Učenje kroz igru u nastavi biologije

master's thesis

• Title (english): Learning trough game in teaching biology
• Author: Irena Sambolić
• Mentor: Ines Radanović (mentor)
• Committee member: Ines Radanović (član povjerenstva)
• Committee member: Mirjana Kalafatić (član povjerenstva)
• Committee member: Zlatko Liber (član povjerenstva)
• Granter: University of Zagreb; Faculty of Science; (Department of Biology); Zagreb
• Defense date and country: 2011, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Biology

Abstract

Cilj istraživanja učenja kroz igru bio je: utvrditi utjecaj primjene igre u nastavi na postignuća u znanju učenika, doznati u kojoj etapi sata primjena igre postiže najbolje rezultate, ispitati stavove učenika o učenju kroz igru. Eksperimentalni dio istraživanja provođen je od travnja do lipnja 2010. godine. Ukupno je sudjelovalo 196 učenika sedmih razreda. Na početku istraživanja provedene su inicijalna provjera znanja i početna anketa. Nastava biologije se u kontrolnim skupinama provodila tradicionalnim metodama, dok je u pokusnim skupinama u dio nastavnog sata uvedena igra. Učinak uvođenja igre ispitan je provjerom znanja te završnom anketom. Rezultati istraživanja ukazali su da se najbolji rezultati postižu korištenjem igre na početku sata tijekom motivacijske faze. Najslabiji učinak igra je pokazala uporabom tijekom obrade novih nastavnih sadržaja. Učenici su prihvatili učenje kroz igru kao nastavnu metodu, te je 87% njih izrazilo želju da ponekad (59%) ili skoro stalno (28%) uče kroz igru na satovima biologije.

Abstract (english)

The aim of the research of learning trough game was: to determine the effect of applying the game to achievement in knowledge of pupils, find out in which stage of lesson use of the game achieves the best results, examine pupils attitudes about learning trough game. The experimental part of the research was implemented from April to June 2010. A total of 196 seventh grade pupils participated. At the beginning of the study were conducted the initial examination and initial survey. Teaching biology in the control groups was carried out by using traditional methods, while in experimental groups in the part of the lesson was introduced the game. The effect of introducing the game was tested by checking the knowledge and by final survey. Survey results indicated that the best results were achieved by using games in teaching biology at the beginning of the lesson, during the motivation phase. The weakest effect was demonstrated by using the game during the processing of new teaching facilities. Pupils have embraced learning trough game as a teaching method, 87% of them expressed the wish to sometimes (59%) or almost always (28%) learn trough game in biology class.

• Keywords: aktivno učenje; didaktička igra; nastavna metoda; stavovi učenika
• Keywords (english): active learning; learning game; teaching method; pupils’ attitudes
• Language: croatian
• URN:NBN: urn:nbn:hr:217:487858
• Study programme: Title: Biology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacije biologije (magistar/magistra edukacije biologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2018-04-10 12:52:42