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Achieving Students' Competencies Through Research-Based Outdoor Science Teaching/Ostvarivanje kompetencija učenika istraživačkom izvanučioničkom nastavom prirode i društva

Edita Borić, Alma Škugor

Abstract


Abstract

The aim of this research was to ascertain the competencies of students who learn Science through research-based outdoor teaching. The research included 319 4th grade students of Osijek elementary schools. Two groups of students were to acquire the same contents by means of different didactic scenarios. The experimental group learned through research-based outdoor teaching, the control group through lecture-based teaching in the classroom. A questionnaire containing 16 statements was drafted for the needs of the research and the students were to evaluate, on a Likert-type 5 point scale, motivation, participation and learning through research-based outdoor teaching as well as through lecture-based teaching. A knowledge test for the students was also created and contained 18 questions of different levels of learning domains – knowledge, abilities and skills. In order to determine whether there is a statistically significant difference in the self-evaluation of the level of motivation, participation and learning as well as in the knowledge test between the experimental and control group, a t-test was calculated. The data was processed using the statistical programme SPSS 13.0. The results show that the level of students' reproductive knowledge remains the same in research-based outdoor teaching, but the problem-solving abilities and skills are significantly improved. Students wish to learn by exploring in nature because such work is motivating and less wearing. 

Key words: research-based outdoor teaching, students' competencies, lecture-based teaching, Science and Society

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Sažetak

Cilj je provedenoga istraživanja utvrditi kompetencije učenika učenjem sadržaja Prirode i društva istraživačkom izvanučioničkom nastavom. U istraživanju  je sudjelovalo 319 učenika četvrtog razreda osnovnih škola u Osijeku. Dvije su skupine učenika različitim metodičkim scenarijima usvajale iste nastavne sadržaje. U eksperimentalnoj skupini nastava je istraživačka izvanučionička, a u kontrolnoj skupini nastava se izvodila na predavačko-prikazivački način u učionici. Za potrebe je istraživanja sastavljena anketa od 16 tvrdnji u kojoj su učenici procjenjivali motiviranost, sudjelovanje i učenje istraživačkom izvanučioničkom i predavačko-prikazivačkom nastavom na skali Likertova tipa od 5 stupnjeva. Za učenike je sastavljen ispit znanja koji se sastojao od 18 pitanja različitih razina kognitivne domene učenja – znanja, sposobnosti i vještina. Kako bi se utvrdilo postoji li statistički značajna razlika u samoprocjeni motiviranosti, suradnje i učenja, i u ispitu znanja između eksperimentalne i kontrolne skupine izračunat je t-test. Podaci su obrađeni statističkim programom SPSS 13.0. Rezultati su pokazali da razina reproduktivnog znanja učenika istraživačkom izvanučioničkom nastavom ostaje ista, a znatno se razvijaju sposobnosti i vještine rješavanja problema. Učenici žele učiti istražujući u prirodi jer ih  takav rad motivira i manje opterećuje. 

Ključne riječi: istraživačka izvanučionička nastava; kompetencije učenika; predavačko-prikazivačka nastava; priroda i društvo.



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DOI: https://doi.org/10.15516/cje.v16i1.398

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