Substance transfer learning adapted to students of different interests

Abstract

Cilj istraživanja bio je analizirati uspješnost učenja koncepta Prijenos tvari kroz tijelo živih bića kod učenika 7. razreda osnovne škole s obzirom na razinu interesa. Tijekom 2022. godine, učenici su učili temu Prijenos tvari kroz tijelo živih bića suradničkim učenjem, na način da su nakon učenja otkrivanjem u homogenim interesnim skupinama (slabi, umjereni, znatni i izraziti interes) formirali heterogene grupe unutar kojih su izmjenjivali rezultate istraživanja i izrađivali zajednički prikaz rezultata. Najviše je učenika bilo u interesnoj skupini znatnog interesa, a najmanje u skupini slabog interesa. Temeljem opažanja učitelja uz rješavanje radnih materijala, većina učenika svih interesnih skupina je uspješno ostvarila II. kognitivnu razinu (primjena i konceptualno razumijevanje). U završnom samovrednovanju svi učenici izjavljuju da im je rad u interesnim skupinama zanimljiviji nego klasičan rad, a većina njih smatra da je pritom naučila više nego na satu s tradicionalnim pristupom učenju. Kod svih interesnih skupina zabilježen je visok postotak pitanja u radnim materijalima na koje učenici nisu ponudili odgovor, što se može pripisati nedostatku vremena za rješavanje zadataka i povezati s činjenicom da su neki učenici precijenili svoj interes i sposobnosti. Na osnovu provedenog poučavanja i učenja može se zaključiti da suradničko učenje uz diferencirane zadatke za učenike različitog interesa doprinosi većoj motivaciji učenika i boljem razumijevanju poučavanog biološkog koncepta.In addition to space, a modern school also includes a modern student and a modern teacher. Modern technologies have expanded the range of available sources of knowledge and provided access to a huge amount of data. Awareness of the availability of information through a few mouse clicks changes our students\u27 view of school and encourages teachers to reconsider their own work methods and creates the need to discover and apply new, more modern teaching and learning techniques. In the traditional form of teaching, all students are offered the same contents, sources of knowledge and evaluation tasks. Today, more than ever before, it is clear that students differ in prior knowledge, motivation, cognitive abilities, pace and learning styles. Based on the observed differences, modern teaching models are also being developed, which imply an individualized approach to each student. The aim of the research was to analyze the success of learning the concept of Transfer of substances through the body of living beings among students of the 7th grade of elementary school, considering the level of interest. During the year 2022, the students studied the topic Transfer of substances through the body of living beings through collaborative learning, in such a way that after learning through discovery in homogeneous interest groups (weak, moderate, significant, and strong interest), they formed heterogeneous groups within which they exchanged research results and created a joint display of results. Most students were in the interest group of significant interest, and the least in the group of weak interest. Based on the teacher\u27s observations and solving the work materials, most students of all interest groups successfully achieved II. cognitive level (application and conceptual understanding). In the final self-evaluation, all students declare that they find working in interest groups more interesting than classical work, and most of them believe that they learned more than in a class with a traditional approach to learning. In all interest groups, a high percentage of questions to which students did not offer an answer was recorded, which can be attributed to the lack of time to solve the tasks and to the fact that some students overestimated their interest and abilities. Based on the conducted teaching and learning, it can be concluded that collaborative learning with differentiated tasks for students with different interests contributes to greater student motivation and a better understanding of the taught biological concept