STUDENTSʼ HOMEWORK IN THE EDUCATIONAL CONTEXT OF CONTEMPORARY TEACHING

Slaviša V. Jenjić

Tatjana V. Mihailović

DOI: 10.46793/STEC20.165J

UDK: 37.091.322

Abstract: Aside from a reduced scope of curriculum, students in the European education system, also relax from homework. In our system, it is generally considered that there is room for changes to the scope of curriculum, but that there must be some kind of a “link” with the teaching topics that were taught outside the classroom, too, to ensure efficient adoption of what was realized in classes. Contemporary theoretical knowledge points at the educational function of homework, for it introduces students into independent acquisition and consolidation of knowledge, trains for independent work, for self-education. This theoretical research focuses on students’ homework in the educational context of contemporary teaching. In the context of such considerations, the starting point is the hypothesis that homework enables an expansion of the teaching process for the time of further development in learning, practicing, repeating, that each child has an opportunity to determine his/her own pace and method of work, that homework motivates students for independent and responsible attitude towards work and obligations.

The principal result of this theoretical research suggests that it is necessary to consider the aspects of the way in which students’ homework is conceived and assigned; that homework must be relevant, stimulating and reachable in order to motivate students for successful completion; that it helps promote proper methods of learning and autonomous abilities; that polyvalent application of homework may result in the development of cognitive abilities. Besides, it is certain that homework does not have its educational effect if it is assigned solely because it has to be assigned. Homework needs to fulfil its goal and contribute to as good educational success of each student as possible.

Keywords: homework, students, contemporary teaching, educational context.

References:

Araújo, M. (2006). Crianças sentadas! Os trabalhos de casa no ATL. Porto: Livpsic.

Bloom, B. (1982). All our children learning: A primer for parents, teachers and other educators. N.Y.: McGraw-Hill.

Branković, D. i Mandić, D. (2003). Metodika informatičkog obrazovanja. Banja Luka: Filozofski fakultet.

Burgić, Dž., Bikić, N. i Bogilović, A. (2018). Mišljenja roditelja o ulozi i značaju domaće zadaće u nižim razredima razredne nastave. U A. Arnaut (ur.), Obrazovanje, jezik, kultura: tendencije i izazovi, rad štampan u celini, 15. decembar 2017, Zenica (387–405). Zenica: Filozofski fakultet.

Василијевић, Д. и Бојовић, Ж. (2018). Интернет технологија у функцији неформалног усавршавања наставника. У Б. Микановић (ур.), Бањалучки новембарски сусрети, рад штампан у целини, 16. новембар 2018, Бања Лука (379–401). Бања Лука: Филозофски факултет.

Villas-Boas, M. (2000a). A parceria entre a escola, a família e a comunidade: Trabalho de casa para o desenvolvimento da literacia. Lisboa: Ministério da Educação, Departamento da Avaliação Prospectiva e Planeamento, PRODEP 2000.

Villas-Boas, M. (2000b). A parceria entre a escola, a família e a comunidade: Reunião de pais. Lisboa: Ministério da Educação, Departamento da Avaliação Prospectiva e Planeamento, PRODEP 2000.

Влаховић, Б. (2001). Путеви иновација у образовању. Београд: Едука.

Glasser, W. (1994). Kvalitetna škola. Zagreb: Educa.

Грдинић, Б. и Бранковић, Н. (2005). Методика познавања природе и света око нас у наставној пракси. Бачки Петровац: Култура.

Di Pietro, P. (2009). Kako preživjeti djetetovu školu: poticaji za uspješnobavljenje domaćim zadacima, odnosima s učiteljicom, razrednimokupljanjima i izletima. Rijeka: Izdavački centar Rijeka.

Đorđević, J. i Potkonjak, N. (1988). Pedagogija. Beograd: Naučna knjiga.

Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.

Epstein, J. L. & Van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designinghomework. Educational Psychologist, 36(3), 181–193. DOI: 10.1207/S15326985EP3603.

Ждерић, М., Цекуш, Г., Малешевић, Ј. и Грдинић, Б. (1996). Методика наставе природе и друштва. Нови Сад: Тодор.

Živanović, S. (2008). Primjena diferenciranih zadataka u nastavi biologije. Metodički ogledi, 15(1), 83–97.

Jensen, E. (2003). Super-nastava: nastavne strategije za kvalitetnu školu iuspješno učenje. Zagreb: Educa.

Јењић, С. и Драгић, Ж. (2017). Прилози методици наставе природе и друштва. Бања Лука: Филозофски факултет.

Jurčić, M. i Klasnić, I. (2014). Domaća zadaća – dopuna školskom učenju i odgojnosti učenika. U M. Ore (ur.), Sodobni pristopi poučevanja prihajajočih generacij, rad štampan u celini, 27–28. novembar 2014, Ljubljana (231–247). Ljubljana: EDUvision.

Ковачевић, З. (2013). Оспособљавање за самостално учење. Београд: Универзитет у Београду, Учитељски факултет.

Kyriacou, C. (2001). Temeljna nastavna umijeća. Zagreb: Educa.

Lopes, J. & Silva, H. (2009). A aprendizagem cooperativa na sala de aula: Um guia prático para o professor. Lisboa: Lidel.

Matijević, M. i Radovanović, D. (2011). Nastava usmjerena na učenika. Zagreb: Školske novine.

Mattes, W. (2007). Rutinski planirati-učinkovito poučavati. Zagreb: Naklada Ljevak.

Marzano, J. R., Pickering, J. D.i Pollack, E. J. (2006). Nastavne strategije: kako primijeniti devet najuspješnijih nastavnih strategija. Zagreb: Educa.

Marujo, H., Neto, L. & Perloiro, M. (2002). A família e o sucesso escolar. Lisboa: Editorial Presença.

Marques, R. (2001). Educar com os pais. Lisboa: Editorial Presença.

Meirieu, P. (1998). Os trabalhos de casa. Lisboa: Editorial Presença.

Михајловић, Т. (2013). Самостално учење и образовно-васпитна постигнућа. Бања Лука: Графид.

Obrnuta učionica i Google disk. https://www.carnet.hr/wp-content/uploads/2019/09/
Google_Drive_Prirucnik.pdf.

Pedagoška enciklopedija 1(1989). Beograd: Zavod za udžbenike i nastavna sredstva. Zagreb: Školska knjiga.

Pedagoška enciklopedija 2 (1989). Beograd: Zavod za udžbenike i nastavna sredstva. Zagreb: Školska knjiga.

Peko, A., Dubovicki, S. i Munjiza, E. (2014). Does homework as a learning strategy stimulate additional student overload?.Didactica Slovenica – pedagoška obzorja: znanstvena revija za didaktiko, 29, 49–65.

Poljak, V. (1970). Didaktika. Zagreb: Školska knjiga.

Rosário, P., Mourão, R., Soares, S., Chaleta, E., Grácio, L., Simões, F., Núñez, J. C.,   Gonzalez-Pienda, J. A. (2005). Trabalho de casa, tarefas escolares, auto-regulação e envolvimento parental. Psicologia em Estudo, 10(3), 343–351. DOI: 10.1590/S1413-73722005000300002.

Sahlberg, P. (2012). Lekcije iz Finske. Zagreb: Školska knjiga.

Sokol, S. (2005). Svrha domaćih zadaća u osnovnoj školi. Život i škola, LI(13), 106–117.

Sokol, S. i Vrbošić, V. (2013). Homework – the exception and not the rule. Život i škola,LIX(29), 79–93.

Sokol, S. i Vrbošić, V. (2017). Domaća zadaća između teorije i prakse. Život iškola, LXIII(2), 97–112.

Sprinthall, N. & Sprinthall, R. (1993). Psicologia Educacional: Uma abordagemdesenvolvimentista. Lisboa: McGraw Hill.

Schumm, J. S. (2005). Škola bez muke – strategije i vještine učenja za
uspjeh u školi. Lekenik: Ostvarenje.

Schumow, L., Schmidt, J. A. & Kackar, H. (2008). Adolescentsʼ experiencedoing homework: Associations amonh context, quality of experience, andoutcomes. The community Journal, 18(2), 9–28.

Trautwein, U. & Köller, O. (2003). The relationship between homework andachievement – Still much of a mystery. Educational Psychology Review, 15(2), 115–145.

Howe, M. J. A. (2002). Psihologija učenja: priručnik za nastavnike.Jastrebarsko: Naklada Slap.

Hrnjica, S. (2005). Opošta psihologija sa psihologijom ličnosti. Beograd: Naučna knjiga nova.

Canter, L.i Hausner, L. (2002). Domaća zadaća bez suza – priručnik zaroditelje: kako motivirati dijete da napiše domaću zadaću i postigne uspjehuškoli. Zagreb: Naklada Kosinj.

Cooper, H. (1989а). Homework. While Plains, N.Y.Longman.

Cooper, H. (1989b). Synthesis of research on homework. Educational Leadership, 47(3), 85–91.

Cooper, H. (2001). The battle over homework: Common Ground for Administrators, Teachers, and Parents. California: Corwin Press.

Cooper, H., Robinson, J. C. & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62. DOI: 10.3102/00346543076001001.

Corno, L. & Xu, J. (2004). Homework as the job of childhood. Theory into Practice, 43, 227–233.

Costa, M., Cardoso, A.P., Lacerda, C., Lopes, A. & Gome, C. (2016). Homework in primary education from the perspective of teachersand pupils. Procedia Social and Behavioral Sciences, 217, 139–148. DOI: 10.1016/j.sbspro.2016.02.047.

Ћурчић, М. и Ждерић, М. (2000). Методика наставе природе и друштва. Бијељина: Учитељски факултет у Бијељини.