CONCEPT MAPS AS A TOOL FOR BETTER LEARNING BIOLOGY IN HIGH SCHOOL

Istraživanje je provedeno s ciljem utvrđivanja postižu li učenici bolje rezultate učenja primjenom frontalnog oblika rada (metodom usmenog izlaganja) ili primjenom konceptualnih mapa pri obradi nastavnog gradiva te postoji li veza između dugoročnog pamćenja i konceptualnih mapa. Istraživanje se provodilo tijekom školske godine 2013./2014. te 2014./2015. na uzorku od 101 učenika drugih razreda Prirodoslovno-matematičke gimnazije u Osijeku. Istraživanje se sastojalo od provedbe nastavnih satova s obradom nastavnih jedinica “Ptice” i “Sisavci” te od inicijalne, završne i ponovljene završne provjere znanja. Nastavne jedinice su u dva razreda obrađene frontalnim oblikom rada, a u dva razreda primjenom konceptualnih mapa. Rezultati istraživanja pokazuju da učenici koji u učenju koriste konceptualnu mapu postižu bolje rezultate u odnosu na učenike koji sadržaj usvajaju frontalnim oblikom rada. Na osnovi rezultata ponovljene završne pisane provjere znanja zaključuje se da konceptualne mape pomažu učenicima u postizanju visoke razine retencije stečenih znanja.The main aim of the present study was to explore whether the students achieve better learning results while using traditional (frontal) method or conceptual maps during their learning process. As well, we aimed to explore the relationship between the usage of conceptual maps and long-term memorization. This research was conducted in the school years 2013/2014 and 2014/2015 on the sample of 101 students attending second grade of Natural sciences and mathematics highschool in Osijek. This study included several lessons dealing with “Birds” and “Mammals” as well as associated quizzes, and final and repeated final tests. With two student groups, the lessons were conducted by means of frontal method, whereas with two other groups of students the same teaching units were processed by using conceptual maps. The results showed that students who use conceptual maps achieve better results in comparison with the students who have processed new teaching units by the means of frontal method. On the basis of a repeated written final test we conclude that conceptual maps help students gain long-term memory of acquired knowledge

CONCEPT MAPS AS A TOOL FOR BETTER LEARNING BIOLOGY IN HIGH SCHOOL

Istraživanje je provedeno s ciljem utvrđivanja postižu li učenici bolje rezultate učenja primjenom frontalnog oblika rada (metodom usmenog izlaganja) ili primjenom konceptualnih mapa pri obradi nastavnog gradiva te postoji li veza između dugoročnog pamćenja i konceptualnih mapa. Istraživanje se provodilo tijekom školske godine 2013./2014. te 2014./2015. na uzorku od 101 učenika drugih razreda Prirodoslovno-matematičke gimnazije u Osijeku. Istraživanje se sastojalo od provedbe nastavnih satova s obradom nastavnih jedinica “Ptice” i “Sisavci” te od inicijalne, završne i ponovljene završne provjere znanja. Nastavne jedinice su u dva razreda obrađene frontalnim oblikom rada, a u dva razreda primjenom konceptualnih mapa. Rezultati istraživanja pokazuju da učenici koji u učenju koriste konceptualnu mapu postižu bolje rezultate u odnosu na učenike koji sadržaj usvajaju frontalnim oblikom rada. Na osnovi rezultata ponovljene završne pisane provjere znanja zaključuje se da konceptualne mape pomažu učenicima u postizanju visoke razine retencije stečenih znanja.The main aim of the present study was to explore whether the students achieve better learning results while using traditional (frontal) method or conceptual maps during their learning process. As well, we aimed to explore the relationship between the usage of conceptual maps and long-term memorization. This research was conducted in the school years 2013/2014 and 2014/2015 on the sample of 101 students attending second grade of Natural sciences and mathematics highschool in Osijek. This study included several lessons dealing with “Birds” and “Mammals” as well as associated quizzes, and final and repeated final tests. With two student groups, the lessons were conducted by means of frontal method, whereas with two other groups of students the same teaching units were processed by using conceptual maps. The results showed that students who use conceptual maps achieve better results in comparison with the students who have processed new teaching units by the means of frontal method. On the basis of a repeated written final test we conclude that conceptual maps help students gain long-term memory of acquired knowledge

Adoption of teaching content using conceptual maps among secondary school students

Ovo istraživanje provedeno je s ciljem ispitivanja postižu li uĉenici bolje rezultate uĉenja kada prilikom obrade konkretnih nastavnih tema koriste tradicionalan (frontalni) oblik rada ili konceptualne mape te pomaţu li konceptualne mape u postizanju što dugoroĉnijeg pamćenja uĉenikovog usvojenog znanja iz konkretnih nastavnih tema. Istraživanje se provodilo školske godine 2013./2014. i 2014./2015. na uzorku od 101 uĉenika drugih razreda Prirodoslovno-matematiĉke gimnazije u Osijeku. Istraživanje se sastojalo od provedbe nastavnih satova s obradom nastavnih jedinica Ptice i Sisavci te od provedbe inicijalne provjere znanja, završne i ponovljene završne provjere znanja. Nastavne jedinice u dva su razreda obrađene frontalnim oblikom rada, a u dva razreda uz pomoć konceptualnih mapa. Ovim istraživanjem utvrđeno je da uĉenici koji u uĉenju koriste konceptualnu mapu postižu bolje rezultate u odnosu na uĉenike koji su sadržaj uĉili frontalnim oblikom rada. Na osnovi ponovljene završne pisane provjere znanja zakljuĉuje se da konceptualne mape pomažu uĉenicima u postizanju što dugoroĉnijeg steĉenog znanja.This research aims to explore whether the students achieve better learning results while using traditional (frontal) method of studying or conceptual maps during their learning process of specific topics as well as to explore whether the conceptual maps help students in longterm memorization of adopted knowledge from specific topics. This research was conducted in the school years 2013/2014 and 2014/2015 on the sample of 101 students of second grade of Natural sciences and mathematics highschool in Osijek. This research was comprised of a number of classes which dealt with teaching units of Birds and Mammals as well as a number of initial quizzes, a final test and a repeated final test. Teaching units were processed in two forms of student groups by the means of frontal method of studying while in two other forms of student groups the very same teaching units were processed with the help of conceptual maps. This research has established that students who use conceptual maps achieve better results in comparison with the students who have processed new teaching units by the means of frontal method. On the basis of a repeated written final test we conclude that conceptual maps help students gain longterm memory of acquired knowledge

Adoption of teaching content using conceptual maps among secondary school students

Ovo istraživanje provedeno je s ciljem ispitivanja postižu li uĉenici bolje rezultate uĉenja kada prilikom obrade konkretnih nastavnih tema koriste tradicionalan (frontalni) oblik rada ili konceptualne mape te pomaţu li konceptualne mape u postizanju što dugoroĉnijeg pamćenja uĉenikovog usvojenog znanja iz konkretnih nastavnih tema. Istraživanje se provodilo školske godine 2013./2014. i 2014./2015. na uzorku od 101 uĉenika drugih razreda Prirodoslovno-matematiĉke gimnazije u Osijeku. Istraživanje se sastojalo od provedbe nastavnih satova s obradom nastavnih jedinica Ptice i Sisavci te od provedbe inicijalne provjere znanja, završne i ponovljene završne provjere znanja. Nastavne jedinice u dva su razreda obrađene frontalnim oblikom rada, a u dva razreda uz pomoć konceptualnih mapa. Ovim istraživanjem utvrđeno je da uĉenici koji u uĉenju koriste konceptualnu mapu postižu bolje rezultate u odnosu na uĉenike koji su sadržaj uĉili frontalnim oblikom rada. Na osnovi ponovljene završne pisane provjere znanja zakljuĉuje se da konceptualne mape pomažu uĉenicima u postizanju što dugoroĉnijeg steĉenog znanja.This research aims to explore whether the students achieve better learning results while using traditional (frontal) method of studying or conceptual maps during their learning process of specific topics as well as to explore whether the conceptual maps help students in longterm memorization of adopted knowledge from specific topics. This research was conducted in the school years 2013/2014 and 2014/2015 on the sample of 101 students of second grade of Natural sciences and mathematics highschool in Osijek. This research was comprised of a number of classes which dealt with teaching units of Birds and Mammals as well as a number of initial quizzes, a final test and a repeated final test. Teaching units were processed in two forms of student groups by the means of frontal method of studying while in two other forms of student groups the very same teaching units were processed with the help of conceptual maps. This research has established that students who use conceptual maps achieve better results in comparison with the students who have processed new teaching units by the means of frontal method. On the basis of a repeated written final test we conclude that conceptual maps help students gain longterm memory of acquired knowledge