Komparativni prikaz sekvencijalne analize i drugih modela za evaluaciju školskog časa
Comparative review of the sequential analysis and other models for evaluating school classes
Abstract
U ovom radu imamo za cilj da uporedimo i prikažemo prednosti postupka sekvencijalne analize (Ivić, Pešikan, Antić 2001) u odnosu na druge iz literature poznate instrumente za psihološko-didaktičku analizu časa. U instrumente sa kojima poredimo sekvencijalnu analizu uvrstili smo sledeće: Flanders Interaction Analysis Categories (Flanders 1970), Mesner-Fuglisterova skala (Mesner, Fuglister 1973), ETH Wiss - 92 instrument (Educational Development and Technology, 2007) i CLASS sistem (Pianta, La Paro, Hamre 2007). Rad se sastoji iz dva dela. U prvom delu rada predstavljamo odabrane instrumente, dok u drugom delu ove instrumente poredimo na osnovu četiri kriterijuma - odnos između instrumenta kao istraživačke tehnike i nastave kao predmeta analize, priroda jedinice za analizu školskog časa, sadržaj jedinice za analizu školskog časa, postupak globalne procene časa.
The goal of this paper is to highlight the advantages of the sequential analysis (Ivić, Pešikan, Antić 2001) compared to other existing instruments for psychological-didactical analysis of school classes-Flanders' Interaction Analysis Categories (Flanders 1970), Füglister-Messner scale (Füglister, Messner 1973), ETH Wiss-92 instrument (Educational Development and Technology 2007) and CLASS system (Pianta, La Paro, Hamre 2007). The paper consists of two parts. In the first part the aforementioned methods are presented, while in the second these methods are compared on the basis of four criteria-the relationship between the instrument as a research technique and teaching as the object of the analysis; the nature of the smallest element of a school class analysis; the content of the smallest element of a school class; the procedure of the global evaluation of a class. The conducted analyses allow us to put the sequential analysis on one side and the other evaluative instruments on the oth...er, as two different categories of evaluative instruments. The sequential analysis is in both technical and practical sense conceived in such a way that preserves the psychological essence of teaching as a process based on interaction. On the other side, the other instruments represent analytical procedures that reduce psychological and didactic value of the evaluation of a class. Therefore these instruments and their results do not have sufficient theoretical and practical value when it comes to psychological-didactical evaluation of school classes.
Keywords:
sekvencijalna analiza / relevantnost aktivnosti učenja / psihološko-didaktička karakteristika / nastavna situacija / evaluacija školskog časa / teaching situation / sequential analysis / relevance of learning activities / psychological and didactical characteristics / evaluation of school classesSource:
Uzdanica (Jagodina), 2020, 17, 2, 313-333Publisher:
- Univerzitet u Kragujevcu - Fakultet pedagoških nauka, Kragujevac
Funding / projects:
Institution/Community
Pedagogija / PedagogyTY - JOUR AU - Petrović, Vesna M. AU - Vukićević, Nataša M. AU - Antonijević, Radovan PY - 2020 UR - http://reff.f.bg.ac.rs/handle/123456789/3047 AB - U ovom radu imamo za cilj da uporedimo i prikažemo prednosti postupka sekvencijalne analize (Ivić, Pešikan, Antić 2001) u odnosu na druge iz literature poznate instrumente za psihološko-didaktičku analizu časa. U instrumente sa kojima poredimo sekvencijalnu analizu uvrstili smo sledeće: Flanders Interaction Analysis Categories (Flanders 1970), Mesner-Fuglisterova skala (Mesner, Fuglister 1973), ETH Wiss - 92 instrument (Educational Development and Technology, 2007) i CLASS sistem (Pianta, La Paro, Hamre 2007). Rad se sastoji iz dva dela. U prvom delu rada predstavljamo odabrane instrumente, dok u drugom delu ove instrumente poredimo na osnovu četiri kriterijuma - odnos između instrumenta kao istraživačke tehnike i nastave kao predmeta analize, priroda jedinice za analizu školskog časa, sadržaj jedinice za analizu školskog časa, postupak globalne procene časa. AB - The goal of this paper is to highlight the advantages of the sequential analysis (Ivić, Pešikan, Antić 2001) compared to other existing instruments for psychological-didactical analysis of school classes-Flanders' Interaction Analysis Categories (Flanders 1970), Füglister-Messner scale (Füglister, Messner 1973), ETH Wiss-92 instrument (Educational Development and Technology 2007) and CLASS system (Pianta, La Paro, Hamre 2007). The paper consists of two parts. In the first part the aforementioned methods are presented, while in the second these methods are compared on the basis of four criteria-the relationship between the instrument as a research technique and teaching as the object of the analysis; the nature of the smallest element of a school class analysis; the content of the smallest element of a school class; the procedure of the global evaluation of a class. The conducted analyses allow us to put the sequential analysis on one side and the other evaluative instruments on the other, as two different categories of evaluative instruments. The sequential analysis is in both technical and practical sense conceived in such a way that preserves the psychological essence of teaching as a process based on interaction. On the other side, the other instruments represent analytical procedures that reduce psychological and didactic value of the evaluation of a class. Therefore these instruments and their results do not have sufficient theoretical and practical value when it comes to psychological-didactical evaluation of school classes. PB - Univerzitet u Kragujevcu - Fakultet pedagoških nauka, Kragujevac T2 - Uzdanica (Jagodina) T1 - Komparativni prikaz sekvencijalne analize i drugih modela za evaluaciju školskog časa T1 - Comparative review of the sequential analysis and other models for evaluating school classes EP - 333 IS - 2 SP - 313 VL - 17 DO - 10.18485/uzdanica.2020.17.2.21 ER -
@article{ author = "Petrović, Vesna M. and Vukićević, Nataša M. and Antonijević, Radovan", year = "2020", abstract = "U ovom radu imamo za cilj da uporedimo i prikažemo prednosti postupka sekvencijalne analize (Ivić, Pešikan, Antić 2001) u odnosu na druge iz literature poznate instrumente za psihološko-didaktičku analizu časa. U instrumente sa kojima poredimo sekvencijalnu analizu uvrstili smo sledeće: Flanders Interaction Analysis Categories (Flanders 1970), Mesner-Fuglisterova skala (Mesner, Fuglister 1973), ETH Wiss - 92 instrument (Educational Development and Technology, 2007) i CLASS sistem (Pianta, La Paro, Hamre 2007). Rad se sastoji iz dva dela. U prvom delu rada predstavljamo odabrane instrumente, dok u drugom delu ove instrumente poredimo na osnovu četiri kriterijuma - odnos između instrumenta kao istraživačke tehnike i nastave kao predmeta analize, priroda jedinice za analizu školskog časa, sadržaj jedinice za analizu školskog časa, postupak globalne procene časa., The goal of this paper is to highlight the advantages of the sequential analysis (Ivić, Pešikan, Antić 2001) compared to other existing instruments for psychological-didactical analysis of school classes-Flanders' Interaction Analysis Categories (Flanders 1970), Füglister-Messner scale (Füglister, Messner 1973), ETH Wiss-92 instrument (Educational Development and Technology 2007) and CLASS system (Pianta, La Paro, Hamre 2007). The paper consists of two parts. In the first part the aforementioned methods are presented, while in the second these methods are compared on the basis of four criteria-the relationship between the instrument as a research technique and teaching as the object of the analysis; the nature of the smallest element of a school class analysis; the content of the smallest element of a school class; the procedure of the global evaluation of a class. The conducted analyses allow us to put the sequential analysis on one side and the other evaluative instruments on the other, as two different categories of evaluative instruments. The sequential analysis is in both technical and practical sense conceived in such a way that preserves the psychological essence of teaching as a process based on interaction. On the other side, the other instruments represent analytical procedures that reduce psychological and didactic value of the evaluation of a class. Therefore these instruments and their results do not have sufficient theoretical and practical value when it comes to psychological-didactical evaluation of school classes.", publisher = "Univerzitet u Kragujevcu - Fakultet pedagoških nauka, Kragujevac", journal = "Uzdanica (Jagodina)", title = "Komparativni prikaz sekvencijalne analize i drugih modela za evaluaciju školskog časa, Comparative review of the sequential analysis and other models for evaluating school classes", pages = "333-313", number = "2", volume = "17", doi = "10.18485/uzdanica.2020.17.2.21" }
Petrović, V. M., Vukićević, N. M.,& Antonijević, R.. (2020). Komparativni prikaz sekvencijalne analize i drugih modela za evaluaciju školskog časa. in Uzdanica (Jagodina) Univerzitet u Kragujevcu - Fakultet pedagoških nauka, Kragujevac., 17(2), 313-333. https://doi.org/10.18485/uzdanica.2020.17.2.21
Petrović VM, Vukićević NM, Antonijević R. Komparativni prikaz sekvencijalne analize i drugih modela za evaluaciju školskog časa. in Uzdanica (Jagodina). 2020;17(2):313-333. doi:10.18485/uzdanica.2020.17.2.21 .
Petrović, Vesna M., Vukićević, Nataša M., Antonijević, Radovan, "Komparativni prikaz sekvencijalne analize i drugih modela za evaluaciju školskog časa" in Uzdanica (Jagodina), 17, no. 2 (2020):313-333, https://doi.org/10.18485/uzdanica.2020.17.2.21 . .