Učenička evaluacija nastave likovne kulture
Milan Matijević1, Miroslav Drljača2 i Tomislav Topolovčan1
1Učiteljski fakultet Sveučilišta u Zagrebu, Hrvatska
2Gimnazija Prijedor, BiH

Sažetak
Škola treba stvarati uvjete za optimalno ostvarivanje mogućnosti svakog učenika. Svi su nastavni predmeti u školskom kurikulumu jednako važni za ostvarivanje i samopotvrđivanje potencijala svakog pojedinca jer, prema teoriji višestrukih inteligencija, svaki je pojedinac u nečemu dobar i ima predispozicije za uspjeh. Ovo je istraživanje posvećeno ispitivanju procjena svojih iskustava u nastavi likovne kulture. Uzorak predstavljaju učenici završnih razreda devetogodišnje obvezne osnovne škole i gimnazije u Bosni i Hercegovini (N = 255). Za prikupljanje podataka o procjeni nastave likovne kulture konstruiran je posebni instrument Skala procjene nastave likovne kulture u formi Osgoodova semantičkog diferencijala. Deskriptivna analiza pokazuje da generalno svi učenici pozitivno procjenjuju nastavu likovne kulture. Nema razlika u procjeni nastave likovne kulture obzirom na spol, vrstu škole i završni školski uspjeh učenika. Odnosno, bez obzira kojeg su učenici spola, idu li u osnovnu ili srednju školu (gimnaziju) te s kojim su školskim uspjehom završili prethodni razred, oni podjednako pozitivno procjenjuju nastavu likovne kulture. Ali postoji razlika u procjeni nastave likovne kulture s obzirom na razred, tj. učenici osmog razreda osnovne škole imaju nešto pozitivnije procjene nego učenici devetog razreda osnovne škole i drugog razreda gimnazije. U radu su prikazana i objašnjena teorijska polazišta, obilježja i implikacije dobivenih rezultata.
Ključne riječi: evaluacija nastave, likovna kultura, obveza škola, semantički diferencijal

Pupils’ evaluation of the art class
Milan Matijević1, Miroslav Drljača2 and Tomislav Topolovčan1
1Faculty of teacher education University of Zagreb, Croatia
2Gimnazija Prijedor, Bosnia and Herzegovina

Abstract
Schools should create conditions for the best possible development of the potential of each pupil. All subjects in the school curriculum are equally important for the achievement and fulfilment of each individual’s potential, because, according to the theory of multiple intelligences, every individual is good at something and has the predisposition for success. This study aims to examine the evaluations of pupils’ experiences with their art class. The sample comprises pupils from the final grades of a nine-year compulsory primary school and of a secondary school in Bosnia and Herzegovina (N = 255). The authors constructed a special instrument to collect data on the pupils’ evaluation of their art class – the Art Class Evaluation Scale in the form of Osgood’s semantic differential. A descriptive analysis shows that, in general, all pupils provide a positive evaluation of the their art class. There are no differences in the evaluation of the art class in terms of pupils’ gender, type of school, and school results at the end of the year. In other words, irrespective of the pupils’ gender, whether they are in primary or secondary school (grammar school), and their results at the end of the previous grade, they provide an equally positive evaluation of the art class. However, there is a difference in the evaluation of the art class in terms of grade: pupils in the eighth grade of primary school provide a somewhat more positive evaluation than pupils in the ninth grade of primary school and in the second grade of secondary school. The paper also presents an explanation of the theoretical bases, features, and implications of the results obtained.
Key words: evaluation of lesson, grammar school, art class, compulsory school, semantic differential