APA 6th Edition Gotovac, B. (2009). Kritika pristupa nastavi na razini visokoškolskog obrazovanja. Školski vjesnik, 58 (2.), 225-232. Retrieved from https://hrcak.srce.hr/82598
MLA 8th Edition Gotovac, Branka. "Kritika pristupa nastavi na razini visokoškolskog obrazovanja." Školski vjesnik, vol. 58, no. 2., 2009, pp. 225-232. https://hrcak.srce.hr/82598. Accessed 29 Nov. 2021.
Chicago 17th Edition Gotovac, Branka. "Kritika pristupa nastavi na razini visokoškolskog obrazovanja." Školski vjesnik 58, no. 2. (2009): 225-232. https://hrcak.srce.hr/82598
Harvard Gotovac, B. (2009). 'Kritika pristupa nastavi na razini visokoškolskog obrazovanja', Školski vjesnik, 58(2.), pp. 225-232. Available at: https://hrcak.srce.hr/82598 (Accessed 29 November 2021)
Vancouver Gotovac B. Kritika pristupa nastavi na razini visokoškolskog obrazovanja. Školski vjesnik [Internet]. 2009 [cited 2021 November 29];58(2.):225-232. Available from: https://hrcak.srce.hr/82598
IEEE B. Gotovac, "Kritika pristupa nastavi na razini visokoškolskog obrazovanja", Školski vjesnik, vol.58, no. 2., pp. 225-232, 2009. [Online]. Available: https://hrcak.srce.hr/82598. [Accessed: 29 November 2021]
Abstracts In higher educational institutions class activities unfortunately do not have the importance they deserve. Following the rehabilitation of higher education class evaluation, the level of consciousness about the necessity of college teachers’ systematic education should be increased in order to improve the quality of education. Today, we face the challenge of students’ permanent motivation; from enrollment onwards. The task of college is to draft and apply an agenda that is primarily student oriented, towards both potential and registered ones; which is to be realized before enrolment, during the entire study, and later in the context of lifelong learning. Current interesting programs, without competent teachers are not suffi cient. Not only that the development of certain strategies and students learning skills contributes to successful studying, but also the teaching methods are crucial. From a wide range of teaching and educational methods, frontal work and the method of speech presentation are mostly used. Description is
predominantly scholarly, comprehension is rarely questioned during class, uneducated teachers are not competent enough to didactically direct students; and these are only a few weaknesses which signifi cantly reduce the quality of higher education institutions.
Solving many problems that teachers and their students encounter demands teachers’ knowledge in didactics, psychology and methodic. Therefore it is highly necessary to introduce certain changes on the level of higher education. This work incorporates results from survey conducted on students of Faculty of Chemistry and Technology in Split due to exploring the learning strategy effectiveness.