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E-Classroom as an Innovative Model of InteractiveLearning in Classroom Teaching

dc.contributor.advisorPećanac, Rajko
dc.contributor.otherLetić, Duško
dc.contributor.otherJanković, Prvoslav
dc.contributor.otherCvjetićanin, Stanko
dc.contributor.otherIskrenović-Momčilović, Olivera
dc.contributor.otherPećanac, Rajko
dc.creatorSolaković, Igor
dc.date.accessioned2020-03-05T11:25:28Z
dc.date.available2020-03-05T11:25:28Z
dc.date.available2020-07-03T13:31:12Z
dc.date.issued2018-09-26
dc.identifier.urihttp://nardus.mpn.gov.rs/handle/123456789/12172
dc.identifier.urihttps://www.cris.uns.ac.rs/DownloadFileServlet/Disertacija152629370286322.pdf?controlNumber=(BISIS)107313&fileName=152629370286322.pdf&id=11344&source=NaRDuS&language=srsr
dc.identifier.urihttps://www.cris.uns.ac.rs/record.jsf?recordId=107313&source=NaRDuS&language=srsr
dc.identifier.urihttps://www.cris.uns.ac.rs/DownloadFileServlet/IzvestajKomisije152992874048438.pdf?controlNumber=(BISIS)107313&fileName=152992874048438.pdf&id=11571&source=NaRDuS&language=srsr
dc.description.abstractU radu je predstavljeno eksperimentalno istraživanje koje je imalo za cilj da utvrdi doprinos e-učionice projekta Dositej, tehničkih sredstava, elektronskih nastavnih materijala i interaktivnih modela organizacije nastave na nivo, kvalitet i trajnost znanja učenika u obradi nastavnih sadržaja iz predmeta Poznavanje prirode. Ispitivani su i mišljenja učenika o doprinosu primijenjenih inovativnih modela interaktivnog učenja na kvalitet njihovih znanja. U istraživanju je učestvovalo 188 učenika iz osnovnih škola Republike Srpske/BiH. Učenici su bili podijeljeni u četiri grupe: K, E1, E2 i E3. U svakoj grupi je bilo 47 učenika. Grupe su izjednačene na osnovu broja učenika, rezultata sa inicijalnog testa, opšteg uspjeha na kraju četvrtog razreda i ocjene iz predmeta Priroda i društvo na kraju četvrtog razreda. U K grupi učenici su nastavne sadržaje u okviru nastavne teme Postanak i sastav Zemlje učili u tradicionalnoj učionici primjenom tradicionalnih nastavnih sredstava. U E1 grupi učenici su nastavne sadržaje učili u okruženju e-učionice projekta Dositej, primjenom programa za upravljanje učenjem Mythware, Intel-ovih prenosnih kompjutera namijenjenih učenicima nižih razreda osnovne škole (CMPC-ijeva) i interaktivnog modela organizacije nastave, frontalnim i individualnim oblikom rada i radom u parovima. U E2 grupi učenici su nastavne sadržaje učili u školskom računarskom kabinetu primjenom kompjutera, projektora, kompakt-diska sa multimedijalnim obrazovnim softverom i interaktivnog modela organizacije nastave, frontalnim i individualnim oblikom rada i radom u parovima. U E3 grupi učenici su nastavne sadržaje učili u tradicionalnoj učionici primjenom nastavničkog kompjutera, projektora, multimedijalne obrazovne prezentacije i interaktivnog modela organizacije nastave, frontalnim i grupnim oblikom rada. U istraživanju je korišćena metoda teorijske analize, deskriptivno-analitička metoda, komparativna metoda, metoda modelovanja i eksperiment sa paralelnim grupama. Od istraživačkih tehnika korišćeno je testiranje, anketiranje i skaliranje. Instrumenti mjerenja su bili: test znanja (inicijalni test, finalni test i retest) i anketni upitnik. Dobijeni rezultati pokazuju da su učenici prve (e-učionica projekta Dositej) i treće (multimedijalna obrazovna prezentacija) eksperimentalne grupe ostvarili bolja postignuća (nivo i kvalitet znanja) u odnosu na učenike druge (multimedijalni obrazovni softver) eksperimentalne grupe i kontrolne grupe, što je potvrđeno i testiranjem razlika jer je utvrđena statistički značajna razlika u prilog prve i treće eksperimentalne grupe. I u pogledu trajnosti znanja (retencije) najbolje rezultate su ostvarile prva i treća eksperimentalna grupa, u odnosu na drugu eksperimentalnu grupu i kontrolnu grupu, iako je najslabiju retenciju ostvarila prva eksperimentalna grupa. Učenici eksperimentalnih grupa imaju pretežno afirmativna mišljenja o tri primijenjena eksperimentalna modela nastave na kvalitet njihovih stečenih znanja iz predmeta Poznavanje prirode. Navedeni zaključci ukazuju da primjena eučionice, tehničkih sredstava i elektronskih nastavnih materijala doprinosi da se u nastavi iz predmeta Poznavanje prirode primijene principi konstruktivističke (aktivne) nastave. Takođe, značajnu vrijednost imaju i tehnička sredstva nižeg nivoa složenosti, primjena multimedijalne obrazovne prezentacije, ukoliko se pravilno i na osmišljen način primjenjuju. U budućnosti je potrebno formirati multidisciplinaran tim stručnjaka iz pedagoških, didaktičko-metodičkih i tehničkih nauka na nivou svih relevantnih obrazovnih institucija i ustanova u Republici Srpskoj koji bi radio na planskom uvođenju elektronskog obrazovanja u osnovne škole jer bez takvih sveobuhvatnih sistemskih rješenja svi pokušaji će ostati na nivou projekata koji imaju svoje ograničeno vremensko trajanje.sr
dc.description.abstractThe paper presents an experimental research aimed at determining the contribution of the Project Dositej e-classroom, technical resources, electronic teaching materials and interactive models of organization of classes, to the level, quality, and permanence of student knowledge in the processing of the teaching contents in the subject of Science. Student opinions on the contribution of applied innovative models of interactive learning to the quality of their knowledge have also been examined. A total of 188 students from primary schools in the Republic of Srpska and Bosnia and Herzegovina have articipated in the research. The students were divided into four groups: C, E1, E2 and E3. Each group consisted of 47 students. The groups were matched based on the number of students, their results from the initial test, overall achievements at the end of fourth grade and their grades in the subject Science and Social Studies at the end of fourth grade. In Group C, the students learned the teaching contents related to the teaching topic Creation and Composition of the Earth, in a traditional classroom and in a traditional manner. In Group E1, the students learned the teaching contents within the Project Dositej e-learning surroundings, by utilizing the learning management program Mythware, Intel’s portable computers intended for lower primary school grade students (CMPC’s) and an interactive model of teaching organization, frontal and individual forms of activity and activity in pairs. In Group E2, the students learned the teaching contents in the school’s computer science lab, by utilizing computers, projectors, compact discs with multimedia educational software and an interactive model of teaching organization, frontal and individual forms of activity and activity in pairs. In Group E3, the students  earned the teaching contents in a traditional classroom by utilizing the teacher’s computer, a projector, a multimedia educational presentation and an interactive model of teaching organization, frontal and group activities. The method of theoretical analysis, descriptive-analytical method, comparative method, method of modelling and an experimental design with parallel groups, were used in the research. Tests, surveys and scales were used in terms of research techniques. The measurement instruments were: the knowledge test (initial and final tests and a re-test) and a survey questionnaire. The obtained results indicate that the students from the first (Project Dositej e-classroom) and the third (multimedia educational presentation) experimental groups achieved better results (regarding the level and quality of knowledge) compared to the students from the second experimental group (multimedia educational software) and the control group, which was also confirmed by testing the differences, because a statistically significant difference was determined in favour of the first and third experimental group. The first and the third experimental group have also achieved the best results regarding the permanence of knowledge (retention), compared to the second experimental and the control group, even though the weakest quality of retention was achieved by the first experimental group. The students from experimental groups have predominantly affirmative opinions about the three applied experimental models of teaching regarding the quality of their acquired knowledge in the subject of Science. The above conclusions indicate that the implementation of the e-classroom, technical resources and electronic teaching materials contributes to the application of the principles of constructivist (active) teaching in the subject of Science. Also, technical resources of a lower level of complexity, application of a multimedia educational presentation, if used properly and in a meaningful way, possess a significant value. In the future, a multidisciplinary team of experts from pedagogical, didactic and methodical and technical sciences should be formed at the level of all relevant educational institutions in the Republic of Srpska, that would work on the planned introduction of electronic education into primary schools, because without such comprehensive systematic solutions all attempts are bound to remain on the level of projects which are of limited duration.en
dc.languagesr (latin script)
dc.publisherУниверзитет у Новом Саду, Педагошки факултет, Сомборsr
dc.rightsopenAccessen
dc.sourceУниверзитет у Новом Садуsr
dc.subjectinformaciono-komunikacione tehnologije (IKT)sr
dc.subjectmultimedijasr
dc.subjectprogram za upravljanje učenjemsr
dc.subjectprojekat Dositejsr
dc.subjectpostignuće učenikasr
dc.titleE-učionica kao inovativni model interaktivnog učenja u razrednoj nastavisr
dc.title.alternativeE-Classroom as an Innovative Model of InteractiveLearning in Classroom Teachingen
dc.typedoctoralThesisen
dc.rights.licenseBY-NC-ND
dc.identifier.fulltexthttp://nardus.mpn.gov.rs/bitstream/id/35708/IzvestajKomisije.pdf
dc.identifier.fulltexthttp://nardus.mpn.gov.rs/bitstream/id/35707/Disertacija.pdf


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