Faculty of Philosophy / PRE-SCHOOL EDUCATION / INTRODUCTION TO THE METHODOLOGY OF PEDAGOGICAL RESEARCH
| Course: | INTRODUCTION TO THE METHODOLOGY OF PEDAGOGICAL RESEARCH/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 2666 | Obavezan | 5 | 5 | 2+1+0 |
| Programs | PRE-SCHOOL EDUCATION |
| Prerequisites | There are no pre-conditions for the attendance of this course. |
| Aims | Introducing the students to the relevance and the role of methodology of pedagogical research within the process of the complex educational problems research. Making students competent to master the basic methodological concepts and approaches as well as the theoretical-methodological logic. |
| Learning outcomes | After the students pass this exam, they will be able to: explain the basic methodological concepts and approaches, describe the historical development of methodology; differentiate epistemological-logical procedures; classify the types of pedagogical research. |
| Lecturer / Teaching assistant | Prof. Nikola Mijanović, PhD Sanja Čalović, MA |
| Methodology | Lectures and debates. The preparation of homework on a given topic from a field of the subject content. Study for the tests and the final exam. Consultations. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Comprehension of the concept of methodology of pedagogical research. |
| I week exercises | The conceptual determination of methodology of pedagogical research – discussion and making conclusions. Making an agreement on the preparation of homework and the time framework for its presentation. |
| II week lectures | The subject and tasks of methodology of pedagogical research. |
| II week exercises | Methodology of pedagogical research – the definition of its subject; the original meaning of the word; determining the basis of methodology; defining science; determining the subject of methodology of pedagogical research within the framework of the essen |
| III week lectures | Retrospective of the development of methodology of pedagogical research. |
| III week exercises | Singling out the basic periods in the development of methodology of pedagogical research and determining their key starting points (the group level discussion). |
| IV week lectures | Interdependence of methodology, logic, gnoseology and epistemology. |
| IV week exercises | Elaboration of the relation between methodology and logic; gnoseology and epistemology; methodology and gnoseology (the group work). |
| V week lectures | Foundation of methodology of pedagogical research after the constitution of methodology as science. |
| V week exercises | Drawing a line between the period of experiential and the systemic scientific research; the contribution of Herbart’s methodological scientific-research paradigm (discussion on a beforehand prepared material). |
| VI week lectures | Positivistic-empirical paradigm of methodology of pedagogical research. |
| VI week exercises | Debates about the origin of the positivistic direction in methodology; determining the essence of positivistic paradigm; the contribution of positivism to the development of methodology of pedagogy – discussion and making conclusions. |
| VII week lectures | The basic characteristics of pedagogical research. |
| VII week exercises | Debates about the dialectic foundation of pedagogical research; the holistic character of pedagogical cognition; asymptotic dimension; the basic principles of the scientific research (the group work based on aforementioned features); discussion on the lev |
| VIII week lectures | Induction and deduction in methodology of pedagogical research. |
| VIII week exercises | The inductive way of cognition; the deductive way of cognition; complete and incomplete induction; the regular replacement of induction and deduction – the group discussion. Preparations for the mid-term exam. |
| IX week lectures | Mid-term exam |
| IX week exercises | Mid-term exam analysis. Homework presentations. |
| X week lectures | Specific qualities of scientific-pedagogical cognition. |
| X week exercises | The ways of educational cognition – the group level discussion; epistemological-methodological specific qualities of educational cognition; education is a complex and delicate activity; education is future-oriented; education is a dynamic, unpredictable a |
| XI week lectures | Rules and regulations in the field of education. |
| XI week exercises | Debates about the differences between rules and regulations in education – the group work based on a beforehand prepared questions. Is it possible to talk about rules in education? If these rules exist, is their cognition possible? Is it possible to state |
| XII week lectures | The basic types of pedagogical research. |
| XII week exercises | The emphasizing of the most relevant characteristics of the action and small research. Formulation of the subject of the small research and the action research (the group work). Homework presentations. |
| XIII week lectures | The basic scientific research approaches. |
| XIII week exercises | The conceptual determination of paradigm; defining the types of scientific research paradigms; the interpretation of methodological unity of qualitative and quantitative approaches; discussion grounded in a beforehand prepared material. Homework presentat |
| XIV week lectures | Variables and hypotheses of pedagogical research. |
| XIV week exercises | Defining the independent and dependent variables; defining the affirmative, zero and working hypotheses; the ways of formulating scientific research hypotheses; work on a beforehand prepared material; defining variables and determining the types of scien |
| XV week lectures | Mid-term exam II. |
| XV week exercises | Mid-term exam analysis. Homework presentations. |
| Student workload | Weekly 5 credits x 40/30 = 6 hours 40 minutes Structure: 2 hours of lectures 1 hour of practical work 3 hours 40 minutes of individual work including consultations |
| Per week | Per semester |
| 5 credits x 40/30=6 hours and 40 minuts
2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 3 hour(s) i 40 minuts of independent work, including consultations |
Classes and final exam:
6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are obliged to attend the lectures and take two tests. Students are supposed to prepare homework (a written assignment) and take part in discussions after its presentation. |
| Consultations | Tuesday, 14:00. |
| Literature | Banđur; V. i Potkonjak; N. (1999): Metodologija pedagogije, „Učiteljski fakultet“, Beograd; • Halmi; A. (2003): Strategija kvalitativnih istraživanja u primijenjenim društvenim znanostima, „Naklada Slap“, Zagreb; • Cohen, L., Manion L. i Morrison, K. ( |
| Examination methods | Forms of assessment: two mid-term exams – 20 points each (40 points total), regular class attendance and making a point in classes – 4 points; homework – 6 points; final exam – 50 points. The passing grade is awarded for the cumulative number of least 51 |
| Special remarks | |
| Comment | Students will be given the realization plan of the program of instruction including the thematic units and terms at the beginning of the semester. |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
Faculty of Philosophy / PRE-SCHOOL EDUCATION / METHODOLOGY OF MUSICAL CULTURE
| Course: | METHODOLOGY OF MUSICAL CULTURE/ |
| Course ID | Course status | Semester | ECTS credits | Lessons (Lessons+Exercises+Laboratory) |
| 3726 | Obavezan | 5 | 5 | 2+3+1 |
| Programs | PRE-SCHOOL EDUCATION |
| Prerequisites | There are no preconditions for the enrolment and attending this course. |
| Aims | - Introduction to the methodic of the musical education for pre-school children and their acceptance of this musical field as a special teaching discipline; - Understanding of the specificities of methodical process used in teaching with pre-school children; - Providing theoretical basis for students' practical work, as well as conditions for implementations of all the aims of musical education. |
| Learning outcomes | Upon successful completion of this course, students will be able to: - Practically apply teaching means (children instrumentarium, audio and audio-visual means) - Demonstrate chants and children songs - Create and independently plan listening to the music, and analyse the character of the selected compositions - Experiment with rhythmical and melodic motives through play - Organise teaching connected with aesthetical feeling of music |
| Lecturer / Teaching assistant | Prof. dr Vesna Vucinic |
| Methodology | Lectures and debates. Writing essays on a certain topic from the field. Studying for tests and final exam. Consultations. |
| Plan and program of work | |
| Preparing week | Preparation and registration of the semester |
| I week lectures | Introduction to the program, literature, obligations and the form of the exam. |
| I week exercises | Introduction to the program, literature, obligations and the form of the exam. |
| II week lectures | Importance and role of the subject. Tasks of musical education. Pedagogical and educational role of a music teacher (listening to the music, piano 20-25 exercise). |
| II week exercises | Importance and role of the subject. Tasks of musical education. Pedagogical and educational role of a music teacher (listening to the music, piano 20-25 exercise). |
| III week lectures | Didactic principles. Teaching methods (listening to the music - selection of solfegio exercises, piano 25-30) |
| III week exercises | Didactic principles. Teaching methods (listening to the music - selection of solfegio exercises, piano 25-30) |
| IV week lectures | Teaching means, entertainment, generational characteristics of children in pre-school institutions (solfegio exercises, piano 30-35) |
| IV week exercises | Teaching means, entertainment, generational characteristics of children in pre-school institutions (solfegio exercises, piano 30-35) |
| V week lectures | Nature of sound and perception of sound. Chants (methodical procedures), listening to the music,piano, selection |
| V week exercises | Nature of sound and perception of sound. Chants (methodical procedures), listening to the music,piano, selection |
| VI week lectures | Tacts and conducting. Developing of the sense for rhythm. Speaking rhythm. Speaking apparatus (structure and function). Singing nursery rhymes, piano, selection |
| VI week exercises | Tacts and conducting. Developing of the sense for rhythm. Speaking rhythm. Speaking apparatus (structure and function). Singing nursery rhymes, piano, selection |
| VII week lectures | I test of knowledge / mid-term exam |
| VII week exercises | I test of knowledge / mid-term exam |
| VIII week lectures | Song in working with children, playing on children instruments (solfegio exercises, piano - selection, kindergarden-practice) |
| VIII week exercises | Song in working with children, playing on children instruments (solfegio exercises, piano - selection, kindergarden-practice) |
| IX week lectures | Musical games: games with singing, didactic games, games with instrumental accompaniment, dances and folk dances, musical dramatisations (solfegio exercises, performing easier compositions, piano - selection, kindergarden - practice) |
| IX week exercises | Musical games: games with singing, didactic games, games with instrumental accompaniment, dances and folk dances, musical dramatisations (solfegio exercises, performing easier compositions, piano - selection, kindergarden - practice) |
| X week lectures | Correlation of musical culture with other subjects (listening to the music, playing compositions, piano - selection, kindergarden - practice). |
| X week exercises | Correlation of musical culture with other subjects (listening to the music, playing compositions, piano - selection, kindergarden - practice). |
| XI week lectures | Orff's instrumentarium – look of the instruments, rhythmical and melodic percussions, working with a choir (kindergarden – practice) |
| XI week exercises | Orff's instrumentarium – look of the instruments, rhythmical and melodic percussions, working with a choir (kindergarden – practice) |
| XII week lectures | Playing on the instrument from Orff's instrumentarium, conducting (kindergarden – practice) |
| XII week exercises | Playing on the instrument from Orff's instrumentarium, conducting (kindergarden – practice) |
| XIII week lectures | II test of knowledge / mid-term exam |
| XIII week exercises | II test of knowledge / mid-term exam |
| XIV week lectures | Playing on the instrument from Orff's instrumentarium, conducting (kindergarden – practice) |
| XIV week exercises | Playing on the instrument from Orff's instrumentarium, conducting (kindergarden – practice) |
| XV week lectures | Final exam |
| XV week exercises | Final exam |
| Student workload | Per week: 5 credits x 40/30 = 6 hours and 40 minutes Structure: 3 hours of lectures 3 hours of seminars 40 minutes of independent work, including consultations Per semester: Classes and final exam: (6 hours and 40 minutes) x 16 = 106 hours and 40 minutes Necessary preparations before the semester (administration, enrolments, certification) 2 x (6 hours and 40 minutes) = 13 hours and 20 minutes Total burden for the subject 5x30 = 150 hours Additional work on preparing the make-up exam, including the exam from 0 to 30 hours (difference in hours between the first two activities and the total burden for the subject) Burden structure: 106 hours and 40 min.(Classes)+13 hours and 20 min.(Preparation)+30 hours (additional work) |
| Per week | Per semester |
| 5 credits x 40/30=6 hours and 40 minuts
2 sat(a) theoretical classes 1 sat(a) practical classes 3 excercises 0 hour(s) i 40 minuts of independent work, including consultations |
Classes and final exam:
6 hour(s) i 40 minuts x 16 =106 hour(s) i 40 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 6 hour(s) i 40 minuts x 2 =13 hour(s) i 20 minuts Total workload for the subject: 5 x 30=150 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 30 hour(s) i 0 minuts Workload structure: 106 hour(s) i 40 minuts (cources), 13 hour(s) i 20 minuts (preparation), 30 hour(s) i 0 minuts (additional work) |
| Student obligations | Students are obliged to regularly attend the classes. Students are expected to work individually during the seminars. Consultations take place by appointments. |
| Consultations | Monday 12.00-13.30 |
| Literature | * Vučinić, Vesna: Metodika muzičke kulture i početna škola sviranja na klaviru, Podgorica: Univerzitet Crne Gore, 2006. * Manesterioti, Višnja: Muzički odgoj na početnom stupnju, Zagreb: Školska knjiga, 1982. * Domonji, Ivana: Metodika muzičkog vaspitan |
| Examination methods | - Two mid-term exams with 20 points (in total 40 points); - Activity in the class, 5 points; - Five homeworks with 1 point each (in total 5 points); - Final exam, 50 points; - Passing grade is achieved with the accumulation of 51 points minimum. |
| Special remarks | Studenti izvode praktičnu nastavu u vrtiću |
| Comment | Detailed plan of the realisation of the syllabus, containing the thematic groups and terms, will be given to the students at the beginning of the semester. |
| Grade: | F | E | D | C | B | A |
| Number of points | less than 50 points | greater than or equal to 50 points and less than 60 points | greater than or equal to 60 points and less than 70 points | greater than or equal to 70 points and less than 80 points | greater than or equal to 80 points and less than 90 points | greater than or equal to 90 points |
