Istraživački usmjerena nastava prirode i društva

master's thesis

• Title (english): Inquiry Based Learning in Science and Social Studies
• Author: Katarina Bartolin
• Mentor: Alena Letina (mentor)
• Committee member: Marko Ćaleta (predsjednik povjerenstva)
• Committee member: Sanja Canjek Androić (član povjerenstva)
• Committee member: Alena Letina (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2019-07-08, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Interdisciplinary Natural Sciences; Teaching Methods in the Natural Sciences

Abstract

Istraživački usmjerena nastava Prirode i društva nastavna je strategija koja potiče učenike na aktivno sudjelovanje u nastavnom procesu. Učiteljeva uloga predavača zamjenjuje se ulogom pomagača i voditelja nastavnog procesa kojem se učenici mogu obratiti ako zatrebaju pomoć ili detaljnije objašnjenje zadatka. Učenici sami otkrivaju i istražuju neki problem te tako dolaze do novih spoznaja i rješenja pritom koristeći prijašnja znanja i iskustva. Svojim radom učenici stječu nova znanja i razvijaju brojne kompetencije koje pridonose kvaliteti učenja. Začeci istraživački usmjerene nastave Prirode i društva vidljivi su u radu i učenju brojnih znanstvenika, pedagoga i biologa poput F. Rebelaisa, J.A. Komenskog, J.J. Rousseaua, A. Lübena i brojnih drugih. Zajedničko je svim tim znanstvenicima to što teže izvanučioničkom radu u prirodi i samostalnom učenju učenika u izvornoj stvarnosti. U ovom radu navedena su i neka od ranije provedenih istraživanja koja su se bavila aktivnim sudjelovanjem učenika u nastavnom procesu te njihovim samostalnim radom i otkrivanjem. U sklopu ovoga rada provedeno je istraživanje u travnju 2019. godine u kojem su sudjelovali učitelji i učiteljice razredne nastave (N=60) iz različitih županija Republike Hrvatske. Cilj istraživanja bio je ispitati stavove učitelja i učiteljica o istraživački usmjerenoj nastavi Prirode i društva, učestalosti njezine primjene te ometajuće čimbenike za njezino izvođenje. Za potrebe istraživanja napravljen je upitnik sa skalama Likertova tipa u kojem su učitelji i učiteljice trebali označiti u kojoj se mjeri slažu s navedenim tvrdnjama i koliko učestalo primjenjuju istraživački usmjerenu nastavu Prirode i društva. Rezultati istraživanja pokazali su da učitelji uglavnom imaju pozitivne stavove o istraživački usmjerenoj nastavi Prirode i društva te da je provode barem jednom mjesečno. Učitelji su iskazali neodlučnost pri slaganju s tvrdnjama koje su su odnosile na ometajuće čimbenike u njenom provođenju. Rezultati istraživanja pokazali su da se odgovori učitelja razlikuju s obzirom na njihov radni staž.

Abstract (english)

Inquiry-based teaching is a teaching strategy that encourages pupils on active participation in a teaching process. The teacher's role of a lecturer is replaced with a role of a helper and a leader of the teaching process who the pupils can ask for help and for further explanations if needed. The pupils research the problems and discover new solutions on their own using prior knowledge and experiences. Via their own work, the pupils acquire new knowledge and develop various competences that contribute to the quality of learning. The beginnings of inquiry-based teaching can be seen in the work and studying of numerous scientists, pedagogists and biologists as F. Rebelais, J.A. Komensky, J.J. Rousseau, A. Lüben and others. They have in common the tendency of outdoor teaching and learning and the pupils’ independent learning on original reality. In this thesis are listed some of earlier conducted researches that were dealing with pupils’ active participation in the teaching process and their independent work and discoveries. Within this thesis a research was conducted in April of 2019 in which participated teachers of primary education (N=60) from different counties of Croatia. The aim of the research was to question the teachers’ attitudes about inquiry-based teaching, the frequency of application and hindering factors for its performance. For the research purposes a questionnaire with the Likert type scales was made in which the teachers had to mark to what extent they agree with the stated claims and how often they apply the inquiry-based teaching. The results showed that the teachers mostly have positive attitudes about inquiry-based teaching and that they apply it at least once a month. The teachers showed indecision in agreeing with the statements that related to the hindering factors in its application. The results showed that the teachers’ responses distinguish with respect to their working experience.

• Keywords: istraživački usmjerena nastava; stavovi učitelja; učestalost primjene; ometajući čimbenici
• Keywords (english): inquiry-based teaching; teachers' attitudes; frequency of application; hindering factors
• Language: croatian
• URN:NBN: urn:nbn:hr:147:617725
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2020-12-03 10:09:00