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Evaluation of the Concept Teaching Model
Irena Irena Pastuović Terze
; Hrvatski zavod za mirovinsko osiguranje
Sažetak
Education is one of the most important activities in modern society. It directly influences human resources as the basic components of progress in society. In shifting the focus from laboratory to natural settings it is of utmost importance to investigate the teaching process. Models of teaching are among the most important factors in the investigation of the teaching process. Despite its theoretical basis, the model of concept teaching is less-well investigated
than models of direct teaching, teaching through discovery and discussion or the cooperative learning model. This article presents a theoretical model of concept teaching adjusted to the developmental stage of the student population and the secondary school psychology curriculum. The aim was to evaluate the model and to connect its theoretical basis with factors which are responsible for the efficiency of memory and learning.
The model was evaluated during psychology lessons in secondary school. The sample consisted of 231 secondary school students divided into two equal groups regarding the variables of age, gender, intelligence, learning strategy and test anxiety. Two models were used in teaching: concept teaching and the traditional model. The influence of the two models was evaluated by using criteria of successful teaching, i. e. knowledge, attitudes and interest for the subject and the condition of test anxiety. The model of teaching concepts shows better results than the traditional one in the variables of knowledge, attitude towards the subject and interest for psychology classes. There was no difference between the groups regarding test anxiety.
Ključne riječi
teaching; concepts; learning; psychology; lessons
Hrčak ID:
82750
URI
Datum izdavanja:
30.1.2011.
Posjeta: 2.893 *