Primjena IKT-a u procesu učenja, poučavanja i vrednovanja u srednjim strukovnim školama

Rogošić, Silvia; Baranović, Branislava; Šabić, Josip

doi:10.21464/mo.28.1.6

Cited by 2 publications

(1 citation statement)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In connection with the previously prepared tasks (for the method of working on the text and the indirect graphic method), students can be guided to new knowledge, and largely come to it by themselves using tools with which they are in daily contact and without which it is increasingly difficult to imagine modern life. With the described digital learning and the application of ICT, a constructivist approach to learning can be realized (Chaudhary, 2018;Jukić, 2013;Matijević et al, 2016;Pongračić & Zečević, 2017;Rogošić et al, 2021) as well as self-regulated, independent, and collaborative learning (Topolovčan et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

Research on the frequency and effectiveness of teaching methods in geography classes: an example of self-observation of teaching practices

Domacinovic

Vuk

2022

J GEOGR INST CVIJIC

View full text Add to dashboard Cite

Since the school year (SY) 2019/2020, the curriculum of Geography has been gradually implemented in Croatia. The purpose of this survey is to gather information on the frequency and effectiveness of teaching methods in Geography teaching over two school years by means of direct participant observation method. In the SY 2020/2021, a study was carried out in two high schools in Osijek Baranja County for three learning outcomes. Using a pre-made template for the self-observation of the teaching process, 12 lessons in the second and the third grade were observed and later interpreted using descriptive statistics methods. During the SY 2021/2022, the same method was carried out for eight lessons in six schools with a high-school program for three learning outcomes in the second grade, two in the third grade, and one in the fourth grade. Results show the domination of the discussion teaching method, followed by indirect graphic method, and then work-on-text method, while among the most common methods used, the rarest are oral presentation (done by pupils) and direct graphic method. The results found demonstrate a significant shift toward the use of more effective teaching methods compared to older papers in Croatia. The students reported a higher level of satisfaction with the lessons than the teachers did. The method of direct participant observation, complemented with a structured interview, can provide relevant information on the quality of teaching as a prerequisite for the achievement of the learning outcomes specified in the curriculum for Geography.

show abstract

Section: Resultsmentioning

confidence: 99%