Model for learning notions in teaching chemistry in secondary school

Abstract

A model for learning notions of the theme 'Substance structures was mated for the first grade mathematically oriented grammar school students. The main form of learning by the model is active learning. Students learn independently by solving problem situations. Printed material was prepared - lists on which the theme is dealt with Using this material in the class, the pupils entered the answers to the questions, their observation during demonstration perfumed by the teacher, hypotheses, equation of chemical reactions, explanations and conclusions. Work lists contain answers and explanations so that the students can check their answers themselves. Learning by this model, the students were places in situations in which they imitated the behavior of scientists and thus acquired new knowledge. The effects of learning by the model are examined through a pedagogical experiment with parallel groups. In the experimental group (127 students) teaching was carried out by the model, whereas in the control group (126 students) it was done by the textbooks. The overall achievement of the experimental group at the final test is statistically much higher (t=5,27) than the achievement of the control group. The test results show that the students in experimental group were more successful in solving problems on Al the three levels (perception and reproduction, understanding and application) than the students in the control group, the differences being greatest on the level of understanding (t=5,36), application (t=4,32) and finally perception and reproduction (t=2,51).

Za učenike I razreda gimnazije prirodno-matematičkog smera sastavljen je model za usvajanje pojmova nastavne teme ' Struktura supstance'. Glavni oblik učenja prema modelu je aktivno učenje. Učenici samostalno dolaze do saznanja rešavanjem problemskih situacija. Pripremljen je štampani materijal - radni listovi u kojima je obrađena navedena tema. Koristeći ovaj materijal na času, učenici su upisivali odgovore na postavljena pitanja, svoja zapažanja prilikom demonstriranja ogleda od strane nastavnika, pretpostavke, jednačine hemijskih reakcija, objašnjenja i zaključke. Radni listovi sadrže odgovore i objašnjenja da bi učenici mogli samostalno da proveravaju ispravnost svojih odgovora. Učeći prema modelu, učenici su postavljeni i u situacije u kojima su oponašali mišljenje naučnika i tako dolazili do novog znanja. Efekti učenja prema modelu ispitani su putem pedagoškog eksperimenta sa paralelnim grupama. U eksperimentalnoj grupi (127 učenika) nastava je realizovana prema modelu, a u kontrolnoj grupi (126 učenika) prema udžbeniku. Ukupni uspeh eksperimentalne grupe na završnom testiranju statistički je značajno bolji (t=5,27) od uspeha kontrolne grupe Rezultati testiranja pokazuju da su učenici eksperimentalne grupe bolje rešavali zadatke na sva tri nivoa (prepoznavanja i reprodukcije, razumevanja i primene) od učenika kontrolne grupe, a razlike u uspehu najveće su na nivou razumevanja (t=5.36), zatim primene (1=4,32) i na kraju prepoznavanja i reprodukcije (t=2,51).