<p>Jedna od široko zastupljenih metoda za uspešnu realizaciju ciljeva naučnog obrazovanja je istraživačka metoda (Inquiry-based instruction), <br />koja se definiše kao uključivanje učenika u proces aktivnog učenja kroz postavljanje <br />pitanja, analizu podataka i kritičko mišljenje. Problem ovog istraživanja bio je kako <br />primenom istraživačke metode u razrednoj nastavi povećati postignuća i motivisanost učenika u oblasti prirodnih nauka.</p><p>U teorijskom delu rada analiziran je konstruktivizam kao pedagoška osnova <br />kvalitetnog naučnog obrazovanja, Principi i velike ideje naučnog obrazovanja kao osnova za pravilan izbor sadržaja, oblici, karakteristike i modeli istraživačkog učenja i poučavanja, kompetencije nastavnika i načini praćenja i vrednovanja postignuća učenika. </p><p>U empirijskom delu rada prikazani su rezultati pedagoškog eksperimenta sa paralelnim grupama u kome je proučavana primena istraživačke metode na fizičkim sadržajima u nastavi Prirode i društva, i njen doprinos efikasnijem sticanju znanja, umeća i navika učenika, povećanju kvaliteta i kvantiteta njihovog znanja, kao i razvoju motivacije za rad u poređenju sa tradicionalnim pristupom. Za potrebe istraživanja oblikovani su inovativni nastavni modeli, testovi znanja i ankete za učenike i roditelje. Uzorak istraživanja činilo je 112 učenika iz osam odeljenja četvrtih razreda dve osnovne škole u Somboru. </p><p>Rezultati istraživanja su pokazali da primena istraživačke metode u nastavnoj praksi <br />pozitivno utiče na kvalitet i kvantitet stečenih znanja i umeća i da značajno doprinosi povećanju motivacije učenika za izučavanje fizičkih sadržaja. Ovim putem provereni i potvrđeni inovativni nastavni modeli mogu da nađu svoje mesto u nastavnoj praksi i tako doprinesu kvalitetnijoj realizaciji nastave prirodnih nauka, a time i povećanju naučne pismenosti veće populacije učenika.</p> / <p>Inquiry-based instruction is one of the widely used methods for the successful realization of the science teaching goals. It is defined as involving pupils into the process of active learning by asking questions, data analysis and critical thinking. The problem of this research is how the application of inquiry-based instruction in classroom teaching increases pupils’ motivation and achievement in the field of<br />natural sciences.</p><p>In the theoretical part of the paper the constructivism as a pedagogical basis of quality scientific education, Principles and great ideas of scientific education as a basis for right choice of contents, forms, characteristics and models of inquiry teaching and learning are analyzed, as well as teacher competence and ways of monitoring and evaluating of pupils’ achievement.</p><p>In the empirical part of the paper the results of pedagogical experiment with parallel groups is presented. In that experiment was studied the implementation of Inquiry-based instruction on physics contents in teaching Nature and Society in classroom teaching, and its contribution to the efficient acquiring knowledge, skills and habits of pupils, increasing the quality and quantity of their knowledge, as well as the developing the motivation to work, in comparison with the traditional approach. For the purposes of this research innovative teaching models, knowledge tests and questionnaire for pupils and parents were designed. The study sample consisted of 112 pupils from eight fourth-grade classes from two primary schools in Sombor.</p><p>The research results showed that the implementation of Inquiry-based instruction in teaching practice positively affects the quality and quantity of acquired knowledge and skills of pupils and significantly contributes to increasing pupils’ motivation for studying physics contents. Hereby tested and validated innovative teaching models can find their place in the teaching practice and thus contribute to better realization of teaching science, and thus increase scientific literacy of larger population of pupils.</p>
| Identifer | oai:union.ndltd.org:uns.ac.rs/oai:CRISUNS:(BISIS)94697 |
| Date | 12 June 2015 |
| Creators | Bošnjak Marija |
| Contributors | Obadović Dušanka, Pavkov-Hrvojević Milica, Petojević Aleksandar, Gajić Olivera, Bogdanović Ivana, Jokić Stevan |
| Publisher | Univerzitet u Novom Sadu, Prirodno-matematički fakultet u Novom Sadu, University of Novi Sad, Faculty of Sciences at Novi Sad |
| Source Sets | University of Novi Sad |
| Language | Serbian |
| Detected Language | Unknown |
| Type | PhD thesis |
Page generated in 0.0017 seconds