Zbornik Instituta Za Pedagoska Istrazivanja 

About: Zbornik Instituta Za Pedagoska Istrazivanja is an academic journal published by Institute for Educational Research, Belgrade. The journal publishes majorly in the area(s): Curriculum & Competence (human resources). It has an ISSN identifier of 0579-6431. It is also open access. Over the lifetime, 271 publications have been published receiving 790 citations. The journal is also known as: Annals of the Institute for educational research & Zbornik Instituta za pedagoška istraživanja.

Self-confidence and metacognitive processes

Abstract: This paper examines the status of Self-confidence trait. Two studies strongly suggest that Self-confidence is a component of metacognition. In the first study, participants (N=132) were administered measures of Self-concept, a newly devised Memory and Reasoning Competence Inventory (MARCI), and a Verbal Reasoning Test (VRT). The results indicate a significant relationship between confidence ratings on the VRT and the Reasoning component of MARCI. The second study (N=296) employed an extensive battery of cognitive tests and several metacognitive measures. Results indicate the presence of robust Self-confidence and Metacognitive Awareness factors, and a significant correlation between them. Self-confidence taps not only processes linked to performance on items that have correct answers, but also beliefs about events that may never occur.

Learning design for science education in the 21st century

Abstract: Contemporary technological and social developments demand transformation of educational practices. Teachers and schools are no longer fountains of knowledge that fill students with information. Rather, their primarily role is to equip students with new literacies, competencies for productive use of information technology, and sufficient disciplinary-specific bases of conceptual knowledge. This requires changes toward student-centered practices. In such contexts, teachers are designers of learning; therefore lesson planning is replaced with a concept of ‘learning design.’ This paper introduces the RASE (Resources-Activity-Support-Evaluation) learning design model developed as a framework to assist teachers in designing learning modules. Central to RASE is the emphasis on the design of activities where students engage in using resources and in the production of artifacts that demonstrate learning. The paper also emphasizes the importance of ‘conceptual models’ as a special type of educational multimedia resource, and its role in assisting learning and application of concepts, as opposed to the ‘information transfer’ models. RASE is beginning to emerge as a powerful framework for transformation of teachers and their traditional practices to contemporary, relevant student-centered practices. The model is also an effective framework for productive uses of information technology in education.

TIMSS 2003: Relating dimensions of mathematics attitude to mathematics achievement

Abstract: This study, which used a sample of 137,346 students from thirty three countries that participated in the TIMSS 2003 project in the eighth grade, examined the features of the individual and collective relations of three dimensions of mathematics attitude to mathematics achievement (MA), searching for the dimension mostly related to that achievement. The three dimensions of mathematics attitude were self-confidence in learning mathematics (SCLM), liking mathematics (LM) and usefulness of mathematics (UM). By utilizing psychometrically valid and reliable measures of the three dimensions, it was found that: (1) each dimension of mathematics attitude alone was positively related to MA for almost all thirty three countries; (2) SCLM was primarily related to MA for thirty one countries; (3) when the two other dimensions were held constant, SCLM was positively related to MA for thirty three countries, LM was negatively related to MA for thirty countries, whereas UM was not related to MA for twenty one countries; (4) positive collective relationships of SCLM, LM and UM to MA considerably varied from country to country. Implications for research and practice are included.

The effects of laboratory inquire-based experiments and computer simulations on high school students‘ performance and cognitive load in physics teaching

Abstract: The main goal of this study was to examine the extent to which different teaching instructions focused on the application of laboratory inquire-based experiments (LIBEs) and interactive computer based simulations (ICBSs) improved understanding of physical contents in high school students, compared to traditional teaching approach. Additionally, the study examined how the applied instructions influenced students’ assessment of invested cognitive load. A convenience sample of this research included 187 high school students. A multiple-choice test of knowledge was used as a measuring instrument for the students’ performance. Each task in the test was followed by the five-point Likert-type scale for the evaluation of invested cognitive load. In addition to descriptive statistics, determination of significant differences in performance and cognitive load as well as the calculation of instructional efficiency of applied instructional design, computed one-factor analysis of variance and Tukey’s post-hoc test. The findings indicate that teaching instructions based on the use of LIBEs and ICBSs equally contribute to an increase in students’ performance and the reduction of cognitive load unlike traditional teaching of Physics. The results obtained by the students from the LIBEs and ICBSs groups for calculated instructional efficiency suggest that the applied teaching strategies represent effective teaching instructions.

Teacher leadership and educational innovation

Abstract: This national conference was arranged by the Ministry of Education to support the drive to modernise the education system as a whole. This paper is based on David Frost's presentation which explored the links between a transformative view of education, the nature of innovation and the need to develop teacher leadership. It is argued that, in transformative education, learning centres on the cultivation of capacities and dispositions. These are exemplified and illustrated. Key concepts such as agency, meta-learning, self-regulation and their link to citizenship are explained. The distinction is drawn between implementation and innovation as a process which is both long and arduous. It is argued that such a process of innovation demands learning at all levels (students, teachers, the school, the system), but tea- cher leadership is where the most potential lies. Stories of teacher leadership are used to illus- trate what can be achieved and claims are made as to the benefits of teacher leadership. It is claimed that teacher leadership can mobilise teachers' capacity for leading change, improve quality in the system and build professional knowledge that teachers trust. The paper conclu- des by outlining the theory of teacher leadership promoted by the International Teacher Lea- dership project.