Дигитални дихотомни кључ у ботаничком образовању ученика основне школе

Бранко В. Анђић, Универзитет Црне Горе, Природно-математички факултет у Подгорици, имејл:  brankoan01@gmail.com
Станко М. Цвјетићанин, Универзитет у Новом Саду, Педагошки факултет у Сомбору
Мирјана Т. Маричић, Универзитет у Новом Саду, Педагошки факултет у Сомбору
Данијела Д. Стешевић, Универзитет Црне Горе, Природно-математички факултет у Подгорици
Иновације у настави, XXXI, 2018/4, стр. 46–59

| PDF | | Extended summary PDF |
doi: 10.5937/inovacije1804046A

 

Резиме: Традиционална настава, која је доминантно заступљена у настави биологије у основним и средњим школама, један је од главних разлога за појаву тзв. слепила за биљке код ученика. Модернизација наставних метода могла би умањити ову појаву код ученика. Циљ истраживања је испитати допринос примене креираног дигиталног дихотомног кључа (ДДК) и инструктивистичког (традиционалног) метода (ИМ) на квалитет и трајност знања ученика осмог разреда о Систематици и класификацији биљака. У истраживању се испитује и мишљење ученика о доприносу ДДК на њихова знања и мотивацију за учење ботаничких садржаја. У истраживању је учествовало сто двадесет ученика осмог разреда из Црне Горе (12–13 година), који су били подељени у две групе: К (садржаје су учили помоћу ИМ) и Е (исте садржаје су учили помоћу ДДК). Квалитет знања ученика након реализације садржаја испитан је посттестом, док је трајност знања испитана ретестом. Мишљења ученика испитана су анкетом. Резултати истраживања показали су да је ДДК допринео већем квалитету и трајности знања ученика у односу на ИМ на когнитивним нивоима: анализа, евалуација и синтеза. Ученици Е групе имају позитивно мишљење о доприносу примене ДДК на квалитет њихових ботаничких знања и већу мотивацију за проучавање биљног света. При реализацији наведених ботаничких садржаја предност треба дати ДДК у односу на ИМ.
Кључне речи: ботаничка знања, дигитални дихотомни кључеви, инструктивистички метод, ученици основне школе.

Summary: Traditional teaching, which is predominantly represented in the teaching of biology in primary and secondary schools, is one of the main reasons for the emergence of the plant blindness among students. Modernization of teaching methods could reduce this phenomenon among students. The aim of the research is to examine the contribution of the created digital dichotomous key (DDK) and instructive (traditional) methods to the quality and durability of eighth-grade students’ knowledge of the Systematics and Classification of Plants. The research also examines the students’ opinion on the contribution of DDK to their knowledge and motivation for learning botanical contents. The research involved the participation of one hundred twenty students of the eighth grade from Montenegro (12-13 years old), who were divided into two groups: K (contents were taught by IM) and E (the same contents were taught by DDK). The quality of students’ knowledge after content realization was tested with post-test, while the durability of knowledge was tested by the retest. Students opinions are examined by the survey. The results of the research showed that DDK contributed to the higher quality and durability of students’ knowledge in relation to IM at cognitive levels: analysis, evaluation, and synthesis. Sstudents of the E group have a positive opinion on the contribution of the DDK to the quality of their botanical knowledge and a greater motivation for studying the plant world. In the realization of the aforementioned botanical contents, priority should be given to DKK in relation to IM.
Keywords: botanical knowledge, digital dichotomous keys, constructivist method, elementary school students.

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