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Lecture-based teaching is still the prevalent form of teaching in almost all secondary schools in Serbia. Although active teaching cannot eliminate all the shortcomings in the teaching of Geography, this particular form gives the best opportunities for understanding individual abilities and preferences of students. The principal aim of the study was to explore which way of teaching (modern-active or traditional-passive) is more beneficial for motivating students’ learning and acquiring competencies (knowledge, skills, and abilities) in Geography. Research was conducted to analyse competencies acquired by selected high school students through the application of certain didactic principles in the third grade of Grammar school “Laza Kostić” (Novi Sad, Serbia) with the topic “Hydrography of Serbia”. Fieldwork investigation was comprised of conducted survey questionnaire (with pupils evaluating motivation and participation in the process of teaching Geography, as well as activities and learning/acquiring certain geographical content through selected didactic principles, forms, methods, and tools) and the competency test. Descriptive statistics was used for calculating the percentage and average values. The independent t-test was used in order to determine whether there is a statistically significant difference between the experimental and control group regarding the self-evaluation of motivation, participation in teaching, and learning. The difference in terms of acquiring competencies between experimental and control groups was explored by the Chi-square test (χ2). In order to determine whether there is a correlation between self-evaluation in terms of motivation, cooperation, and learning, as well as in the knowledge test between the experimental and control groups, Pearson’s correlation coefficient (r) has been calculated. The results indicate that the students have higher level of motivation, and are more interested in learning and acquiring knowledge when the teacher organises the lecture through active learning techniques. The knowledge and skills resulting from these kinds of classes are higher. Also, the results obtained from this type of experimental classes, showed that with an increase of skills and abilTin Lukić, Sanja Božić, Dušan Sakulski, Snežana Babić-Kekez, Ljubica Ivanović Bibić, Snežana Besermenji, Marija Bura, Zorica Dubovina, David Davidović, Dragan Dolinaj 255 Geographica Pannonica • Volume 20, Issue 4, 254-264 (December 2016) Introduction In almost all secondary schools in Serbia, lectures still seem to be performed in a traditional way, with students passively absorbing the given information. Teachers rarely make significant changes in the passive nature of the learning process, providing incentives to learn only at passive rather than active level (Marton, Saljo, 1976). Lecture-based teaching is therefore still the prevalent form of teaching, with students sitting, listening and watching, while the teacher has the major role (teacher-centered teaching) (Matijević, Radovanović, 2011). Active learning, on the other hand, refers to “experiences in which students are thinking about the subject matter” while they interact with the teacher and each other (McKeachie, 1999; Gamson, 1991). Instead of just memorising large quantities of information, this way of teaching stimulates thinking, exploring, searching for clues, etc., encouraging students to not only gain knowledge, but also to acquire different skills and competences (Montgomery, et al., 1997). However, active learning is not more beneficial in all situations. DeNeve and Heppner (1997) reported that research by the Educational Resources Information Center (ERIC) analysed twelve studies involving a direct comparison between active learning and other teaching methods. The majority of these studies reported no significant differences between active and passive teaching techniques in terms of student performance. Based on their study, DeNeve and Heppner (1997) concluded that “these results agree with recent research that suggested that active learning techniques are more effective for achieving some goals, while lectures are more effective for achieving other goals”. If we consider that one of the main goals in teaching Geography is that students acquire permanent knowledge and applying it to new teaching and life situations, while minimising the process of forgetting, then active learning seems to be more beneficial than traditional learning. In classical forms of teaching, individual differences between students are ignored, leading to reduced productivity and motivation to work and learn. Although active teaching cannot eliminate all the shortcomings in the teaching of Geography, this particular form gives the best opportunities for understanding individual abilities and preferences of students. Based upon this, the principal aim of the study is to explore which way of teaching (modern-active or traditional-passive) is more beneficial for motivating students’ learning and acquiring competencies (knowledge, skills, and abilities) in Geography. The main hypothesis for this study is that “active learning will result in better motivation, better activity and learning/mastering certain geographical content by students, as well as more positive results in terms of students acquiring knowledge, skills, and abilities, in comparison to traditional teaching”. To explore this hypothesis, research was conducted to analyse competencies acquired by selected high school students through the application of certain didactic principles in the third grade with the topic “Hydrography of Serbia”. Experimental lessons were conducted with pupils in the third class of Grammar school “Laza Kostić” (Novi Sad) during November in the school year 2015/2016. This project was implemented within the framework of the university course in “Application of didactic principles in the teaching of Geography”, an obligatory master level course at the Department of Geography, Tourism and Hotel Management, Faculty of Sciences, in Novi Sad (Vojvodina, Serbia). The research process was conducted in 6 classes of the 3rd grade, establishing two types of experimental classes. The first class type was conducted in the traditional manner, with an emphasis on the didactic principles of intuition and scientific validity by applying frontal forms of work and monologue – dialogue method (control group), while the other class type was conducted through active (contemporary) teaching, with emphasis on the didactic principle of interesting and attractive teaching and active participation by students, with group work, dialogue, and illustrative-demonstrative methods (experimental group). After each lesson (experimental and control group), students responded anonymously to the survey, which was aimed at examining their attitudes in terms of motivation, participation, activities, and learning/ mastering certain geographical content in the teaching of Geography, by means of selected didactic principles, forms, methods, and tools. On the other hand, the knowledge test was aimed at examining the competence of students after processing the new material, with the control questions being divided into three segments: knowledge, skills, and abilities. The paper will also provide a theoretical overview of the applied teaching styles that were used in experiities, there is no increase in knowledge implying that modern (active) teaching presented better results than the traditional teaching format, but not in all analysed segments.

geographica pannonica

Achieving competencies with grammar school students through utilisation of selected didactical principles in traditional and active teaching: Geography class case study: 'Hydrography of Serbia'