TY  - CHAP
AU  - Kovač-Cerović, Tinde
AU  - Pavlović-Babić, Dragica
AU  - Jokić, Tijana
AU  - Jovanović, Olja
AU  - Jovanović, Vitomir
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/634
UR  - http://reff.f.bg.ac.rs/handle/123456789/4195
AB  - The paper authored by Tinde Kovač-Cerović, Dragica Pavlović-Babić, Tijana Jokić, OljaJovanović and Vitomir Jovanović First comprehensive monitoring of inclusive education in Serbia:selected findings, presents selected findings of the first comprehensive evaluation of inclusiveeducation in Serbia, five years after its systemic introduction. This evaluation is based on indicatorsdefined by the Framework for monitoring inclusive education in Serbia. The research was conducted on a representative sample of 28 schools, and it encompassed 1537 students, 794 parents and 742teachers. The structure of the framework, which implies predefined indicators and criteria, as well asthe assessment of that same indicator by various informants, enabled the identification of the areaswhich are strong points in our education system, as well as areas that require immediate systemdevelopment. The results of the monitoring constitute a reliable basis for improving the policy andpractice of inclusive education in Serbia.
PB  - Belgrade : Institute for Educational Research
PB  - Belgrade : Faculty of Teacher Education
PB  - Volgograd : Volgograd State Socio-Pedagogical University
T2  - Challenges and perspectives of inclusive education
T1  - First comprehensive monitoring of inclusive education in Serbia: selected findings
EP  - 19
SP  - 15
UR  - https://hdl.handle.net/21.15107/rcub_reff_4195
ER  - 

@inbook{
author = "Kovač-Cerović, Tinde and Pavlović-Babić, Dragica and Jokić, Tijana and Jovanović, Olja and Jovanović, Vitomir",
year = "2016",
abstract = "The paper authored by Tinde Kovač-Cerović, Dragica Pavlović-Babić, Tijana Jokić, OljaJovanović and Vitomir Jovanović First comprehensive monitoring of inclusive education in Serbia:selected findings, presents selected findings of the first comprehensive evaluation of inclusiveeducation in Serbia, five years after its systemic introduction. This evaluation is based on indicatorsdefined by the Framework for monitoring inclusive education in Serbia. The research was conducted on a representative sample of 28 schools, and it encompassed 1537 students, 794 parents and 742teachers. The structure of the framework, which implies predefined indicators and criteria, as well asthe assessment of that same indicator by various informants, enabled the identification of the areaswhich are strong points in our education system, as well as areas that require immediate systemdevelopment. The results of the monitoring constitute a reliable basis for improving the policy andpractice of inclusive education in Serbia.",
publisher = "Belgrade : Institute for Educational Research, Belgrade : Faculty of Teacher Education, Volgograd : Volgograd State Socio-Pedagogical University",
journal = "Challenges and perspectives of inclusive education",
booktitle = "First comprehensive monitoring of inclusive education in Serbia: selected findings",
pages = "19-15",
url = "https://hdl.handle.net/21.15107/rcub_reff_4195"
}

Kovač-Cerović, T., Pavlović-Babić, D., Jokić, T., Jovanović, O.,& Jovanović, V.. (2016). First comprehensive monitoring of inclusive education in Serbia: selected findings. in Challenges and perspectives of inclusive education
Belgrade : Institute for Educational Research., 15-19.
https://hdl.handle.net/21.15107/rcub_reff_4195

Kovač-Cerović T, Pavlović-Babić D, Jokić T, Jovanović O, Jovanović V. First comprehensive monitoring of inclusive education in Serbia: selected findings. in Challenges and perspectives of inclusive education. 2016;:15-19.
https://hdl.handle.net/21.15107/rcub_reff_4195 .

Kovač-Cerović, Tinde, Pavlović-Babić, Dragica, Jokić, Tijana, Jovanović, Olja, Jovanović, Vitomir, "First comprehensive monitoring of inclusive education in Serbia: selected findings" in Challenges and perspectives of inclusive education (2016):15-19,
https://hdl.handle.net/21.15107/rcub_reff_4195 .

TY  - JOUR
AU  - Jovanović, Vitomir
AU  - Baucal, Aleksandar
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/2154
AB  - Osnovni cilj ovog rada jeste pružanje doprinosa odgovorima na pitanje o tome koji su najvažniji prediktori napretka u čitalačkoj kompetenciji koji učenik ostvari nakon dve godine srednjeg obrazovanja i da li se sklop prediktora napretka razlikuje od sklopa prediktora postignuća na testu čitalačke pismenosti i školskog uspeha izraženog kroz školske ocene. Iz uzorka koji je korišćen za istraživanje PISA 2009 koje je sprovedeno u Srbiji, učenici su nakon dve godine ponovno testirani PISA testom čitalačke pismenosti, kvazi-longitudinalno, mereći korelate postignuća u drugoj vremenskoj tački. Realizovani uzorak predstavlja 20 srednjih škola i 446 učenika. Izabrano je 14 prediktora koja su, prema dosadašnjim istraživanjima, pokazala najveću povezanost sa školskim postignućem. Rezultati pokazuju da prediktori objašnjavaju samo 13% varijanse napredovanja na testu čitalačke pismenosti (R=.36; R2=.13; F =12.97; p lt .05) iako objašnjavaju 49% varijanse postignuća na njemu (R=.70; R2 197,18 =.49; F257,18 =12.97; p lt .001), što otvara pitanje važnosti ranog učenja na napredovanje u čitalačkoj kompetentnosti. Kao najsnažniji prediktor i u jednoj i u drugoj analizi pokazala se autonomna forma ekstrinzičke motivacije koja, prema teoriji samodeterminacije, govori o shvatanju važnosti učenja za budući život i karijeru. Nešto drugačiji sklop korišćenih prediktora predviđa školski uspeh meren ocenama. Korišćenje metakognitivnih strategija nije značajan prediktor školskog uspeha a jeste prediktor postignuća na testu čitalačke pismenosti. Zajedno s nalazima koji ukazuju na korelaciju nižu od očekivane između postignuća na čitalačkoj pismenosti i školskog uspeha (r=.39; p lt 0.001) i generalno niže napredovanje Srbije na ovom testu u odnosu na procenjeno napredovanje zemalja OECD-a, ti rezultati govore u prilog zaključku da naš obrazovni sistem ne podstiče dovoljno razvoj čitalačkih kompetencija.
AB  - The aim of the paper is to provide a contribution to answering the question about the most important predictors of progress in reading competence achieved by students after two years of secondary education, as well as whether the set of predictors of progress is different from the set of predictors of achievement in reading literacy test and school achievement measured via school grades. The students from the sample for the PISA 2009 study conducted in Serbia were tested again after two years by the PISA reading literacy test, quasi longitudinally, measuring achievement correlates at another time point. The realised sample included 20 secondary schools and 446 students. We selected fourteen predictors that, according to the studies so far, proved to have highest correlations with school achievement. The results have shown that the predictors explain only 13% of variance of the progress in reading literacy test (R=.36; R2=.13; F =12.97; p lt .05) although they explain 49% of variance of achievement at it (R=.70; R2 197,18 =.49; F257,18 =12.97; p lt .001). This opens up the issue of the importance of early learning for progress in reading competence. In both the first and the second analysis, the strongest predictor was the autonomous form of extrinsic motivation which, according to the self-determination theory, speaks about the importance of learning for future life and career. A somewhat different set of used predictors predicted school achievement measured via school grades. Using metacognitive strategies is not an important predictor of school achievement while it is the predictor of achievement in the reading literacy test. Together with the findings pointing towards the lower than expected correlation between achievement in reading literacy and school achievement (r=.39; p lt 0.001) and generally low progress of Serbia at this test compared to the estimated progress of the OECD countries, these results give grounds for the conclusion that our educational system does not promote sufficiently the development of reading competence.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - Razvoj PISA čitalačke kompetencije u srednjem obrazovanju
T1  - The development of PISA reading competence in secondary education
EP  - 82
IS  - 1
SP  - 63
VL  - 19
DO  - 10.5937/PsIstra1601063J
ER  - 

@article{
author = "Jovanović, Vitomir and Baucal, Aleksandar",
year = "2016",
abstract = "Osnovni cilj ovog rada jeste pružanje doprinosa odgovorima na pitanje o tome koji su najvažniji prediktori napretka u čitalačkoj kompetenciji koji učenik ostvari nakon dve godine srednjeg obrazovanja i da li se sklop prediktora napretka razlikuje od sklopa prediktora postignuća na testu čitalačke pismenosti i školskog uspeha izraženog kroz školske ocene. Iz uzorka koji je korišćen za istraživanje PISA 2009 koje je sprovedeno u Srbiji, učenici su nakon dve godine ponovno testirani PISA testom čitalačke pismenosti, kvazi-longitudinalno, mereći korelate postignuća u drugoj vremenskoj tački. Realizovani uzorak predstavlja 20 srednjih škola i 446 učenika. Izabrano je 14 prediktora koja su, prema dosadašnjim istraživanjima, pokazala najveću povezanost sa školskim postignućem. Rezultati pokazuju da prediktori objašnjavaju samo 13% varijanse napredovanja na testu čitalačke pismenosti (R=.36; R2=.13; F =12.97; p lt .05) iako objašnjavaju 49% varijanse postignuća na njemu (R=.70; R2 197,18 =.49; F257,18 =12.97; p lt .001), što otvara pitanje važnosti ranog učenja na napredovanje u čitalačkoj kompetentnosti. Kao najsnažniji prediktor i u jednoj i u drugoj analizi pokazala se autonomna forma ekstrinzičke motivacije koja, prema teoriji samodeterminacije, govori o shvatanju važnosti učenja za budući život i karijeru. Nešto drugačiji sklop korišćenih prediktora predviđa školski uspeh meren ocenama. Korišćenje metakognitivnih strategija nije značajan prediktor školskog uspeha a jeste prediktor postignuća na testu čitalačke pismenosti. Zajedno s nalazima koji ukazuju na korelaciju nižu od očekivane između postignuća na čitalačkoj pismenosti i školskog uspeha (r=.39; p lt 0.001) i generalno niže napredovanje Srbije na ovom testu u odnosu na procenjeno napredovanje zemalja OECD-a, ti rezultati govore u prilog zaključku da naš obrazovni sistem ne podstiče dovoljno razvoj čitalačkih kompetencija., The aim of the paper is to provide a contribution to answering the question about the most important predictors of progress in reading competence achieved by students after two years of secondary education, as well as whether the set of predictors of progress is different from the set of predictors of achievement in reading literacy test and school achievement measured via school grades. The students from the sample for the PISA 2009 study conducted in Serbia were tested again after two years by the PISA reading literacy test, quasi longitudinally, measuring achievement correlates at another time point. The realised sample included 20 secondary schools and 446 students. We selected fourteen predictors that, according to the studies so far, proved to have highest correlations with school achievement. The results have shown that the predictors explain only 13% of variance of the progress in reading literacy test (R=.36; R2=.13; F =12.97; p lt .05) although they explain 49% of variance of achievement at it (R=.70; R2 197,18 =.49; F257,18 =12.97; p lt .001). This opens up the issue of the importance of early learning for progress in reading competence. In both the first and the second analysis, the strongest predictor was the autonomous form of extrinsic motivation which, according to the self-determination theory, speaks about the importance of learning for future life and career. A somewhat different set of used predictors predicted school achievement measured via school grades. Using metacognitive strategies is not an important predictor of school achievement while it is the predictor of achievement in the reading literacy test. Together with the findings pointing towards the lower than expected correlation between achievement in reading literacy and school achievement (r=.39; p lt 0.001) and generally low progress of Serbia at this test compared to the estimated progress of the OECD countries, these results give grounds for the conclusion that our educational system does not promote sufficiently the development of reading competence.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "Razvoj PISA čitalačke kompetencije u srednjem obrazovanju, The development of PISA reading competence in secondary education",
pages = "82-63",
number = "1",
volume = "19",
doi = "10.5937/PsIstra1601063J"
}

Jovanović, V.,& Baucal, A.. (2016). Razvoj PISA čitalačke kompetencije u srednjem obrazovanju. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 19(1), 63-82.
https://doi.org/10.5937/PsIstra1601063J

Jovanović V, Baucal A. Razvoj PISA čitalačke kompetencije u srednjem obrazovanju. in Psihološka istraživanja. 2016;19(1):63-82.
doi:10.5937/PsIstra1601063J .

Jovanović, Vitomir, Baucal, Aleksandar, "Razvoj PISA čitalačke kompetencije u srednjem obrazovanju" in Psihološka istraživanja, 19, no. 1 (2016):63-82,
https://doi.org/10.5937/PsIstra1601063J . .

TY  - JOUR
AU  - Jovanović, Vitomir
AU  - Baucal, Aleksandar
PY  - 2010
UR  - http://reff.f.bg.ac.rs/handle/123456789/1085
AB  - Osnovni cilj ovog rada jeste da ispita kako različita teorijska stanovišta - konstruktivistička, ko-konstruktivistička i pristup teorije dinamičkih sistema - objašnjavaju mehanizam nastanka novih kognitivnih kompetenci unutar socijalne interakcije i da prikaže nalaze koji se ne mogu objasniti konceptualnim okvirom nijednog od pomenutih pristupa. U objašnjavanju produktivnih socijalnih interakcija sva tri pristupa daju objašnjenja sa različitih ali komplementarnih stanovišta prikazujući različite aspekte onih procesa unutar socijalne interakcije koji vode većem postignuću u naknadnom individualnom kognitivnom funkcionisanju. Konstruktivistički pristupi se usmeravaju na važnost normativnih fakata koji stvaraju logičku neravnotežu i često se produkuju unutar situacije interakcije, ko-konstruktivistički okvir naglašava važnost mišljenja koje je ugrađeno u jezik i socio-kulturalnu razmenu, a teorija dinamičkih sistema nastoji da situaciju interakcije matematizuje kroz pojam bifurkacije. Ključni deo rada čini prikaz nalaza koji govore o tome da kognitivno kompetentnija deca koja ulaze u interakciju sa manje kompetentnim ali samopouzdanijim partnerima postižu niže rezultate nego pre interakcije. Po mišljenju autora, u objašnjavanju ovih nalaza, eksplanatorna moć ova tri pristupa je mala. Stoga je u radu postavljeno pitanje da li koncepti poput normativnosti i diskurzivnosti mogu biti od pomoći prilikom objašnjavanja ovog fenomena i da li oni na taj način igraju nekakvu ulogu u kognitivnom razvoju. .
AB  - The main goal of this work is to examine how different theoretical points of view (constructivist, co-constructivist and dynamical systems theory) explain the mechanism of creating new cognitive competencies within social interactions and, on the other hand, to show that there is some evidence that partly cannot be explained by the conceptual framework of these approaches. All three approaches give complementary explanations from different but reciprocal points of view showing different aspects of social interaction that leads to greater achievement in the subsequent individual cognitive functioning. Constructivist approach focuses on the importance of normative facts that create a logical imbalance and are often produced within a situation of interaction, co-constructivist framework emphasizes the importance of thinking which is embedded in language and socio-cultural exchange, and dynamical systems theory seeks to describe interaction in the concept of bifurcation. These approaches are less capable of explaining the findings that cognitively more competent children who enter the interaction with the less competent but more confident partners achieve lower results than in pretest. Question is asked whether concepts such as normativity and discourse can be helpful in explaining this phenomenon and whether they play some sort of role in mechanisms of cognitive development. .
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - Kako nastaju i kako nestaju nove kompetence - socijalna interakcija i kognitivni razvoj
T1  - How do new competences appear and how they disappear: Social interaction and cognitive development
EP  - 129
IS  - 1
SP  - 107
VL  - 13
DO  - 10.5937/PsIstra1001107J
ER  - 

@article{
author = "Jovanović, Vitomir and Baucal, Aleksandar",
year = "2010",
abstract = "Osnovni cilj ovog rada jeste da ispita kako različita teorijska stanovišta - konstruktivistička, ko-konstruktivistička i pristup teorije dinamičkih sistema - objašnjavaju mehanizam nastanka novih kognitivnih kompetenci unutar socijalne interakcije i da prikaže nalaze koji se ne mogu objasniti konceptualnim okvirom nijednog od pomenutih pristupa. U objašnjavanju produktivnih socijalnih interakcija sva tri pristupa daju objašnjenja sa različitih ali komplementarnih stanovišta prikazujući različite aspekte onih procesa unutar socijalne interakcije koji vode većem postignuću u naknadnom individualnom kognitivnom funkcionisanju. Konstruktivistički pristupi se usmeravaju na važnost normativnih fakata koji stvaraju logičku neravnotežu i često se produkuju unutar situacije interakcije, ko-konstruktivistički okvir naglašava važnost mišljenja koje je ugrađeno u jezik i socio-kulturalnu razmenu, a teorija dinamičkih sistema nastoji da situaciju interakcije matematizuje kroz pojam bifurkacije. Ključni deo rada čini prikaz nalaza koji govore o tome da kognitivno kompetentnija deca koja ulaze u interakciju sa manje kompetentnim ali samopouzdanijim partnerima postižu niže rezultate nego pre interakcije. Po mišljenju autora, u objašnjavanju ovih nalaza, eksplanatorna moć ova tri pristupa je mala. Stoga je u radu postavljeno pitanje da li koncepti poput normativnosti i diskurzivnosti mogu biti od pomoći prilikom objašnjavanja ovog fenomena i da li oni na taj način igraju nekakvu ulogu u kognitivnom razvoju. ., The main goal of this work is to examine how different theoretical points of view (constructivist, co-constructivist and dynamical systems theory) explain the mechanism of creating new cognitive competencies within social interactions and, on the other hand, to show that there is some evidence that partly cannot be explained by the conceptual framework of these approaches. All three approaches give complementary explanations from different but reciprocal points of view showing different aspects of social interaction that leads to greater achievement in the subsequent individual cognitive functioning. Constructivist approach focuses on the importance of normative facts that create a logical imbalance and are often produced within a situation of interaction, co-constructivist framework emphasizes the importance of thinking which is embedded in language and socio-cultural exchange, and dynamical systems theory seeks to describe interaction in the concept of bifurcation. These approaches are less capable of explaining the findings that cognitively more competent children who enter the interaction with the less competent but more confident partners achieve lower results than in pretest. Question is asked whether concepts such as normativity and discourse can be helpful in explaining this phenomenon and whether they play some sort of role in mechanisms of cognitive development. .",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "Kako nastaju i kako nestaju nove kompetence - socijalna interakcija i kognitivni razvoj, How do new competences appear and how they disappear: Social interaction and cognitive development",
pages = "129-107",
number = "1",
volume = "13",
doi = "10.5937/PsIstra1001107J"
}

Jovanović, V.,& Baucal, A.. (2010). Kako nastaju i kako nestaju nove kompetence - socijalna interakcija i kognitivni razvoj. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 13(1), 107-129.
https://doi.org/10.5937/PsIstra1001107J

Jovanović V, Baucal A. Kako nastaju i kako nestaju nove kompetence - socijalna interakcija i kognitivni razvoj. in Psihološka istraživanja. 2010;13(1):107-129.
doi:10.5937/PsIstra1001107J .

Jovanović, Vitomir, Baucal, Aleksandar, "Kako nastaju i kako nestaju nove kompetence - socijalna interakcija i kognitivni razvoj" in Psihološka istraživanja, 13, no. 1 (2010):107-129,
https://doi.org/10.5937/PsIstra1001107J . .

TY  - JOUR
AU  - Baucal, Aleksandar
AU  - Jovanović, Vitomir
PY  - 2008
UR  - http://reff.f.bg.ac.rs/handle/123456789/809
AB  - Osnovni cilj ovog istraživanja je da se ispita kako učenici formiraju nove kognitivne kompetence u različitim kontekstima. U eksperimentu sa paralelnim grupama formirane su tri grupe učenika VIII razreda osnovne škole na osnovu njihovih pre-test postignuća na PISA zadacima iz matematike. U eksperimentalnoj fazi sve tri grupe su rešavale 5 PISA zadataka iz zone narednog razvoja - grupa IV je rešavala zadatke u saradnji sa jednako kompetentnim vršnjakom u vanškolskom kontekstu pri čemu su mogli da konsultuju druge ili da koriste raspoloživa socio-kulturna potporna sredstva (N=22), IO grupa u saradnji sa odraslim koji je pružao graduirane nivoe pomoći u okviru školskog konteksta (N=22), a KG grupa je rešavala ove zadatke samostalno (N=25). Kvantitativna analiza pokazuje da su sve grupe napredovale, ali je IV grupa napredovala više od druge dve. Kvalitativna analiza pokazuje da su najviše napredovali ispitanici koji su uspeli da uspostave 'diskurzivnu ravnopravnost' sa partnerom, tj. oni koji su ostvarili simetričnu saradnju i koji su uspevali da uspostave saglasnost sa svojim partnerom bez obzira na teškoće koje su pratile proces usaglašavanja. S druge strane, ispitanici koji su bili uključeni u interakciju u kojoj je uspostavljen odnos moći umesto saradnje nisu ostvarili napredak, a neki su čak i nazadovali na post-testu. Dobijeni rezultati ukazuju i na uticaj socijalnog konteksta u okviru kojeg se odvija saradnja između partnera.
AB  - The main goal of the research was to study how children develop new competencies through social interaction in different contexts. The pre-post test experimental design was used. In the pre-test students were assessed by the PISA 2003 test of mathematics, and based on the results three equal groups for treatment phase were formed. In the treatment phase students from the three groups were solving 5 additional PISA items from the zone of proximal development (ZPD) under three different conditions: group IV - collaboration with an equally competent peer in the out-of-school setting with opportunity to consult others and to use available cultural tools (N=22), group IO - collaboration with an adult who deliver gradual levels of help (N=22), and group KG - individual item solving (N=25). The quantitative analysis showed that all three groups progressed, and group IV (children who collaborated with an equally competent peer in out-of-school setting) progressed more than other two groups. The qualitative analysis suggested that children who progressed most reported on the interview that they had the most symmetric collaboration and managed to rich consensus in spite of difficulties accompanied with the process of joint thinking ('discourse equality'). It shows also that children who were involved in collaboration where partner dominated interaction ('discourse inequality') did not progress or even regressed. Results also show that wider social context made an effect on interaction between partners.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Dijaloška PISA - razvijanje kompentenci kroz socijalnu interakciju u različitim kontekstima
T1  - Dialogical PISA: Development of competence through social interaction in different contexts
EP  - 537
IS  - 4
SP  - 523
VL  - 41
DO  - 10.2298/PSI0804523B
ER  - 

@article{
author = "Baucal, Aleksandar and Jovanović, Vitomir",
year = "2008",
abstract = "Osnovni cilj ovog istraživanja je da se ispita kako učenici formiraju nove kognitivne kompetence u različitim kontekstima. U eksperimentu sa paralelnim grupama formirane su tri grupe učenika VIII razreda osnovne škole na osnovu njihovih pre-test postignuća na PISA zadacima iz matematike. U eksperimentalnoj fazi sve tri grupe su rešavale 5 PISA zadataka iz zone narednog razvoja - grupa IV je rešavala zadatke u saradnji sa jednako kompetentnim vršnjakom u vanškolskom kontekstu pri čemu su mogli da konsultuju druge ili da koriste raspoloživa socio-kulturna potporna sredstva (N=22), IO grupa u saradnji sa odraslim koji je pružao graduirane nivoe pomoći u okviru školskog konteksta (N=22), a KG grupa je rešavala ove zadatke samostalno (N=25). Kvantitativna analiza pokazuje da su sve grupe napredovale, ali je IV grupa napredovala više od druge dve. Kvalitativna analiza pokazuje da su najviše napredovali ispitanici koji su uspeli da uspostave 'diskurzivnu ravnopravnost' sa partnerom, tj. oni koji su ostvarili simetričnu saradnju i koji su uspevali da uspostave saglasnost sa svojim partnerom bez obzira na teškoće koje su pratile proces usaglašavanja. S druge strane, ispitanici koji su bili uključeni u interakciju u kojoj je uspostavljen odnos moći umesto saradnje nisu ostvarili napredak, a neki su čak i nazadovali na post-testu. Dobijeni rezultati ukazuju i na uticaj socijalnog konteksta u okviru kojeg se odvija saradnja između partnera., The main goal of the research was to study how children develop new competencies through social interaction in different contexts. The pre-post test experimental design was used. In the pre-test students were assessed by the PISA 2003 test of mathematics, and based on the results three equal groups for treatment phase were formed. In the treatment phase students from the three groups were solving 5 additional PISA items from the zone of proximal development (ZPD) under three different conditions: group IV - collaboration with an equally competent peer in the out-of-school setting with opportunity to consult others and to use available cultural tools (N=22), group IO - collaboration with an adult who deliver gradual levels of help (N=22), and group KG - individual item solving (N=25). The quantitative analysis showed that all three groups progressed, and group IV (children who collaborated with an equally competent peer in out-of-school setting) progressed more than other two groups. The qualitative analysis suggested that children who progressed most reported on the interview that they had the most symmetric collaboration and managed to rich consensus in spite of difficulties accompanied with the process of joint thinking ('discourse equality'). It shows also that children who were involved in collaboration where partner dominated interaction ('discourse inequality') did not progress or even regressed. Results also show that wider social context made an effect on interaction between partners.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Dijaloška PISA - razvijanje kompentenci kroz socijalnu interakciju u različitim kontekstima, Dialogical PISA: Development of competence through social interaction in different contexts",
pages = "537-523",
number = "4",
volume = "41",
doi = "10.2298/PSI0804523B"
}

Baucal, A.,& Jovanović, V.. (2008). Dijaloška PISA - razvijanje kompentenci kroz socijalnu interakciju u različitim kontekstima. in Psihologija
Društvo psihologa Srbije, Beograd., 41(4), 523-537.
https://doi.org/10.2298/PSI0804523B

Baucal A, Jovanović V. Dijaloška PISA - razvijanje kompentenci kroz socijalnu interakciju u različitim kontekstima. in Psihologija. 2008;41(4):523-537.
doi:10.2298/PSI0804523B .

Baucal, Aleksandar, Jovanović, Vitomir, "Dijaloška PISA - razvijanje kompentenci kroz socijalnu interakciju u različitim kontekstima" in Psihologija, 41, no. 4 (2008):523-537,
https://doi.org/10.2298/PSI0804523B . .

TY  - JOUR
AU  - Jovanović, Vitomir
AU  - Baucal, Aleksandar
PY  - 2007
UR  - http://reff.f.bg.ac.rs/handle/123456789/710
AB  - Osnovni cilj ovog rada je da se ispita u kojoj meri i na koji način deca mogu da formiraju nove kognitivne kompetence pod uticajem interakcije sa kompetentnijim vršnjakom ili odraslom osobom. U istraživanju je primenjen eksperiment sa paralelnim grupama. Na osnovu pre-testa, u kojem je 100 učenika III razreda osnovne škole ispitano Ravenovim progresivnim matricama formirane su tri jednake grupe koje su u eksperimentalnoj fazi rešavali po 5 zadataka iz zone narednog razvoja pod različitim uslovima: zajedničko rešavanje zadataka sa kompetentnijim vršnjakom (N=15), zajedničko rešavanje zadataka sa odraslom osobom (N=15) i samostalno rešavanje (N=15). Nakon dva meseca ispitanici iz ove tri grupe ponovo su testirani. Kvantitativna analiza pokazuje da su ukupno gledano sve tri grupe podjednako napredovale na post-testu, iako je grupa dece koja je imala interakciju sa odraslima bila nešto uspešnija na zadacima iz zone narednog razvoja. Kvalitativna analiza pokazuje različite obrasce zajedničkog rešavanja zadataka. U okviru vršnjačke interakcije deca pretežno ostvaruju zajedničku i recipročnu akciju uz kritičko razmatranje ponuđene argumentacije, dok je interakcija sa odraslima bila karakteristična po preciznijim i diferenciranijim jezičkim formulacijama kojima su odrasli vodili dete kroz analizu zadatka do tačnog rešenja. Na osnovu dobijenih rezultata zaključeno je da deca formiraju nove kompetence i na osnovu konstrukcije i na osnovu ko-konstrukcije i da se u okviru socijalne interakcije novo razumevanje može konstruisati na različite načine u zavisnosti od partnera i tipa dijaloga koji se formira tokom zajedničkog rešavanja zadataka. .
AB  - The main goal of the research was to study how children develop new competencies within social interaction with more competent peers and adults. The pretestposttest experimental design was used. In the pretest phase 100 Grade 3 students were assessed by the Raven progressive matrices, and based on the results three equal groups for treatment phase were formed (15 students each). In the treatment phase students from the three groups solved 5 items from the zone of proximal development (ZPD) under three different conditions: collaboratively with a more competent peer, collaboratively with an adult, and individually. The post test included assessment by the Raven test after two months. The qualitative analysis showed that all three groups progressed equally, although students who collaborated with an adult were somewhat more successful with items from the ZPD. The qualitative analysis suggested that new competences are developed in different ways depending on with whom student collaborated. The successful peer interaction was marked by higher degree of symmetrical collaboration including higher level of joint critical thinking, and the successful interaction with an adult was marked by higher level of adult guidance as well as more elaborated task analysis, argumentations, and justifications. Based on the results, it is concluded that: (a) children could develop new competences based on both construction and co-construction mechanisms, and (b) the development of new competences through social interaction depends on the partners and the kind of dialog they build during collaboration. .
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Konstrukcija i ko-konstrukcija u kognitivnom razvoju
T1  - Construction and co-construction in cognitive development
EP  - 209
IS  - 2
SP  - 191
VL  - 40
DO  - 10.2298/PSI0702191J
ER  - 

@article{
author = "Jovanović, Vitomir and Baucal, Aleksandar",
year = "2007",
abstract = "Osnovni cilj ovog rada je da se ispita u kojoj meri i na koji način deca mogu da formiraju nove kognitivne kompetence pod uticajem interakcije sa kompetentnijim vršnjakom ili odraslom osobom. U istraživanju je primenjen eksperiment sa paralelnim grupama. Na osnovu pre-testa, u kojem je 100 učenika III razreda osnovne škole ispitano Ravenovim progresivnim matricama formirane su tri jednake grupe koje su u eksperimentalnoj fazi rešavali po 5 zadataka iz zone narednog razvoja pod različitim uslovima: zajedničko rešavanje zadataka sa kompetentnijim vršnjakom (N=15), zajedničko rešavanje zadataka sa odraslom osobom (N=15) i samostalno rešavanje (N=15). Nakon dva meseca ispitanici iz ove tri grupe ponovo su testirani. Kvantitativna analiza pokazuje da su ukupno gledano sve tri grupe podjednako napredovale na post-testu, iako je grupa dece koja je imala interakciju sa odraslima bila nešto uspešnija na zadacima iz zone narednog razvoja. Kvalitativna analiza pokazuje različite obrasce zajedničkog rešavanja zadataka. U okviru vršnjačke interakcije deca pretežno ostvaruju zajedničku i recipročnu akciju uz kritičko razmatranje ponuđene argumentacije, dok je interakcija sa odraslima bila karakteristična po preciznijim i diferenciranijim jezičkim formulacijama kojima su odrasli vodili dete kroz analizu zadatka do tačnog rešenja. Na osnovu dobijenih rezultata zaključeno je da deca formiraju nove kompetence i na osnovu konstrukcije i na osnovu ko-konstrukcije i da se u okviru socijalne interakcije novo razumevanje može konstruisati na različite načine u zavisnosti od partnera i tipa dijaloga koji se formira tokom zajedničkog rešavanja zadataka. ., The main goal of the research was to study how children develop new competencies within social interaction with more competent peers and adults. The pretestposttest experimental design was used. In the pretest phase 100 Grade 3 students were assessed by the Raven progressive matrices, and based on the results three equal groups for treatment phase were formed (15 students each). In the treatment phase students from the three groups solved 5 items from the zone of proximal development (ZPD) under three different conditions: collaboratively with a more competent peer, collaboratively with an adult, and individually. The post test included assessment by the Raven test after two months. The qualitative analysis showed that all three groups progressed equally, although students who collaborated with an adult were somewhat more successful with items from the ZPD. The qualitative analysis suggested that new competences are developed in different ways depending on with whom student collaborated. The successful peer interaction was marked by higher degree of symmetrical collaboration including higher level of joint critical thinking, and the successful interaction with an adult was marked by higher level of adult guidance as well as more elaborated task analysis, argumentations, and justifications. Based on the results, it is concluded that: (a) children could develop new competences based on both construction and co-construction mechanisms, and (b) the development of new competences through social interaction depends on the partners and the kind of dialog they build during collaboration. .",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Konstrukcija i ko-konstrukcija u kognitivnom razvoju, Construction and co-construction in cognitive development",
pages = "209-191",
number = "2",
volume = "40",
doi = "10.2298/PSI0702191J"
}

Jovanović, V.,& Baucal, A.. (2007). Konstrukcija i ko-konstrukcija u kognitivnom razvoju. in Psihologija
Društvo psihologa Srbije, Beograd., 40(2), 191-209.
https://doi.org/10.2298/PSI0702191J

Jovanović V, Baucal A. Konstrukcija i ko-konstrukcija u kognitivnom razvoju. in Psihologija. 2007;40(2):191-209.
doi:10.2298/PSI0702191J .

Jovanović, Vitomir, Baucal, Aleksandar, "Konstrukcija i ko-konstrukcija u kognitivnom razvoju" in Psihologija, 40, no. 2 (2007):191-209,
https://doi.org/10.2298/PSI0702191J . .