Original scientific paper
https://doi.org/10.5673/sip.51.3.4
Active Work Strategies in Single and Block Scheduled Classes and Biology Test Results
Irena Labak
orcid.org/0000-0001-9394-5131
; Department of Biology, University of Josip Juraj Strossmayer in Osijek, Croatia
Enrih Merdić
; Department of Biology, University of Josip Juraj Strossmayer in Osijek, Croatia
Marija Heffer
; Department of Medical Biology, University of Osijek School of Medicine, Croatia
Ines Radanović
; Department of Biology, Faculty of Science, University of Zagreb, Croatia
Abstract
In order to test the performance of the seventh grade elementary school biology students, a
study was conducted in 2007 and 2008, using active learning methods in block scheduled and
single lesson (two hours per week) biology classes. The study included 108 students and consisted
of classes on selected topics, with a matching preparation. The topics were “Protozoa”,
“Algae” and “Fungi”. Before the class, students were subjected to initial testing and after the
class to the final written closed- type questions test. All the questions in the test analysed two
cognitive levels: reproductive knowledge as the lowest level and conceptual understanding
and application of knowledge as a higher level of knowledge. On average, students who had
active block scheduled lessons performed better in both initial and final testing than those
from single scheduled lessons. They performed better on both cognitive levels in both tests
than students from active single lessons. Both groups of students achieved better results in
the final testing on the first cognitive level than on the second.
Keywords
block scheduled classes; single scheduled classes; active work strategies; cognitive levels
Hrčak ID:
115069
URI
Publication date:
3.2.2014.
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