Educatio biologiae, No. 6., 2020.
Stručni rad
https://doi.org/10.32633/eb.6.4
Influence of student interest and non-stimulated self-regulated learning on the learning outcomes associated to the topic soil structure and properties
Marina Balažinec
orcid.org/0000-0001-9762-0668
; III. osnovna škola Varaždin, Trg Ivana Perkovca 35, Varaždin
Ines Radanović
; Sveučilište u Zagrebu, Prirodoslovno-matematički fakultet, Biološki odsjek
Mirela Sertić Perić
; Sveučilište u Zagrebu, Prirodoslovno-matematički fakultet, Biološki odsjek
Sažetak
To successfully master the learning objectives, it is necessary to arouse students' interest in the context of teaching, by choosing appropriate teaching activities. Thereby, the attitude of students towards learning and the way they learn independently after the initial learning in school is also very important. This study focuses on examining the relationship between: (i) students' initial interest in topics related to the Soil unit, (ii) learning strategies used by students during learning, and (iii) success in the written exam conducted at the end of the Soil unit. The study was conducted in two departments of the fifth grade in the III. Elementary school Varaždin with 43 students. The research showed that 11-year-old students are extremely interested in learning about soil-related topics. Students who had low success in the written exam, as well as those who excelled at the exam at the beginning of learning, showed equal interest in learning about soil. Students who intuitively systematize the learning material to notice connections, recognize the application of their knowledge in activities such as projects and have a high intrinsic motivation to learn Nature and strive to be successful in learning, even if they do not like what they learn. In contrast, students who successfully solve only reproductive tasks, do not tend to connect their knowledge and often learn by heart. Also, students focused on reproductive learning do not recognize that activities carried out during teaching and learning can serve as a basis for relating previously processed knowledge. To encourage students to think and self-regulate learning, students should be frequently exposed to opportunities to argue the acquired knowledge in generating explanations.
Ključne riječi
student interest; self-regulated learning; learning of soil topics; soil structure and properties
Hrčak ID:
254746
URI
Datum izdavanja:
27.12.2020.
Posjeta: 1.202 *