Efikasnost interaktivne nastave biologije uz podršku računara u gimnaziji

Abstract

U doktorskoj disertaciji je najpre sagledana teorijska osnova primene računara i interaktivne nastave u nastavi biologije.

Za potrebe eksperimentalnog istraživanja kreirane su prezentacije 10 nastavnih jedinica iz nastavne teme Osnovi molekularne biologije prema programu biologije za IV razred gimnazije prirodno-matematičkog smera u Preziju. U eksperimentu sa paralelnim grupama ova nastavna tema je u eksperimentalnoj grupi realizovana interaktivnom nastavom uz podršku računara radom u parovima, a u kontrolnoj grupi tradicionalnom nastavom.

Pedagoški eksperiment je sproveden na uzorku od 142 učenika (72 učenika u E i 70 učenika u K grupi).

U istraživanju su primenjeni sledeći instrumenti: inicijalni test, finalni test i retest (sva tri testa su obuhvatala pitanja na tri nivoa znanja: poznavanje činjenica, razumevanje pojmova i analiza i rezonovanje) i anketa za učenike E grupe o primeni interaktivne nastave biologije uz podršku računara.

Na početku istraživanja E i K grupa su ujednačene na osnovu: opšteg uspeha učenika, uspeha iz biologije i hemije na polugodištu IV razreda gimnazije i na osnovu rezultata inicijalnog testa znanja iz biologije. Nakon obrade nastavne teme Osnovi molekularne biologije primenom različitih modela nastave u E i K grupi izvršeno je finalno test i ranje učenika E i K grupe, a nakon 60 dana ponovno testiranje (retestiranje) učenika obe grupe istim testom. Učenici E grupe su nakon zavr šenog ist raţivanja po punili anket u u ko jo j s u izneli svoje mišljenje o kvalitetu multimedijalnih prezentacija kreiranih u Preziju i učenju biologije interaktivnom nast avom uz podršku računar a. Rezultati testova znanja učenika E i K grupe i ankete predstavljeni su odgovarajućim statističkim parametarima.

Učenici E grupe su ostvarili znatno bolji uspeh od učenika K grupe na finalnom test u i retestu u celini i na sva tri nioa znanja: poznavanje činjenica, razumevanje pojmova i analiza i rezonovanje. Ostvarene razlike u postignuću učenika E i K grupe na finalnom testu i retestu u celini i na sva tri nivoa znanja su bile u korist E grupe i statistički su značajne.

Rezultati ankete su pokazali da učenici eksperimentalne grupe imaju pozitivno mišljenje o kvalitetu prezentacija nastavnih jedinica iz nastavne teme Osnovi molekularne biologije kreiranih u Preziju, kao i o primeni interaktivne nastave biologije uz podršku računara u gimnaziji.

Rezultati istraživanja su pokazali veću efikasnost interaktivne nastave biologije uz podršku računara u odnosu na tradicionalnu nastavu, a rezultati ankete da učenici prihvataju inovativni pristup nastavi biologije. Oni takođe ukazuju na potrebu veće zastupljenosti savremenih didaktičkih modela u nastavi biologije i drugih prirodnih i društvenih nauka.

Alternate abstract:

Firstly, doctoral dissertation overviews theoretical aspect of computer application and interactive teaching in biology teaching.

For the purposes of experimental research, 10 Prezi presentations of teaching units from Basics of molecular biology for the 4th grade of grammar schools, science major was created. This teaching topic was realized in experimental group by means of interactive teaching with the support of computers and pair work, whereas the teaching method applied for the control group was the traditional one.

Pedagogical experiment was conducted on the sample of 142 students (72 students in the E group and 70 students in the C group).

The following instruments were applied during the research: initial test, final test and retest (all the tests comprised the questions from three different levels of knowledge: knowledge of facts, comprehension of notions and analysis and reasoning) and the questionnaire for the E group students about application of interactive biology teaching with computer support.

At the beginning of the research the E and the C groups were levelled according to: general success at school, grades in biology and chemistry in the first semester of the fourth grade of grammar school and initial test results in biology. After the completion of teaching process regarding the topic Basics of molecular biology by applying different models of teaching in the E and the C groups the final testing was conducted for the students of the E and the C groups followed by retesting for both groups in 60 days. After the test the E group students completed a questionnaire giving their opinion on quality of multimedia Prezi presentations and learning biology through interactive teaching method with computer support. The knowledge test results for the students of the E and the C groups were present ed by means of statistical parameters.

The E group students achieved far better results compared to the C group of students in final test and retest at all three tested levels of knowledge: knowledge of facts, comprehension of notions and analysis and reasoning. The differences in student achievement between the groups E and C in final test and retest at all levels of knowledge were in favour of the E group and also statistically significant.

The questionnaire results indicated that the students in experimental group have positive opinion on the quality presentation of teaching units from the teaching topic Basics on molecular biology that were created in Prezi application as well as positive opinion of application of interactive teaching and computers in biology teaching for grammar schools.

The results of the research showed higher efficiency of interactive biology teaching with computer support compared to traditional teaching and the results of the questionnaire showed that the students accept the innovative approach to biology teaching. The results also point out the need for growing presence of modern didactical models not only in biology teaching but also in teaching other natural and social sciences.