The impact of the learning method by discovering on the achievements and motivation of students in the field of natural sciences: The meta-analysis of the research

Abstract

Starting from the point that scientific - technological literacy and problem solution are considered key competencies of the young, and that they do not appear in the outcome of learning among the majority of our students, the aim of our research was to compare the efficiency of the method of learning by discovering and receptive learning in the field of natural sciences. We had two hypotheses: (1) the application of learning by discovering method leads to higher achievements and (2) higher motivation compared to receptive learning. In order to test the hypotheses we conducted the meta-analysis, a quantitative research technique in which the testing of the hypotheses is based on the results of experimental and quasi-experimental research, published research papers dealing with testing the same hypotheses. For this purpose we selected 25 scientific papers whose research results were used for calculating the appropriate mean ES values. The mean ES values that we calculated in our research confirmed both our hypotheses.

Polazeći od toga da se naučno-tehnološka pismenost i rešavanje problema smatraju ključnim kompetencijama mladih, a da se one ne javljaju kao ishod učenja kod većine naših učenika, cilj ovog rada bio je da se uporedi efikasnost metode učenja putem otkrića i receptivnog učenja u oblasti prirodnih nauka. Postavljene su dve hipoteze: (1) primena metode učenja putem otkrića dovodi do boljih postignuća učenika u oblasti prirodnih nauka i (2) do veće motivacije za učenje u odnosu na receptivno učenje. Radi provere navedenih hipoteza sprovedena je metaanaliza, kvantitativna istraživačka tehnika u kojoj se provera postavljenih hipoteza zasniva na rezultatima eksperimentalnih ili kvazieksperimentalnih istraživanja, publikovanih u naučnim radovima koji su se već bavili proveravanjem ovih hipoteza. Za izradu ove metaanalize odabrano je 25 naučnih radova, čiji su rezultati iskorišćeni za izračunavanje odgovarajućih srednjih vrednosti ES. Na osnovu srednjih vrednosti ES, do kojih smo došli u ovom radu, potvrđene su obe hipoteze.