APA 6th Edition Prnjavorac, J. (2016). ULOGA ŠKOLSKOG DVORIŠTA U NASTAVI PRIRODE I BIOLOGIJE. Educatio biologiae, (2.), 101-113. Preuzeto s https://hrcak.srce.hr/171177
MLA 8th Edition Prnjavorac, Jasna. "ULOGA ŠKOLSKOG DVORIŠTA U NASTAVI PRIRODE I BIOLOGIJE." Educatio biologiae, vol. , br. 2., 2016, str. 101-113. https://hrcak.srce.hr/171177. Citirano 23.08.2019.
Chicago 17th Edition Prnjavorac, Jasna. "ULOGA ŠKOLSKOG DVORIŠTA U NASTAVI PRIRODE I BIOLOGIJE." Educatio biologiae , br. 2. (2016): 101-113. https://hrcak.srce.hr/171177
Harvard Prnjavorac, J. (2016). 'ULOGA ŠKOLSKOG DVORIŠTA U NASTAVI PRIRODE I BIOLOGIJE', Educatio biologiae, (2.), str. 101-113. Preuzeto s: https://hrcak.srce.hr/171177 (Datum pristupa: 23.08.2019.)
Vancouver Prnjavorac J. ULOGA ŠKOLSKOG DVORIŠTA U NASTAVI PRIRODE I BIOLOGIJE. Educatio biologiae [Internet]. 2016 [pristupljeno 23.08.2019.];(2.):101-113. Dostupno na: https://hrcak.srce.hr/171177
IEEE J. Prnjavorac, "ULOGA ŠKOLSKOG DVORIŠTA U NASTAVI PRIRODE I BIOLOGIJE", Educatio biologiae, vol., br. 2., str. 101-113, 2016. [Online]. Dostupno na: https://hrcak.srce.hr/171177. [Citirano: 23.08.2019.]
Sažetak The goal of this research was to prove the positive role of schoolyard in order to satisfy various material, functional and educational tasks of nature and biology teaching and also to accomplish students' achievements. The first research was conducted with two seventh grade classes in one of Zagreb elementary schools. Analysis of the results has not achieved goal of the research, although typical mistakes were noticed during teacher’s work with students outside the classroom. The second research was conducted with two sixth grade classes of elementary school „fra Kaje Adžića Pleternica“. It started from perceived mistakes of teachers that have been corrected, which resulted in noticeable difference in the achievements of students during class. In the same week of a school year 2008./2009. in both grades double lessons were held. The same teaching units were elaborated in both class sections. In the class section that represented control group the teaching content was elaborated in the classroom using the frontal way of teaching. In the second class section (experimental class section) research-oriented teaching was held using original reality in the schoolyard. Research was conducted using the same task that examines all levels of achievement after processing the same content. Also, survey was conducted to verify opinions and wishes of the students on teaching methods. Processing the results of tests proved that students of experimental class section developed a higher level of achievement and that they better resolve the final test. Survey results showed the will of the students to use more research-oriented teaching in the schoolyard.