Zastupljenost metode samostalnog laboratorijskog rada učenika i metode demonstracionih ogleda u nastavi hemije u osnovnoj školi

Abstract

Obrazovni sistemi širom sveta, tokom poslednjih tridesetak godina, insistiraju na aktivnom angažmanu učenika tokom učenja prirodnih nauka. Ustanovljeno je, međutim, da su početkom novog milenijuma metoda samostalnog laboratorijskog rada učenika i metoda demonstracionih ogleda, koje predstavljaju neke od ključnih nastavnih metoda koje učenike mogu da podstaknu na aktivan angažman tokom učenja hemije, u našim osnovnim školama bile vrlo slabo zastupljene. Da bismo ustanovili da li je po tom pitanju u međuvremenu došlo do pozitivnih pomaka, sprovedena je anketa u kojoj je učestvovalo 93 učenika sedmog i 74 učenika osmog razreda osnovne škole. Ustanovljeno je da su učenici oba razreda imali prethodna iskustva sa primenom ovih nastavnih metoda, o čemu imaju veoma pozitivno mišljenje. Istakli su da im primena ovih nastavnih metoda olakšava učenje hemije, što su potvrdili i njihovi odgovori na pitanja kojima je provereno razumevanje znanja stečenih na ovaj način. Zaključeno je da je po pitanju zastupljenosti ovih metoda u nastavi hemije u osnovnoj školi, u odnosu na prethodnu deceniju, došlo do pozitivnih pomaka, sa kojima svakako treba nastaviti i u budućnosti

Educational systems all around the world in recent thirty years have been insisting on activities of students during learning natural sciences. Nevertheless, it has been determined that at the beginning of the new millennium, the method of individual laboratory work of students and the method of demonstrational experiments, which represent some of the key teaching methods which can encourage students for active engagement in Chemistry learning, in our primary school were not vastly applied. For the purpose of determining whether there were positive movements in our schools, there was a questionnaire done, which included 93 students of the seventh and 74 students of the eighth grade. It was found out that students of the both grades had had previous experience with application of these teaching methods and that they have positive opinion. They stressed that application of these teaching methods made learning Chemistry easier and this was proved by their replies on questions which served as tests of understanding knowledge gained in this way. It was determined that when application of these methods in teaching Chemistry in primary school are in question, there have been positive changes in comparison to previous decade, and this is the way to continue in the future.