Abstract
The aim of this paper was to compare the effectiveness of the problem-based teaching method with traditional receptive teaching in the field of natural sciences. Bearing in mind the most frequent problems pupils are faced with when learning natural sciences, and that these problems are mainly the consequence of traditional receptive teaching, four research hypotheses have been proposed in the paper: compared to the traditional receptive teaching, problem-based teaching method promotes better understanding of the academic content of natural sciences (H1), a more positive attitude of students toward natural sciences (H2), better self-regulation of the learning of natural sciences (H3), and a better academic achievement of students in the field natural sciences (H4). The academic achievement of students in the field of natural sciences was considered solely as a quantitative aspect of students' performance, which is why understanding, as one of the levels of qualitative aspect of students' performance, was considered in a separate hypothesis. In order to verify these hypotheses, meta-analysis was conducted. For the purpose of conducting this meta-analysis, the results obtained from 23 scientific papers were used to calculate corresponding mean values of ES for each of the hypotheses. On the basis of the calculated mean values of ES, all four hypotheses, as well as the great potential of the problem-based method to improve the quality of teaching in the field of natural sciences, have been verified.
Highlights
Summary The aim of this paper was to compare the effectiveness of the problem-based teaching method with traditional receptive teaching in the field of natural sciences
Bearing in mind the most frequent problems pupils are faced with when learning natural sciences, and that these problems are mainly the consequence of traditional receptive teaching, four research hypotheses have been proposed in the paper: compared to the traditional receptive teaching, problem-based teaching method promotes better understanding of the academic content of natural sciences (H1), a more positive attitude of students toward natural sciences (H2), better self-regulation of the learning of natural sciences (H3), and a better academic achievement of students in the field natural sciences (H4)
For the purpose of conducting this meta-analysis, the results obtained from 23 scientific papers were used to calculate corresponding mean values of ES for each of the hypotheses
Summary
Метода учења путем решавања проблема произашла је, као што је претходно наведено, из конструктивистичког приступа настави/ учењу. У оквиру наставе засноване на примени методе учења путем решавања проблема полази се од проблемске ситуације за коју не постоји директан одговор у претходно ученом градиву, већ се од ученика очекује да је самостално реше (Ivić i sar., 2001). Самостално решавање проблема код ученика подстиче већу мотивацију за учење, оспособљава их да сами планирају и изводе истраживања путем којих ће доћи до нових информација, да анализирају добијене резултате и на основу њих изводе одговарајуће закључке, као и да своја решења процењују у односу на резултате до којих су дошли други ученици, што би требало да има позитиван утицај на развој њихове саморегулације процеса учења (Linn et al, 2003). У оквиру проблемски оријентисане наставе наставник престаје да буде испоручилац готових знања и решења и постаје сарадник и организатор наставе, чији је циљ подстицање иницијативности ученика, развијање вештина и стратегија за суочавање са проблемима и њихово превазилажење, као и формирања ученичког става да већину ситуација с којима се суочавају у школи и животу заправо представљају проблемске ситуације којих се не треба плашити, већ према њима имати активан однос (Ivić i sar., 2001; Stojaković, 2005)
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