Acta Iadertina, Vol. 21 No. 2, 2024.
Prethodno priopćenje
https://doi.org/10.15291/ai4693
Comparison of Conducting Experiment in Primary and Lower Secondary Science Teaching
Ivana KLARICA
orcid.org/0009-0003-1125-2780
; Odjel za izobrazbu učitelja i odgojitelja, Sveučilište u Zadru, Zadar, Hrvatska
Tamara KISOVAR IVANDA
; Odjel za izobrazbu učitelja i odgojitelja Sveučilišta u Zadru, Zadar, Hrvatska
Sažetak
In the education system of the Republic of Croatia, students learn about
natural science concepts from the very beginning of their compulsory
school education. Although, school subjects in which they are learned are
diverse, their common link is the student experiment. By conducting and
analyzing the experiment, student develops science literacy and in an
interesting way acquires science knowledge, skills and attitudes. Despite
numeorus benefits of the student experiment, numerous studies point
to its insufficient implementation in the teaching process, which is why
this research also determines its comparative dimension in lower and
upper grades of elementary school. Due to all of the above, aim of this
research is the analysis of the educational practice related to the student
experiment in order to determine teacher differences in preparation,
implementation and evaluation of the experiment. Research was conducted
on a sample of 189 primary and lower secondary teachers from
almost all counties of the Republic of Croatia. The aim of this research
extends to teachers who have students with special educational needs,
since most of the participants (84%) teach a class with students with
disabilities, and part od them (50%) with gifted students. For the purpose
of this research, a questionnaire on demographic data and a Likert
scale for assessing teachers’ attitudes were constructed. The collection,
analysis and interpretation of data took place within the framework of
a quantitative research paradigm using the method of inferential statistics
(Mann-Whitney U-test and Spearman’s correlation test). Obtained
results indicate methodological, organizational and cognitive difficulties
related to achieving educational outcomes of the teaching unit in which
experimental method was used. Differences in teachers’ attitudes provide
indications for the improvement of teacher and student knowledge
and abilities, as well as temporal and spatial adjustment of experiments
with the aim of developing higher quality nature science competencies.
Ključne riječi
experiment, lower secondary education, nature sciences, primary education, science literacy
Hrčak ID:
327943
URI
Datum izdavanja:
14.2.2025.
Posjeta: 687 *