Croatian Students’ Awareness, Understanding and Attitudes Regarding European Dimension in Education

Turk, Marko; Miočić, Ivana; Marinović, Monika; Turković, Inka; Ledić, Jasminka

doi:10.1016/j.sbspro.2015.01.700

Cited by 2 publications

(3 citation statements)

References 3 publications

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“…In fact, recent trends are negative in that the curriculum that arose from the last education law (LOMCE) was an important step back. Thus, in addition to the traditional diagnosis that points to a lack of ambition when it comes to including EDE in the curricula of the different member states (Turk et al, 2015;Bakker et al, 2017;Grimonprez, 2020), it would also seem that, for Spain at least, there is also a recent regressive trend that highlights a lack of commitment to this policy.…”

Section: Discussionmentioning

confidence: 99%

“…As a result of this previous research, there is a general consensus regarding member states' lack of commitment to the incorporation of EDE into their national curricula (Turk et al, 2015;Bakker et al 2017;Grimonprez, 2020). In addition, several studies have revealed European citizens' lack of knowledge of EU institutions (Santana-Vega et al, 2020).…”

Section: State Of the Researchmentioning

confidence: 91%

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Creating European citizens through citizenship, geography, and history education: a temporal and regional analysis of the Spanish curriculum

García-Álvarez¹,

Arias-García²

2022

EJG

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The European Dimension in Education (EDE) is a policy promoted by the Council of Europe and the European Union that aims to foster active, critical citizenship based on common democratic values. It is also associated with the idea of promoting better knowledge of the European Union and of the concept of European citizenship. Ever since the policy was initially launched, EU Member States have been trying to add a European dimension to their education systems, although little progress has been made. In this paper, we study the way EDE has been integrated into the Spanish education system. Our research is based on an analysis of the national and regional curricula for Social Sciences (Geography, History) and Citizenship Education in compulsory secondary education, as these are the main subjects within which Spanish students are taught civic education. Results showed few signs of progress in the integration of EDE into the Spanish curriculum. In fact, a regressive trend was observed in some cases. The curriculum has varied a lot over the years in line above all with the ideology of the national government. It has also varied considerably across Spain’s different regions, which play an important role in the inclusion of EDE contents in the curriculum. The inclusion of specific subjects on Citizenship Education has provided a considerable boost to the integration of EDE into the Spanish curriculum. However, EU-related content is usually scarce and is never considered as important as content explaining the Spanish political system, citizenship, geography and history. Our paper concludes that a stronger European focus in the national curriculum would be highly recommended, so as to fully embrace EDE. In addition, a cross-party consensus should be reached on citizenship education and its contents, stressing the important role it can play as a separate subject.

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Section: Discussionmentioning

confidence: 99%

Section: State Of the Researchmentioning

confidence: 91%

Creating European citizens through citizenship, geography, and history education: a temporal and regional analysis of the Spanish curriculum

García-Álvarez¹,

Arias-García²

2022

EJG

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“…Providing knowledge and skills for future teachers will broaden their mind and develop learning awareness, resulting in students' eagerness to learn. This indicates that future teachers should practice cultivating students' creativity in conducting scientific activities so that the learning and evaluation process will be effective, efficient, challenging, and motivational (Cibik & Yalcin, 2011;Ozdamli, 2011;Nazila & Reza, 2011;Turk, et al, 2015;Hande, et al, 2015). Hence, teachers should adopt various methods, strategies, and models of learning so that learning becomes more interesting.…”

Section: Introductionmentioning

confidence: 99%

Learning Experience of Pre-Service Physics Teachers in Developing Simple Project Loaded by Life Skills

susilawati

Khoiri

Wijayanto

et al. 2018

JPII

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This research aims to reveal the experience profile of future Physics teachers in developing simple multi-loaded life skill project. The research method used was a descriptive method with 62 future Physics teachers as the research subject. Based on observations, interviews, and questionnaires, it was drawn descriptions of the future teachers’ experiences in developing a simple project. The future teachers were assessed based on some Physics indicators such as project design, project creation, data collection, data analysis, and creativity. The results of the project preparation descriptions obtained by the experience data of future Physics teachers indicate the highest score of 4.8 (96%) on the indicator of schedule making, while the lowest score was 2.9 (58%) on the indicators of formulating the product benefits, preparing the feasibility analysis and analyzing the environmental impact. The results show that future Physics teachers got the highest score of 4.6 (93%) on data adjustment for experimental purposes indicator, and the lowest score of 2.8 (55%) on designing tools and materials indicator. Based on the Physics props trial, it was obtained the highest score of 4.5 (89%) on the indicator of analyzing the baseline data, while the lowest score of 2.9 (58%) was on the variation test variables. Positive feedback about time-management in completing the project, the ability to identify the topic of the project, the ability to find ideas to support the completion of the project, the ability to test the tools, and the ability to make progress reports on project completion were derived from the interviews. The highest score of students’ responses to project completion was 4.8 (95%) on the second data collection indicator and the lowest was 3.2 (64%) on the instrument material design indicator.

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Croatian Students’ Awareness, Understanding and Attitudes Regarding European Dimension in Education

Cited by 2 publications

References 3 publications

Creating European citizens through citizenship, geography, and history education: a temporal and regional analysis of the Spanish curriculum

Creating European citizens through citizenship, geography, and history education: a temporal and regional analysis of the Spanish curriculum

Learning Experience of Pre-Service Physics Teachers in Developing Simple Project Loaded by Life Skills

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