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2020, vol. 25, br. 1, str. 53-64
Komparativna analiza doprinosa LEM i TM na kvalitet znanja učenika
aUniverzitet u Novom Sadu, Učiteljski fakultet, Sombor
bPrirodno-matematički fakultet, Podgorica, Crna Gora

e-adresamirjanas214@gmail.com
Projekat:
Kvalitet obrazovnog sistema Srbije u evropskoj perspektivi (KOSSEP) (MPNTR - 179010)
01-2864

Ključne reči: doprinos; laboratorijsko-eksperimentalna metoda; kvalitet znanja učenika; priroda
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.
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O članku

jezik rada: srpski
vrsta rada: pregledni članak
DOI: 10.5937/norma2001053M
objavljen u SCIndeksu: 31.10.2020.