Abstract
The paper examines the empirically verified effect (parallel group experiment) of the application of the software form of integration and individualization of teaching of natural and mathematical knowledge in relation to traditional teaching, for example, the teaching sub-themes Cultivated habitats and life communities, and Equations with addition, subtraction, multiplication and division in the set N (the natural numbers) and N0 (the natural numbers plus the neutral element 0). The sample consisted of 250 pupils aged 10 to 11 years: 125 in the experimental group and 125 in the control group. The data were processed by statistical procedures and displayed in textual and graphical ways. The statistical analysis of the data obtained from the research has been achieved by the SPSS 17.0 software package, wherein the arithmetic mean, standard deviation, a t-test. Statistical indicators have confirmed the assumptions that the software form of integration and individualization contributes to more efficient and easier acquiring of knowledge, raising the quality and quantity of students’ knowledge and increasing the interest in studying content in the teaching of Knowledge of Nature and Mathematics, and as such points to a preferred model of teaching and learning.
Highlights
The development of science, technique and modern technology has changed all the spheres of society, so in the school system there was a need for a more modern and active way of organizing the teaching process
This paper presents a contribution to the foundation of contemporary, integrated and individualized teaching of Mathematics and Knowledge of Nature, supported by educational computer software
This work presents a contribution to the foundation of contemporary, integrated and individualized teaching of nature and mathematics, supported by educational computer software
Summary
The development of science, technique and modern technology has changed all the spheres of society, so in the school system there was a need for a more modern and active way of organizing the teaching process. One of the basic expectations of more rational and effective learning is the creation of situations in which the student will be at the center of the teaching process with the possibility of flexible adoption of the predicted content. As the most appropriate solution, the differentiation and individualization of teaching is emphasized, enabling each student to develop his/her, primarily, intellectual abilities
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