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Inovacije u nastavi - časopis za savremenu nastavu
2019, vol. 32, br. 4, str. 21-31
jezik rada: srpski
vrsta rada: izvorni naučni članak
objavljeno: 03/06/2020
doi: 10.5937/inovacije1904021P
Creative Commons License 4.0
Efekti primene metode učenja putem rešavanja problema u nastavi prirodnih nauka
Univerzitet u Beogradu, Hemijski fakultet

e-adresa: puticakatarina@gmail.com

Sažetak

Cilj ovog rada bio je da se uporedi efektivnost nastave zasnovane na primeni metode učenja putem rešavanja problema i tradicionalne receptivne nastave u oblasti prirodnih nauka. Imajući u vidu najčešće probleme sa kojima se učenici suočavaju prilikom učenja prirodnih nauka, a za koje je utvrđeno da su u velikoj meri posledica tradicionalne receptivne nastave, postavljene su četiri istraživačke hipoteze: primena metode učenja putem rešavanja problema dovodi do boljeg razumevanja gradiva prirodnih nauka (H1), pozitivnijeg odnosa učenika prema prirodnim naukama (H2), bolje samoregulacije procesa učenja prirodnih nauka (H3) i boljih akademskih postignuća učenika u oblasti prirodnih nauka (H4) u odnosu na receptivnu nastavu. Akademska postignuća učenika u oblasti prirodnih nauka razmatrana su isključivo kao kvantitativni aspekt uspešnosti učenika, zbog čega je razumevanje, kao jedan od nivoa kvalitativnog aspekta uspešnosti, razmatrano u posebnoj hipotezi. Da bi se proverila tačnost postavljenih hipoteza, primenjena je metaanaliza, za čiju izradu su iskorišćeni rezultati iz dvadeset tri naučna rada, na osnovu kojih su, za svaku od hipoteza, izračunate odgovarajuće srednje vrednosti ES. Na osnovu ovih vrednosti potvrđena je tačnost sve četiri postavljene hipoteze, a time i veliki potencijal metode učenja putem rešavanja problema da unapredi kvalitet nastave u oblasti prirodnih nauka.

Ključne reči

učenje putem rešavanja problema; receptivna nastava; prirodne nauke; metaanaliza

Reference

Naknadno pridodat članak: provera, normiranje i linkovanje referenci u toku.
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