Educatio biologiae, No. 9., 2023.
Stručni rad
https://doi.org/10.32633/eb.9.10
Substance transfer learning adapted to students of different interests
Marina Švelec
; OŠ Ivana Kukuljevića Sakcinskog, Ivanec, Hrvatska
Ines Radanović
; Biološki odsjek, Prirodoslovno-matematički fakultet, Sveučilište u Zagrebu, Zagreb, Hrvatska
Sažetak
In addition to space, a modern school also includes a modern student and a modern teacher. Modern technologies have expanded the range of available sources of knowledge and provided access to a huge amount of data. Awareness of the availability of information through a few mouse clicks changes our students' view of school and encourages teachers to reconsider their own work methods and creates the need to discover and apply new, more modern teaching and learning techniques. In the traditional form of teaching, all students are offered the same contents, sources of knowledge and evaluation tasks. Today, more than ever before, it is clear that students differ in prior knowledge, motivation, cognitive abilities, pace and learning styles. Based on the observed differences, modern teaching models are also being developed, which imply an individualized approach to each student. The aim of the research was to analyze the success of learning the concept of Transfer of substances through the body of living beings among students of the 7th grade of elementary school, considering the level of interest. During the year 2022, the students studied the topic Transfer of substances through the body of living beings through collaborative learning, in such a way that after learning through discovery in homogeneous interest groups (weak, moderate, significant, and strong interest), they formed heterogeneous groups within which they exchanged research results and created a joint display of results. Most students were in the interest group of significant interest, and the least in the group of weak interest. Based on the teacher's observations and solving the work materials, most students of all interest groups successfully achieved II. cognitive level (application and conceptual understanding). In the final self-evaluation, all students declare that they find working in interest groups more interesting than classical work, and most of them believe that they learned more than in a class with a traditional approach to learning. In all interest groups, a high percentage of questions to which students did not offer an answer was recorded, which can be attributed to the lack of time to solve the tasks and to the fact that some students overestimated their interest and abilities. Based on the conducted teaching and learning, it can be concluded that collaborative learning with differentiated tasks for students with different interests contributes to greater student motivation and a better understanding of the taught biological concept.
Ključne riječi
learning by discovery; different interests of students; cooperative learning; conceptual understanding
Hrčak ID:
296760
URI
Datum izdavanja:
28.2.2023.
Posjeta: 815 *