Razvoj i evaluacija instrukcione strategije zasnovane na tripletnom modelu reprezentacije sadržaja neorganske hemije u srednjoškolskom obrazovanju

Abstract

Glavni cilj ove disertacije bio je da se ispita u kojoj meri će nastavni pristup zasnovan na interkorelaciji makroskopskog, submikroskopskog i simboličkog nivoa reprezentacije znanja uticati na performanse učenika u oblasti neorganskih reakcija, a takođe i kakav će biti njen uticaj na samoprocenu uloženog mentalnog napora. Ukupan uzorak ovog istraživanja sačinjavalo je 313 učenika iz dve gimnazije, a istraživanje je sprovedeno u toku školske 2012/13. školske godine. Kao merni instrument za merenje performansi korišćen je dvoslojni test znanja sa zadacima višestrukog izbora, a svaki zadatakje praćen sedmostepenom skalom Likertovog tipa za samoprocenu uloženog mentalnog napora. Dobijeni rezultati pokazuju da primenjena instrukciona strategija, koja se oslanja na primenu višestrukih nivoa reprezentacije znanja vodi povećanju učeničkih performansi, a istovremeno i smanjenju kognitivnog opterećenja. Rezultati dobijeni za procenu instrukcione efikasnosti sugerišu da primenjeni model predstavlja efikasan nastavni model. Dalje istraživanja performansi pokazala su da primenjena instrukciona strategija ima podjednako pozitivan uticaj kako na performanse, tako i na procenjeni mentalni napor ispitanika oba pola. Ispitivana strategija takođe se pokazala efikasnom u obuci svih ispitivanih grupa učenika (najmanje uspešnih, srednje uspešnih i najuspešnijih). Pored toga rezultati su ukazali i na postojanje velikog broja miskoncepcija u K grupi ispitanika, dok su u E grupi, koja je učestvovala u eksperimentalnoj nastavi, veliki broj miskoncepcija bio eliminisan. Na kraju, rezultati analize kognitivne kompleksnosti ukazali su na postojanje značajnih korelacija između svih ispitivanih parova varijabli (performanse-kognitivna kompleksnost; performanse-mentalni napor i mentalni napor-kognitivna kompleksnost).

The central goal of this disserta-tion was to examine the extent to which a teaching approach fo-cused on the interaction among macroscopic, submicroscopic and symbolic levels of chemistry representations could affect high school students’ performance in the field of inorganic reactions, as well as to examine how the appli-ed instruction influences stu-dents’ assessment of invested mental effort. The total sample of this research included 313 high school stu-dents. The survey was conducted in the 2012-2013 school year. As a measuring instrument for stu-dent performance a two-tier mu-ltiple-choice test of knowledge was used. Each task in the test was followed by a seven point Likert-type scale for evaluation of invested mental effort. Obtained results indicate that a teaching strategy relying on the interplay between three levels of knowledge representation leads to an increase in students’ performance and also contributes to the reduction of cognitive load. The obtained results for calcula-ted mental efficiency suggest that the applied instructional model represents an effective teaching model. Further performance te-sting have shown that applied instructional strategy have simi-lar positive impact in terms of both performance and mental effort on the subjects of both genders. This strategy has also proved to be effective in training all examined groups of students (low achievers, middle achievers and high achievers). In addition, results indicated the existence of a large number of misconceptions in the K group, while in the group E, that was subjected to experi-mental teaching, a great deal of misconceptions was eliminated. Last but not least, the results of cognitive complexity analysis indicated the existence of signifi-cant correlations between all the examined pairs of variables (pe-rformance-cognitive complexity; performance-mental effort; me-ntal effort-cognitive complexity).