чланак: 4 од 7  
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Fizička kultura
2016, вол. 70, бр. 2, стр. 135-144
језик рада: енглески, српски
изворни научни чланак
doi:10.5937/fizkul1602135I

Creative Commons License 4.0
Animacija sa simultanom naracijom nasuprot naraciji u nastavi fizičkog vaspitanja
aUniversity of Patras, Depatment of Primary Education, Patras, Greece
bAristotle University of Thessaloniki, School of Physical Education and Sports Science, Thessaloniki, Greece

е-адреса: pan.ioannou77@gmail.com

Сажетак

Cilj ovog istraživanja je bio da se uporede efekti koje dve različite nastavne metode imaju na razumevanje kod učenika na času fizičkog vaspitanja: naracija nasuprot animaciji sa simultanom naracijom tokom nastave o bacanju kugle. U ovom istraživanju dobrovoljno je učestvovalo tridesetoro dece osnovnoškolskog uzrasta (dečaci i devojčice). Prilikom eksperimenta učenici su slušali (naracija) i gledali (animacija sa naracijom) prezentaciju o dva stila bacanja kugle. Test rešavanja problema i test retencije znanja su korišćeni za procenu razumevanja. Rezultati pokazuju da su učenici bolje razumeli kada su stilovi bacanja kugle bili predstavljeni pomoću mešovitog modela (grupa animacije i naracije), nego što je to bio slučaj sa jedinstvenim modelom (naracija). Grupa kojoj je bila predstavljena animacija sa simultanom naracijom bila je uspešnija od grupe kojoj je predstavljena samo naracija na testu rešavanja problema (M = 4.91, SD = 1.36), kao i na testu retencije znanja (M = 5.98, SD = 1.28) t(28) = 1.89 p<0.01. Zaključak značajan za nastavu je da su slike zajedno sa rečima efikasniji metod nastave kada se kontinuirano pojavljuju tokom vremena, nego samo reči u nastavi fizičkog vaspitanja.

Кључне речи

teorija dvostrukih kodova; slike; reči; bacački događaj

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