Uticaj informaciono - komunikacione tehnologije na postignuća učenika u nastavi prirode i društva

Abstract

Vreme u kojem živimo najviše su obeležile nove informaciono-komunikacione tehnologije, odnosno računar, jer je primena istih u svakoj oblasti ljudskog rada dovela do značajnih unapređenja. Saglasno tome, kao i postojećim saznanjima o ulozi opažanja i drugih aktivnosti u procesu formiranja pojmova ili saznanja, očekuje se da primena multimedijalnih nastavnih sredstava, koje podržavaju pomenute tehnologije, može značajno uticati i na postignuća učenika. Da li je to slučaj u nastavi predmeta Priroda i društvo pitanje je koje se, u vidu problema naučnog istraživanja,postavlja u ovom radu. U poređenju sa tradicionalnim nastavnim sredstvima istraživan je uticaj mapa uma, video prezentacija, interneta i elektronske interaktivne table na postignuća učenika, a onda stavovi učenika i učitelja u odnosu na sva ova sredstva. Eksperiment sa paralelnim grupama izvršen je u populaciji učenika III razreda osnovne škole. Efekti delovanja pojedinih sredstava mereni su, međusobno upoređivani i analizirani u tri vremenska perioda. Time je utvrđeno: (1) da su savremena sredstva bila efikasnija od tradicionalnih, (2) da su se mape uma pokazale najefikasnijim, (3) da su tradicionalna sredstva, zbog najveće bliskosti izvornoj stvarnosti, i dalje značajna, (4) da je postignuće korespondiralo sa nivoom pozitivnosti stavova učenika i učitelja u odnosu na pojedina sredstva i (5) da nijedno sredstvo ne može biti potpuna zamena za bliskost kakva se postiže u neposrednoj interakciji između učenika i učitelja.

The time in which we live has been profoundly influenced by the new information and communication technologies, or personal computers, since the implementation of these in every field of human activity has led to significant improvements. In accordance with this, as well as with the present knowledge on the role of perception and other activities in the process of forming concepts or knowledge, it is expected that the application of multimedia teaching tools,which are supported by the above mentioned technologies, can significantly affect student achievement. Whether this is the case in the teaching of the subject Nature and Society is an issue that is the focus of research of this dissertation. The research aim was to compare the influence of traditional teaching tools to that of mind maps, video presentations, the Internet and interactive whiteboard on student achievement,and to ascertain what the attitudes of students and teachers towards these are. The experiment with parallel groups was conducted on the population of pupils in the third grade of primary school. The effects of each individual teaching tool was measured, analysed and compared to each other during three separate periods of time. This led to the conclusion: (1) that the modern tools were more effective than the traditional ones, (2) that mind maps have proven to be the most effective, (3) that the traditional teaching tools are still significant, due to their greatest proximity to reality, (4) that the achievement corresponded to the level of positivity of the students' and teachers' attitudes in relation to each individual teaching tool and (5) that no teaching tool can be a complete substitute for the kind of intimacy which is achieved in the immediate interaction between students and teachers.