nbsp; pedagogical&nbsp; experiment&nbsp; with&nbsp; parallel&nbsp; groups,&nbsp; a&nbsp; blog&nbsp; Biosoikoslogos (www.biosoikoslogos.wordpress.com)&nbsp; was&nbsp; created&nbsp; on&nbsp; which&nbsp; the&nbsp; contents&nbsp; of&nbsp; the&nbsp; teaching&nbsp; topic&nbsp; were&nbsp; based&nbsp; on&nbsp; the Basics of Cytology&nbsp; according to&nbsp; Biology&nbsp; curriculum for the first grade of the grammar school.&nbsp; The survey sample included 171 students divided into two groups with 85&nbsp; students in the E group and 86 in the K group. For the needs of the pedagogical experiment, knowledge tests (initial test, final test and retest) and estimating scale&nbsp; that&nbsp; values&nbsp; different&nbsp; characteristics&nbsp; of&nbsp; the&nbsp; blog&nbsp; were&nbsp; created.&nbsp; Knowledge&nbsp; tests&nbsp; contained&nbsp; questions&nbsp; at&nbsp; three levels: basic level (knowledge of facts), intermediate level (comprehension of terms) and advanced level (analysis&nbsp; and reasoning). At&nbsp; the&nbsp; beginning&nbsp; of&nbsp; the&nbsp; research,&nbsp; the&nbsp; E&nbsp; and&nbsp; K&nbsp; groups&nbsp; were&nbsp; aligned&nbsp; with&nbsp; the&nbsp; initial&nbsp; test&nbsp; of&nbsp; knowledge,&nbsp; also, according&nbsp; to&nbsp; the&nbsp; general&nbsp; success&nbsp; and&nbsp; success&nbsp; of&nbsp; biology.&nbsp; After&nbsp; the&nbsp; initial&nbsp; testing,&nbsp; the&nbsp; students&nbsp; of&nbsp;&nbsp; E&nbsp; and&nbsp; K&nbsp; group realized the contents of the teaching topic Basics of cytology using different models of teaching, while the students of the&nbsp; E&nbsp; group&nbsp; used&nbsp; a&nbsp; blog,&nbsp; students&nbsp; of&nbsp; K&nbsp; group&nbsp; realized&nbsp; the&nbsp; same&nbsp; contents&nbsp; with&nbsp; the&nbsp; traditional&nbsp; teaching.&nbsp;&nbsp; After completing&nbsp; the&nbsp; teaching&nbsp; topic,&nbsp; Basics&nbsp; of&nbsp; Cytology,&nbsp; the&nbsp; students&nbsp; of&nbsp; both&nbsp; groups&nbsp; were&nbsp; tested&nbsp; with&nbsp; the&nbsp; final&nbsp; test&nbsp; of knowledge, and one month (32 days) after the final test, students had a retest.&nbsp;&nbsp; After completing the tests, students from&nbsp; the E group filled the&nbsp; estimating scale that&nbsp; values different&nbsp; characteristics of the blog.&nbsp; The results obtained&nbsp; by the knowledge tests and the estimating scale were&nbsp; processed by appropriate statistical methods and presented in an appropriate manner. Students&nbsp; from the E group achieved statistically significantly bet ter results in relation to K group students in the final test of knowledge and retest,&nbsp; in general and at all levels of knowledge individually.Also, results showed that using&nbsp; blog&nbsp; during&nbsp; teaching&nbsp; helps&nbsp; advanced&nbsp; students&nbsp; the&nbsp; most,&nbsp; average&nbsp; students&nbsp; showed&nbsp; less&nbsp; progress&nbsp; and&nbsp; weak students showed very little progress.&nbsp; The research also showed that blog equally contributes to the achievement&nbsp; in biology among male and&nbsp; female students..The estimating scale results showed that for students the most important chara cteristics of the blog are those that directly facilitate the learning of the material, and less important are those that enable them to exchange experiences with other students while they are learning.</p>