Alena Letina
Biographic Data
| ID | 4029349 |
|---|---|
| NAME | Alena Letina |
| GIVEN NAMES | Alena |
| FAMILY NAME | Letina |
| SIGNATURE | LETINA A |
| AFFILIATIONS | University of Zagreb |
| ORCID | 0000-0001-7065-6660 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Pedagogical Approaches to the Use of Artificial Intelligence in Teaching
Artificial intelligence (AI) is increasingly being introduced into educational practice, raising questions about how teachers perceive its pedagogical role and the extent to which they are willing to integrate it into teaching. This study examined primary and secondary school teachers’ preferred pedagogical approaches to AI use and the contribution of professional awareness and conceptual beliefs to explaining these preferences. A total of 322 te…
Teachers’ Perceptions and Practices of Assessment in Primary Schools
This study examines teachers’ perceptions of assessment and their relationship with instructional practice in primary education. It examines whether teachers perceive assessment as a tool to support student learning and development or as a mechanism for ensuring educational quality through teaching evaluation and exam preparation. The research is based on a survey conducted with 396 primary school teachers in Croatia, including both lower and upp…
Development of Students’ Learning to Learn Competence in Primary Science
The aim of this study was to determine if there is a connection between the inquiry-based teaching of science in primary school and the development of the students’ learning to learn competence. The research involved 333 fourth-grade students at primary schools in Croatia. The experimental research with parallel groups included a number of students who were exposed to inquiry-based teaching of science for three months, and a control group that wa…
Factors Influencing the Frequency of Use of Inquiry-based Approach to Teaching Primary Science/Čimbenici povezani s učestalošću primjene istraživački usmjerene nastave prirode i društva
This paper presents results of a research whose aim was to determin whether there is a connection between the frequency of use of inquiry-based approach to teaching primary science and teachers’ attitudes towards the importance of this type of instruction, as well as their personal experience of participating in different forms of inquiry-based learning during their own formal education and training. The research was conducted using a sample of 2…
Effectiveness of Inquiry-Based Science and Social Studies Teaching in the Development of Students' Scientific Competence/Efikasnost istraživački usmjerene nastave Prirode i društva u razvoju prirodozn…
Inquiry-based teaching involves a purposeful and organized process of learning, where students, with their own activity and exploration, construct new knowledge concepts and develop a number of cognitive and practical skills. The aim of this study was to determine whether there is a relationship between inquiry-based Science and Social Studies teaching and the development of students' scientific competence. For this purpose, an experimental surve…
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Effectiveness of Inquiry-Based Science and Social Studies Teaching in the Development of Students' Scientific Competence/Efikasnost istraživački usmjerene nastave Prirode i društva u razvoju prirodozn…
Inquiry-based teaching involves a purposeful and organized process of learning, where students, with their own activity and exploration, construct new knowledge concepts and develop a number of cognitive and practical skills. The aim of this study was to determine whether there is a relationship between inquiry-based Science and Social Studies teaching and the development of students' scientific competence. For this purpose, an experimental surve…
Factors Influencing the Frequency of Use of Inquiry-based Approach to Teaching Primary Science/Čimbenici povezani s učestalošću primjene istraživački usmjerene nastave prirode i društva
This paper presents results of a research whose aim was to determin whether there is a connection between the frequency of use of inquiry-based approach to teaching primary science and teachers’ attitudes towards the importance of this type of instruction, as well as their personal experience of participating in different forms of inquiry-based learning during their own formal education and training. The research was conducted using a sample of 2…
Development of Students’ Learning to Learn Competence in Primary Science
The aim of this study was to determine if there is a connection between the inquiry-based teaching of science in primary school and the development of the students’ learning to learn competence. The research involved 333 fourth-grade students at primary schools in Croatia. The experimental research with parallel groups included a number of students who were exposed to inquiry-based teaching of science for three months, and a control group that wa…
Teachers’ Perceptions and Practices of Assessment in Primary Schools
This study examines teachers’ perceptions of assessment and their relationship with instructional practice in primary education. It examines whether teachers perceive assessment as a tool to support student learning and development or as a mechanism for ensuring educational quality through teaching evaluation and exam preparation. The research is based on a survey conducted with 396 primary school teachers in Croatia, including both lower and upp…
Pedagogical Approaches to the Use of Artificial Intelligence in Teaching
Artificial intelligence (AI) is increasingly being introduced into educational practice, raising questions about how teachers perceive its pedagogical role and the extent to which they are willing to integrate it into teaching. This study examined primary and secondary school teachers’ preferred pedagogical approaches to AI use and the contribution of professional awareness and conceptual beliefs to explaining these preferences. A total of 322 te…
Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Education and Critical Thinking Development (3 works) · Science education (3 works) · Science Education and Pedagogy (3 works) · Curriculum (2 works) · Educational Strategies and Epistemologies (2 works) · Professional development (2 works) · Teaching method (2 works)