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2020, vol. 25, br. 1, str. 53-64
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Komparativna analiza doprinosa LEM i TM na kvalitet znanja učenika
Contribution of laboratory-experimental method to the quality of students knowledge
aUniverzitet u Novom Sadu, Učiteljski fakultet, Sombor bPrirodno-matematički fakultet, Podgorica, Crna Gora
e-adresa: mirjanas214@gmail.com
Projekat: Kvalitet obrazovnog sistema Srbije u evropskoj perspektivi (KOSSEP) (MPNTR - 179010)
01-2864
Sažetak
Cilj rada je analiza doprinosa laboratorijsko-eksperimentalne metode (LEM) kvalitetu znanja učenika o prirodi - metaanaliza dostupnih istraživanja. Odabrana su i struktuirana istraživanja u kojima se istražuje komparativni doprinos kvalitetu znanja učenika: LEM i drugih metoda učenja, odnosno učeničkih i demonstracionih eksperimenata. Većina dosadašnjih istraživanja fokusirana je na predmetnu nastavu. Nedovoljna su u razrednoj nastavi. U istraživanjima se potvrđuje veći doprinos LEM u odnosu na tradicionalnu i druge metode učenja kvalitetu i trajnosti znanja učenika. Učenički eksperimenti u većini istraživanja više doprinose kvalitetu znanja učenika od demonstracionih. Nedovoljno je istraživanja koja prate uticaj LEM na kvalitet znanja učenika na kognitivnim nivoima. U obradi većine sadržaja iz prirodnih nauka prednost treba dati LEM metodi u odnosu na druge metode, ili je kombinovati sa njima.
Abstract
The aim of the paper is to analyze the contribution of the laboratory-experimental method (LEM) to the quality of students' knowledge of natural and inaccessible research. Papers were also selected to examine the comparative contribution to the quality of students' knowledge: LEM and other learning methods, that is, between student and demonstration experiments. Most of the research so far is focused on subject teaching and they are still rare in integrated science teaching. The research confirms the greater contribution of LEM than the traditional and other methods of learning about quality and durability of students' knowledge. Student experiments in most research contribute to the quality of students' knowledge more than the demonstration experiments. There is insufficient research which examines the impact of LEM on students' quality of knowledge at cognitive levels. In the teaching of most of the contents of natural science, priority should be given to the LEM method or it should be combined with other methods of learning.
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