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Doprinos primene direktne u odnosu na indirektnu hands-on instrukciju na postignuća učenika u početnom obrazovanju u prirodnim naukama
Univerzitet u Novom Sadu, Učiteljski fakultet, Sombor

e-adresastankocvjeticanin@gmail.com
Projekat:
Kvalitet obrazovnog sistema Srbije u evropskoj perspektivi (KOSSEP) (MPNTR - 179010)

Ključne reči: direktna i indirektna hands-on instrukcija; integrisane prirodne nauke; postignuća učenika; prvi ciklus osnovnog obrazovanja i vaspitanja
Sažetak
Obezbeđivanje optimalnog (odgovarajućeg) nivoa instruktivnog vođenja u nastavi prirodnih nauka u početnom obrazovanju od izuzetnog je značaja za pravilno usvajanje znanja i njihovu primenu. Cilj ovog rada je da se ispita doprinos primene direktne u odnosu na indirektnu hands-on (eng. hands-on) instrukciju na postignuća učenika o kretanju i svojstvima materijala na časovima integrisanih prirodnih nauka (časovi predmeta Svet oko nas i Priroda i društvo). Zadaci istraživanja usmereni su na: uporednu analizu kvaliteta znanja učenika stečenog uz primenu direktne u odnosu na indirektnu hands-on instrukciju, kao i analizu trajnosti tog znanja. U istraživanju su primenjene: metoda teorijske analize, deskriptivno-analitička metoda i eksperimentalna metoda. Tehnika istraživanja je testiranje, a instrument testovi provere znanja (pre-test, post-test i re-test). Uzorak istraživanja činila su 94 učenika trećeg razreda osnovne škole, raspoređena u dve grupe: E1 (primena indirektne handson instrukcije) i E2 grupu (primena direktne hands-on instrukcije). Rezultati istraživanja pokazali su da su učenici E1 grupe ostvarili nešto kvalitetnija i trajnija znanja o kretanju i svojstvima materijala u odnosu na učenike E2 grupe. Međutim, značajna razlika između njihovih postignuća uočena je samo na kognitivnom nivou evaluiram na post-testu. Ovo navodi na zaključak da pri realizaciji sadržaja o kretanju i svojstvima materijala u trećem razredu treba primenjivati obe vrste hands-on instrukcije. Pri tome veću prednost treba dati indirektnoj u odnosu na direktnu hands-on instrukciju, jer pored nešto većih postignuća pruža učenicima i veći stepen samostalnog istraživačkog i eksperimentalnog rada.
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O članku

jezik rada: srpski
vrsta rada: izvorni naučni članak
DOI: 10.5937/inovacije2201075C
primljen: 25.05.2021.
prihvaćen: 12.12.2021.
objavljen u SCIndeksu: 25.04.2022.
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