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Active Work Strategies in Single and Block Scheduled Classes and Biology Test Results
Author(s) -
Irena Labak,
Enrih Merdić,
Marija Heffer-Lauc,
Ines Radanović
Publication year - 2014
Publication title -
sociologija i prostor
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.163
H-Index - 8
eISSN - 1849-0387
pISSN - 1846-5226
DOI - 10.5673/sip.51.3.4
Subject(s) - pedagogy , theology , psychology , philosophy
S ciljem ispitivanja razlika u uspješnosti učenja učenika koji nastavu biologijeprovode radeći kroz aktivne strategije u blok-satu (dvosatu) ili pojedinačnim satovima(dva sata tjedno) tijekom 2007. i 2008. godine provedeno je istraživanje na uzorkuod 108 učenika sedmih razreda osnovne škole. Istraživanje se sastojalo od provedbenastavnog sata na odabranu nastavnu temu po usklađenoj pripremi uz inicijalnu izavršnu pismenu provjeru znanja zatvorenog tipa. Provjeravana je usvojenost nastavnihtema „Praživotinje“, „Alge“ i „Gljive“ na dvjema kognitivnim razinama: reprodukcijskoznanje kao najniža razina te konceptualno razumijevanje i primjena znanja kao višarazina znanja. Utvrđeno je da su učenici blok-sata aktivne nastave imali bolji prosječniuspjeh u inicijalnoj i završnoj provjeri znanja u odnosu na učenike pojedinačnenastave. Učenici blok-sata aktivne nastave ostvarili su bolju riješenost prve i drugekognitivne razine u objema provjerama znanja u odnosu na učenike pojedinačnogsata aktivne nastave. Kod obiju skupina učenika uočena je bolja ostvarenost prvekognitivne razine u odnosu na drugu u završnoj provjeri znanja.In order to test the performance of the seventh grade elementary school biology students, astudy was conducted in 2007 and 2008, using active learning methods in block scheduled andsingle lesson (two hours per week) biology classes. The study included 108 students and consistedof classes on selected topics, with a matching preparation. The topics were “Protozoa”,“Algae” and “Fungi”. Before the class, students were subjected to initial testing and after theclass to the final written closed- type questions test. All the questions in the test analysed twocognitive levels: reproductive knowledge as the lowest level and conceptual understandingand application of knowledge as a higher level of knowledge. On average, students who hadactive block scheduled lessons performed better in both initial and final testing than thosefrom single scheduled lessons. They performed better on both cognitive levels in both teststhan students from active single lessons. Both groups of students achieved better results inthe final testing on the first cognitive level than on the second

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