UČINKOVITOST GRUPNE NASTAVE U STJECANJU KVALITETE ZNANJA U NASTAVI KEMIJE

• Main Author: Ruić, Renata; Gimnazija Franje Petrića, Zadar; [e-mail]
• Format: Text
• Language: Croatian
• Published: Faculty of teacher education 2006
• Subjects: aktivno učenje; frontalna nastava; grupna nastava; kvaliteta znanja; suradničko učenje; cooperative learning; group teaching; frontal teaching; active knowledge; quality of knowledge; sami
• Online Access: http://hrcak.srce.hr/22429; http://hrcak.srce.hr/file/35301

Zadatak ovog istraživanja bio je provjeriti uspješnost grupne nastave u odnosu na frontalnu, s obzirom na stjecanje kvalitete znanja u nastavi kemije. Eksperimentalna grupa učenika, koja je poučavana u grupnoj nastavi i čija se kvaliteta znanja ispitivala u prvom polugodištu školske godine 2004./2005., imala je 115 ispitanika, a kontrolna grupa, koja je poučavana frontalnom nastavom, 92 ispitanika. Također su se ispitali stavovi ispitanika prema pojedinoj strategiji rada. Istraživanjem se nije moglo utvrditi je li grupna nastava bolja od frontalne nastave u stjecanju kvalitete znanja, ali je vidljivo da je ta strategija izrazito uspješna u ostvarivanju tog cilja. Rezultati pokazuju da sami učenici smatraju da grupna nastava više pridonosi razvoju kvalitete znanja od frontalne te da im je grupni rad privlačniji od frontalnog rada. The main goal of this research was to examine effi ciency of group education versus frontal education in acquiring a quality of knowledge and to determine stands and opinions of high school pupils about different strategies in chemistry education. Number of examinees in experimental group (group education), that took part in research of quality of knowledge, was 115, and in control group (frontal education) was 92. Also, there was examination of opinions of pupils that don’t have experience in group education. Research couldn’t determine if group teaching is better than frontal, but it is obvious that group teaching is very successful in gaining a quality of knowledge. As a result, pupils think that group education contribute more to development of knowledge quality than frontal education. They described group education as more fun and stress less than frontal education, but, still, they don’t feel they learned less.