The use of the research method in teaching the physical properties of water in introductory science instruction

Abstract

The research method provides an opportunity for students to be gradually involved in the process of active learning, leading to the development and comprehension of educational content through the asking of questions, information analysis and critical thinking. The paper presents the results of research on the effectiveness of using an instruction model with the applied research method in teaching the physical properties of water in introductory science instruction. The sample comprised 109 primary school students (55 in the experimental group and 54 in the control group) in the town of Sombor and the village of Gajdobra, Serbia. Initial and final knowledge tests were used to measure the quality of students' knowledge of the physical properties of water, and the descriptive, causal and comparative methods were used to analyze the findings. The analysis suggests that the use of the research method results in higher quality knowledge compared to traditional approaches to introductory science teaching