Preliminary communication

https://doi.org/10.15291/ai4692

Does the Teaching Strategy Affect Understanding the Concept of the Balance of Nature?

Mila BULIĆ orcid.org/0000-0002-8090-897X ; Faculty of Humanities and Social Sciences Split, Split, Croatia
Igor JELASKA ; Faculty of Kinesiology Split, Split, Croatia
Ines BALAŽEVIĆ ; Faculty of Humanities and Social Sciences Split

Abstract

Understanding and sharing knowledge about the balance of nature
in living communities is essential for the survival of humanity. In the
research, we wanted to examine whether teaching strategy affects the
conceptual understanding of the balance of nature among fourth graders.
In doing so, fourth-grade elementary school students were randomized
in three groups where the same teacher taught the first group
about the balance of nature relying on presentation alone, the second
group watched a video along and listened to the teacher’s presentation
without additional explanations, while the third group had a guided
video viewing accompanied with explanations. Students’ knowledge
was tested before and after the education. Using a two-way factorial
ANOVA, no significant differences between groups were identified
in knowledge on living communities, whilst education appeared to be
effective for both. This indicates that collaborative learning and active
cooperation of students are important and help students gain the
required conceptual understanding of certain contents without ICT
support.

Keywords

balance of nature, teaching methods, teaching Science and Social Studies

Hrčak ID:

327941

URI

https://hrcak.srce.hr/327941

Publication date:

14.2.2025.

Article data in other languages: croatian

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