Suchergebnisse

Autor na temelju literature, stranačkoga tiska i arhivskih izvora, analizira ustroj i ulogu posebnih, manje ili više organiziranih dijelova Čiste stranke prava (Starčevićeve hrvatske stranke prava / Stranke prava), zaduženih za organiziranje demonstracija i obračun s političkim protivnicima. Pritom polazi od tvrdnje hrvatske historiografije da je "borbenost" bila trajna odlika ove stranke, od njezinih početaka pa sve do konca Austro-Ugarske Monarhije, te smatra da se najranije od 1902. godine može pratiti neki oblik postojanja navedenih, manje ili više organiziranih dijelova stranke, zaduženih za mobilizaciju "ulice". Budući da je društvenu strukturu tih dijelova uglavnom činilo frankovačko radništvo i frankovačka mladež, autor svoju temu dovodi u odnos prema tadašnjim studentskim organizacijama i radničkom pokretu. Osim toga, autor svoju temu promatra i u odnosu prema vanjskoj politici Monarhije, te političkom stanju u banskoj Hrvatskoj. ; Based on literature, party print and archive sources, in this paper the author analyses the structure and role of individual, more or less organized segments of the Pure Party of Right (Starčević's Croatian Party of Right / Party of Right) charged with the organisation of demonstrations and conflict with political opponents. The starting point is the claim of Croatian historiography that flrebelliousness« was a permanent characteristic of this party from its beginning to the end of the Austro-Hungarian Monarchy. The author claims that some trace of such segments of the party, whose duty it was to mobilize flthe street«, can only be traced back to as far as 1902. As the social structure of these segments was mostly made up by Frankovci working-class members and youth, the author brings the topic into comparison with today's student organizations and workers' movements. The author also studies the topic in relation to the Monarchy's foreign policy and the political state of Central Croatia.

U Europskoj Uniji uvidjeli su kako je poticanje poduzetnosti, inovativnosti i kreativnosti cje¬lokupnog stanovništva ključni faktor povećanja gospodarske konkurentnosti s ostatkom svijeta. Ključni dio sveukupne strategije održivog rasta i razvoja Europske Unije nazvane "Europa 2020", sadrži akcijski plan čiji cilj je oslobađanje poduzetničkog potencijala i ukla¬njanje postojećih prepreka razvoju poduzetništva i osnaživanje poduzetničke kulture Euro¬pe. Cjeloživotno učenje podrazumijeva unapređivanje znanja i vještine unutar naše osobne, društvene i poslovne perspektive. Poduzetništvo je jedna od ključnih kompetencija cjeloži¬votnog učenja koju je potrebno sustavno razvijati i kroz osnovnoškolski odgoj i obrazovanje. S obzirom da pedagogija kao znanost podrazumijeva skup znanja o metodama, sredstvima i principima odgoja i obrazovanja, ona treba uključiti poduzetnički aspekt pedagogije i de¬finira je, po mogućnosti, kao zasebnu disciplinu koja bi se bavila primjenom odgojno-obra¬zovnih metoda usmjerene razvijanju poduzetničkog duha od najranijeg uzrasta: "Poduzet¬nička pedagogija trebala bi biti znanstvena disciplina/grana unutar područja pedagogijske znanosti koja bi se bavila istraživanjem i implementacijom didaktičko-metodičkih modela u odgojno-obrazovne procese. Nacionalna strategija obrazovnog sustava Srbije prepoznala je poduzetništvo kao jednu od ključnih kompetencija cjeloživotnog učenja. Kroz različite projektne aktivnosti koje se odnose na razvoj vještina i unapređivanja znanja učenika pre¬poznat je značaj neophodne sustavne implementacije poduzetništva u školske programe na svim obrazovnim nivoima. Sustavno uključivanje poduzetničke kompetencije učenika osnovnih škola u školske kurikulume važan je faktor njegove implementacije. U Europskom projektu: "Poduzetnička pedagogija – poduzetna djeca" istražujemo mogući pristup k rea¬lizaciji ovog izazova. ; Encouraging entrepreneurship, innovation, and creativity of the entire population have come to be seen, in the European Union, as a key factor in boosting economic competi¬tiveness with the rest of the world. The key part of the overall strategy for sustainable growth and development of the European Union called ''Europe 2020'', contains an action plan which aims to release the entrepreneurial potential and removal of existing obstac¬les to the development of the entrepreneurial culture in Europe. Lifelong learning implies improving the knowledge and skills within our personal, social, and business perspective. Entrepreneurship is one of the key competences of lifelong learning that needs to be sys¬tematically developed through primary school education. Given that pedagogy as a scien¬ce implies knowledge about methods, means, and principles of education and training, it should include the entrepreneurial aspect of pedagogy and defines it, preferably, as a separate discipline which would deal with the application of educational methods that aim to develop the entrepreneurial spirit from an early age: ''Entrepreneurial pedagogy should be a scientific discipline/branch within the field of pedagogical science which would research and implement didactic-methodical models into educational processes. National strategy of educational system in Serbia has recognized entrepreneurship as one of the key competences of lifelong learning. It has been recognized, through various project activities related to the development of skills and advancing knowledge of students, the importance of essential systematic implementation of entrepreneurship into curricula at all educatio¬nal levels. The systematic inclusion of entrepreneurial competence of elementary school students into school curricula is an essential factor of its implementation. In the European project ''Entrepreneurial pedagogy - entrepreneurial children'' a possible approach towar¬ds the realization of this challenge is being researched.

Cilj istraživanja bio je ispitati stavove srednjoškolskih učenika, njihovih roditelja i profesora o nekim europskim vrijednostima. Prihvaćenost pojedinih europskih vrijednosti ispitana je s obzirom na spol, dob, vrstu srednje škole koju pohađaju učenici, školsku spremu roditelja, regionalnu i nacionalnu pripadnost ispitanika. Uzorak čini 2143 učenika srednjih škola, 1027 roditelja srednjoškolaca te 181 profesor. Na temelju dobivenih rezultata može se zaključiti da postoji statistički značajna razlika među učenicima s obzirom na regionalnu pripadnost u stupnju prihvaćanja europskih vrijednosti. Najviši stupanj prihvaćanja iskazuju učenici Primorsko-goranske županije, koji se značajno razlikuju u stupnju prihvaćanja europskih vrijednosti od svojih vršnjaka iz Istarske županije. Učenici starije dobi pokazuju viši stupanj prihvaćanja europskih vrijednosti za razliku od mlađih učenika. Isto tako, srednjoškolke pokazuju viši stupanj prihvaćanja europskih vrijednosti u odnosu na svoje muške kolege. Postoji statistički značajna razlika između roditelja muškog i ženskog spola u stupnju prihvaćanja europskih vrednota u korist muških ispitanika, koji pokazuju viši stupanj prihvaćanja europskih vrednota od ženskih ispitanika. Na kraju, dobiveni rezultati pokazuju da ne postoji statistički značajna razlika u stupnju prihvaćanja europskih vrijednosti s obzirom na spol, dob i nacionalnu pripadnost profesora srednjih škola. ; The aim of this study was to examine the attitudes of high school students, their parents and teachers towards some European values. The acceptance of certain European values was examined in relation to subjects' gender, age, type of high school, parents' education, regional and national affiliation. The sample comprised 2143 high school students, 1027 high school students' parents and 181 teachers. The results show the statistically significant difference in the degree of acceptance of European values between students of different regional affinity. Students from the Primorsko-goranska county show the highest level of acceptance, which is statistically different from the one obtained in their peer group from Istarska county. The degree of acceptance is higher in the group of older female students in comparison with younger male students. Furthermore, female high school students show higher degree of acceptance then their male peers. There is a statistically significant difference in the acceptance of European values between male and female parents: male parents show higher acceptance of those values in comparison with female parents. Finally, the results showed no statistically significant difference in the degree of acceptance of European values in regard to gender, age and national affiliation of high school teachers. ; Die Untersuchung hatte zum Ziel, die Einstellungen von Mittelschülern, deren Eltern und Lehrern zu einigen europäischen Werten zu überprüfen. Die Akzeptanz einzelner europäischer Werte wurde im Hinblick auf Geschlecht und Alter der Mittelschüler, Art der von ihnen besuchten Mitelschule, Schulausbildung der Eltern, regionale und ethnische Zugehörigkeit der Befragten untersucht. Befragt wurden 2143 Mittelschüler, 1027 Eltern von Mittelschülern und 181 Lehrer. Auf Grund der gewonnenen Ergebnisse kann gefolgert werden, dass der Grad der Akzeptanz europäischer Werte unter den Schülern eine statistisch bedeutende Abweichung im Hinblick auf deren regionale Zugehörigkeit aufweist. Die größte Akzeptanz äußerten die Schüler aus dem Kroatischen Küstenland (Hrvatsko primorje), deren positive Einstellungen sich bedeutend von den Einstellungen ihrer Altersgenossen aus Istrien unterscheiden. Die Schülerinnen höherer Altersstufen äußerten eine höhere Akzeptanz europäischer Werte als die jüngeren Schüler. Gleichermaßen zeigen die Mittelschülerinnen einen höheren Zustimmungsgrad als deren männliche Kollegen. Es gibt einen statistisch bedeutsamen Unterschied zwischen den Eltern männlichen und weiblichen Geschlechts im Hinblick auf deren Akzeptieren von europäischen Werten zugunsten der männlichen Befragten, die einen höheren Grad der Akzeptanz europäischer Werte aufweisen als die weiblichen Befragten. Darüber hinaus lassen die gewonnenen Ergebnisse den Schluss zu, dass es keinen statistisch bedeutenden Unterschied im Grad der Annehmbarkeit europäischer Werte gibt im Hinblick auf Geschlecht, Alter und ethnische Zugehörigkeit der Mittelschullehrer.

Osnovni cilj ovoga rada jeste utvrditi elemente savremenog pristupa organizaciji i sprovođenju praktične nastave u edukaciji za socijalni rad, te ih identifikovati u praktičnoj nastavi socijalnog rada u BiH. Rad se sastoji iz dva dijela. U uvodnom dijelu analizirana su određenja i obilježja praktične nastave u edukaciji za socijalni rad, te sa njima srodni koncepti iskustvenog učenja i refleksije. U drugom dijelu, analizirana su obilježja praktične nastave u edukaciji za socijalni rad u BiH, na tri različite škole: Odsjek za socijalni rad Fakuleteta političkih nauka Univerziteta u Sarajevu, Odsjek za socijalni rad Filozofskog fakulteta Univerziteta u Tuzli i Studijski program socijalnog rada, sa Fakulteta političkih nauka Univerziteta u Banjoj Luci. Analiza je izvršena na dva načina. Prvi je kroz identifikovanje osnovnih obilježja modela praktične nastave na sva tri fakulteta, a u odnosu na osnovne elemente koji su utvrđeni prethodnom teorijskom analizom. Potrebni podaci su dobijeni primjenom metode intervjua sa predstavnicima osoblja fakulteta, koji su odgovorni za praktičnu nastavu studenata. Da bi se utvrdio pravac i kvalitet razvoja modela praktične nastave na ovim fakultetima, analizarana su njihova obilježja u odnosu na školsku 2011/12 godinu sa jedne, i osam godina kasnije - školsku 2019/20 godinu, sa druge strane. Drugi pristup se zasniva na komparativnoj analizi silabusa predmeta praktične nastave, u odnosu na dva obilježja: 1) ciljevi i definisani ishodi; i 2) metode nastavnog procesa. Rezultati ukazuju na razvojni pomak, u smislu povećanja broja sati i predmeta u kojima se organizuje praktična nastava, kontiuiranu pripremu studenata prije terenske prakse, te organizovanje prvih edukacija za mentore. Priručnik za praktičnu nastavu i veća podrška i usmjerenje mentorskog angažmana sa jedne, te metode kojima se razvijaju kritičko mišljenje, naučni stav i otvorenost za nove perspektive, sa druge strane, ostaju poseban izazov za dalji razvoj praktične nastave. ; The main objective of this paper is to identify the elements of the contemporary approach to field education in the education of social work and to identify them in the field education of social work education programmes in BiH. The paper is divided into two parts. In the introductory part we have analyzed different definitions and general characteristics of field education in social work education, and with that related concepts of experiential learning and reflection. In the second part, we analyzed the elements of field education in education for social work in B&H at the three different schools: the Department of Social Work of the Faculty of Political Science- University of Sarajevo; Department of Social Work, Faculty of Philosophy- University of Tuzla; and the Social Work Study Program, Faculty of Political Science- University of Banja Luka. The analysis was conducted from two perspectives. The first one is through the identification of the basic features of the field education model in all three faculties, and in relation to the general elements of field education previously identified through the theoretical analysis. The required data were obtained by applying the interview method with representatives of the faculty staff who are responsible for the field education programs. In order to determine the direction and quality of development of the model of field education programs, they were analyzed according to these characteristics in relation to the school year 2011/12 on one side, and the eight years later - the school year 2019/20, on the other side. The second approach is based on a comparative analysis of the curriculum of the field subjects, in relation to the following elements: 1) goals and defined outcomes; and 2) educational process methods. The results indicate developmental step forward, in terms of increasing the number of hours and courses in which field education is organized, the continuous preparation of students before the field practice, and the organization of initial trainings for mentors. A handbook for field education and greater support and guidance for mentoring engagement, organising the educational methods for develop critical thinking with students, their scientific attitude and openness to new perspectives, remain as the biggest challenges for the further development of field education in school for social work in B&H.

Omladinski klub V3 varaždinske Gimnazije utemeljen je 21. rujna 1965. godine na obljetnicu stradanja V3 (petog tri) razreda kragujevačkih učenika prema kojem je dobio ime. U početku je djelovao u bivšoj crtaoni, najvećoj prostoriji u varaždinskoj Gimnaziji. Nakon rekonstrukcije gimnazijske zgrade u periodu 1971.-1973. godine, za njegove je potrebe, uz dobrovoljni rad učenika, bio uređen podrumski prostor južnog krila Gimnazije u kojem je nastavio uspješno djelovati do izbijanja ratnih sukoba koji su početkom 90-ih godina XX. stoljeća prouzročili raspad Jugoslavije i osnutak neovisne Republike Hrvatske. Djelujući kao učenički klub koji je imao ograničenu autonomiju unutar škole, razvijao je bogatu i razgrananu aktivnost, priređujući javna događanja, kulturne i zabavne priredbe namijenjene gimnazijalcima, a često i široj publici. Zahvaljujući vlastitim prihodima, Klub je dijelom bio financijski neovisan, a njegovim su radom, uz indirektan nadzor škole, uglavnom samostalno upravljali učenici. U njegovoj su organizaciji pred gimnazijskim učenicima nastupali i izvodili svoje programe istaknuti umjetnici, književnici, glazbenici i glazbeni sastavi, znanstvenici, sportaši i društveno-politički aktivisti i djelatnici s područja čitave Jugoslavije. Polaznicima Gimnazije je tako bilo omogućeno, ne samo korisno provođenje slobodnog vremena, već i mladima svojstvena zabava jer je Klub redovito, jednom tjedno priređivao disco-večeri i godinama bio jedini disco-klub u Varaždinu. Izbijanjem Domovinskog rata i izmjenom društveno-političkog i gospodarskog sustava početkom 90-ih godina XX. stoljeća, djelovanje Omladinskog kluba V3 je spontano prekinuto. Njegov neiskorišteni prostor uprava varaždinske Gimnazije odlučila je iskoristiti kako bi osigurala brzu prehranu za potrebe svojih učenika. ; on the 21st of September 1965 at the anniversary of the plight of V3 (fifth three) class of Kragujevac students. At first its activities were confined to the former Gimnazija drawing room which was at the time the biggest room in the school. After the reconstruction process of the Gimnazija building in the period between 1971 and 1973, aided by student volunteers, the basement of the school was refurbished for the purposes of the club activities. It continued to flourish until the start of the war which in 1990s marked the collapse of Yugoslavia and contributed to the establishment of the indepedent Republic of Croatia. As a student club which had only limited autonomy within the school, the club developed a rich and varied plan of activities which entailed the organization of public events, cultural and entertainment events intended for Gimnazija students and general public as well. Thanks to its own earnings, the club was partially independent in terms of its finances and its activities were mostly organized independently by the students with an indirect supervision of the school management. The club organized various spectacles for its students which were delivered by distinguished artists, writers, musicians and music groups, scientists, athletes, political activists and other important figures from the entire territory of Yugoslavia. Gimnazija students were thus offered not only a high-quality activity plan for their free time, but also a form of entertainment because the club would regularly, once a week set up disco-evenings as it was the only discoclub in Varaždin for many years. After the beginning of the War of Independence and the newly emerged social, political and economic system in the early 1990s, the activity of the youth club V3 was spontaneously discontinued. Its emptied premises were afterwards used by the Gimnazija management for a fast food facility catering to its students.

Dobrotvorni rad varaždinske mladeži u prve dvije ratne godine bio je pod potpunom kontrolom službenih vlasti. Svodio se na sakupljanje novčanih priloga potrebnih za zbrinjavanje ratnih stradalnika, priređivanje priredaba humanitarnog karaktera te na prikupljanje odjeće i deficitarnih sirovina. U njegovoj organizaciji i realizaciji sudjelovali su učenici i prosvjetni djelatnici svih varaždinskih pučkih i srednjih škola ovisno o svojim mogućnostima. Tijekom posljednje dvije ratne godine u Austro-Ugarskoj monarhiji je nastupila liberalizacija društvenog i političkog života. To je omogućilo obnavljanje rada varaždinskog Akademskog ferijalnog kluba Tomislav koji je ubrzo ponovno razvio suradnju sa srednjoškolskom, posebno sa gimnazijskom mladeži. Sve do kraja svjetskog rata, uslijedilo je razdoblje intenzivnog političkog i kulturno-prosvjetnog djelovanja koje je organizirano kroz formu masovnih pučkih javnih predavanja i koncerte Tomislavovog pjevačkog zbora i orkestra priređivane u Varaždinu i selima njegove okolice. Sredstva prikupljena na ovim manifestacijama bila su, između ostalog, namijenjena pomaganju ratnoj siročadi, udovicama i obiteljima poginulih vojnika, invalidima i međimurskim učenicima na školovanju u Varaždinu. Nacionalna svijest stanovništva, ovim je aktivnostima bila usmjeravana prema rušenju postojećeg režima i traženju novog načina rješavanja nacionalnog pitanja unutar južnoslavenske zajednice. ; bsolute control of the authorities. Their activity came down to collecting money for aiding casualties of war, organizing humanitarian events as well as collecting clothes and scarce materials. The organization and realization of the mentioned activities was performed by students and teachers from all public elementary and high schools in Varaždin to the best of their abilities. During the last two years of the war, Austria-Hungary experienced a liberalization of social and political life. This fact led to a reactivation of the Varaždin Academic Youth Club Tomislav, which soon revived its cooperation with high-school students, especially Gymnasium students. Until the end of the world war, what followed was a period of intense political, cultural and educational activity organized through mass public lectures as well as concerts performed by the Tomislav choir and orchestra in Varaždin and nearby villages. The profit earned through those events was intended for helping orphans, widows and families of the soldiers killed in action, war invalids and students from the Međimurje region who were schooled in Varaždin. The mentioned events were aimed at raising the national awareness of the population and overthrowing the regime, i.e. finding a new way of solving the national issue within the South Slavic community.

Tolerance is among the most crucial social & political values in the theory of liberal virtues. There are two basic ways of exploring political tolerance, as tolerance of the generally unpopular groups in the society (see S. Stouffer, 1955), & of the personally objectionable (least respected) groups (see J. Sullivan, 1979). We look into the tolerance of generally unpopular groups -- fascists, communists & "Yugoslavs." The results of the poll showed that among young Croatians (secondary-school students & university students), there is a high level of tolerance of communists & fascists (generally unpopular groups), since the percentage is higher than the so called democratic majority (50+%), while the percentage of tolerance for "Yugoslavs" is somewhat lower, below the said democratic majority. It is worth noting that tolerance of the same groups was lower when the poll participants themselves chose these groups as personally objectionable (ie, least respected). Education (regarding the tolerance of communists) & sex (regarding the tolerance of fascists) proved to have had a significant influence on the results of the poll. 9 Tables. Adapted from the source document.

U članku se razmatraju okolnosti osnutka izložbe Salon mladih ujesen 1968. te uloga te manifestacije u profiliranju društveno-političkoga identiteta mladih umjetnika u idućem razdoblju. Osvrće se na reformska nastojanja na području kulturne politike u drugoj polovini šezdesetih godina, analizira jačanje interesa za problematiku mladih u kulturi na razini Socijalističkoga saveza omladine Hrvatske. Objašnjava se materijalni i profesionalni položaj mladih umjetnika te rasvjetljavaju događaji vezani uz studentske prosvjede na Akademiji likovnih umjetnosti u Zagrebu u lipnju 1968. Nadalje se razmatraju uzroci negativne percepcije Salona u prvim godinama njegova trajanja te razlozi identitetskoga raslojavanja u redovima mladih umjetnika koje je ova izložba izazvala. Potonje se prvenstveno odnosi na suparništvo tzv. novih plastičara i likovne grupe "Atelier Biafra", o čemu se također podrobnije raspravlja. ; The article discusses the circumstances of the establishment of the Youth Salon exhibition in the autumn of 1968 and its role in profiling the socio-political identity of young artists in the following period. The starting claim is that the current knowledge about how much events related to global and local student protests directly influenced the art scene in socialist Croatia and Yugoslavia is relatively modest, that is, that the connection between a certain type of avant-garde artistic practice and particular historical context is based on general assumptions. In order to clarify these ties, the article reflects on the cultural policy that immediately preceded the rebellious year, which was marked by general reform efforts in socialist Croatia and the Socialist Federal Republic of Yugoslavia in the second half of the 1960s. The social position of young artists became one of the important topics in regard to the reform efforts in the field of culture, as evidenced by the intensity of discussions at the level of the League of Socialist Youth. The text further explains the material and professional working conditions of young artists and the reasons for their dissatisfaction with the cultural and artistic system. Light is shed on events related to student protests at the Academy of Fine Arts in Zagreb in June 1968, which were an immediate occasion for the establishment of the Youth Salon exhibition. The thesis is that the Youth Salon, as a representative type of exhibition organised by the central republican art association (ULUH) and the Central Committee of the League of Socialist Youth, represented a typical parade gesture made by the state, which sought to pacify young people's dissatisfaction with the general situation in the field of art and culture. As such, the Youth Salon experienced severe criticism in the first years of its existence. It also influenced the politicisation of young artists, who began to engage in criticism of the system as a whole. The controversy over the Youth Salon was also the immediate cause of the identity divergence between the young avant-garde artists, within which two art groups were the leading opponents: the so-called 'neoplasticists', gathered around Zagreb's SC Gallery, and artists gathered in the Art Group 'Atelier biafra', who were the initiators and organisers of the Youth Salon in the first years. This antagonism would determine the balance of power on the Croatian art scene in the long run and influence the understanding of the echoes of 1968 in art and culture in general.

U kontekstu globalnih društvenih promjena u sustavu odgoja i obrazovanja važno je mijenjati pristup stjecanja temeljnih kompetencija učenika s posebnim naglaskom na razvoj njihove prirodoslovne i digitalne pismenosti. Današnje učenike, pripadnike allways on line generacije, karakterizira intenzivno korištenje Interneta za socijalne interakcije, ali i za obrazovanje. Upravo stoga potrebno je implementirati IKT-u u nastavnu praksu, a jedna od mogućnosti je e-učenje. S ciljem istraživanja ostvarenosti ishoda učenja prema kognitivnim razinama zadataka obzirom na primijenjene postupke poučavanja i učenja, tradicionalnu nastavu i e-učenje, provedeno je istraživanje u nastavi Prirode i Biologije osnovne škole na uzorku od osam razrednih odjela. Rezultati istraživanja pokazuju podjednaku uspješnost učenika eksperimentalne i kontrolne skupine u ostvarenosti ishoda učenja te se e-učenje pokazalo jednako uspješnijim kao i tradicionalna nastava u kojoj su korištene suvremene nastavne strategije rada. Stoga se e-učenje može koristiti i u situacijama, poput bolesti, odlaska učenika na višednevna natjecanja, života u izdvojenim sredinama, kada ne postoji mogućnost da učenici nazoče redovnoj nastavi. Istraživanje je pokazalo kako učenici kontrolne i eksperimentalne skupine jednako uspješno/neuspješno rješavaju zadatke prve, druge i treće kognitivne razine. Dobiveni rezultati mogu poslužiti kreatorima obrazovne politike te biti smjernica učiteljima praktičarima za oblikovanje nastave. ; In the context of global social changes in the education system, it is important to change the approach to acquiring basic students' competencies, with special emphasis on the development of their natural and digital literacy. Today's students, members of always on line generation, are characterized by the intensive use of the Internet for social interaction as well as for education. Precisely for this reason, it is necessary to implement ICT in teaching practice, and one of the options is e-learning. For the purpose of achieving learning outcomes, according to the cognitive levels of applied teaching and learning, traditional learning and e-learning methods, a research in teaching Nature and Biology in elementary schools, using a sample of eight classes, was conducted. The research results show the same success of the experimental and control groups of students in achieving the outcomes, and e-learning proved to be just as successful as the traditional curriculum, where contemporary teaching strategies were used. Therefore e-learning can also be used in situations such as illness, student's absence for multi-day competitions, life in distinguished environments, in cases where there is no possibility for students to attend regular classes. The research has shown that both control and experimental groups were equally successful / unsuccessfully in solving the tasks of the first, second and third cognitive level. The results can be used by the creators of educational policy, and serve as a guideline for teachers- practitioners at devising their teaching.

In the contemporary society, creativity is one of the most desirable abilities which an individual can possess in all the fields of human activity. On the other hand, educational policy and national curriculums marginalize the importance of art subjects in most countries in the world, while the advantage is given to STEM disciplines (science, technology, engineering, mathematics). Although creativity, according to many educational standards, is one of the key abilities, in teaching practice routine activities are still valued more than creative ones. However, it is the art subjects which develop creativity (constructive) potential within an individual, although this also heavily depends on a teacher/professor, on his/her methodological approach and abilities within the scope of professional activity. Therefore, we conducted empirical research in Visual Arts Teaching Methodology training and non-training primary schools. We expected that we would foster students' development of creativity through regular collaboration with university, problem-based learning of art and artistic language, inventiveness in creating art assignments and through increasing public awareness of harmfulness of stereotypical artistic expression. Among a large number of verified tests of creativity, Urban-Jellen test "The Test for Creative Thinking - Drawing Production (TCT-DP)", which is based on the activity of drawing, was selected and used in this study. We wanted to know whether there was a statistically significant difference between training and non-training schools in students' performance on the test used to examine the level of creativity. The level of statistically significant difference between the control group and the experimental group was determined by a chi-squared test. The research has been carried out in elementary schools in the area of the city of Zagreb, on the sample that included the students of fourth and eighth grade. The results of the research indicate that there is a possible influence of collaboration between the mentors and university professors and students of teacher-training college within the scope of Visual Arts Teaching Methodology course on students' creativity. ; U suvremenom je društvu kreativnost jedna od najpoželjnijih sposobnosti koju pojedinac posjeduje u svim područjima ljudskog djelovanja. S druge strane, obrazovna politika i nacionalni kurikuli u većini zemalja svijeta umjetničke predmete marginaliziraju po važnosti, a prednost se daje STEM (engl. science, technology, engineering, mathematics) disciplinama. Iako je, prema mnogim obrazovnim standardima, kreativnost jedna od ključnih kompetencija u nastavničkoj praksi, i dalje se vrednuju rutinske više nego kreativne aktivnosti. Upravo umjetnički predmeti u obrazovanju razvijaju u pojedincu kreativni (stvaralački) potencijal, ali to uvelike ovisi i o učitelju/nastavniku, o njegovu metodičkom pristupu i kompetencijama u okviru profesionalnog djelovanja. Stoga smo proveli empirijsko istraživanje u mentorskim (za Metodiku likovne kulture) i nementorskim osnovnim školama. Očekivalo se da će se redovitom suradnjom s fakultetom, putem likovnojezične problemske nastav, inventivnosti u osmišljavanju likovnih zadataka i osvještavanjem problematike štetnosti stereotipnog likovnog izražavanja utjecati na razvoj kreativnosti kod učenika. Između većeg broja provjerenih testova kreativnosti, upotrijebljen je Urban - Jellen "The Test for Creative Thinking - Drawing Production (TCT-DP)", koji se temelji na crtačkoj aktivnosti. Zanimalo nas je postoji li statistički značajna razlika između mentorskih i nementorskih škola u rješavanju testa kojim se ispituje stupanj kreativnosti. Stupanj značajnosti razlike između kontrolne i eksperimentalne skupine statistički je utvrđen hi-kvadrat testom. Istraživanje je provedeno u osnovnim školama na području Grada Zagreba, na uzorku koji je obuhvaćao učenike četvrtih i osmih razreda. Rezultati istraživanja ukazuju na moguć utjecaj suradnje učitelja mentora sa sveučilišnim nastavnicima i studentima učiteljskih studija u okviru Metodike likovne kulture na kreativnost učenika.