Катарина Б. Путица, Универзитет у Београду, Иновациони центар Хемијског факултета, имејл: puticakatarina@gmail.com
Драгица Д. Тривић, Универзитет у Београду, Хемијски факултет
Иновације у настави, XXXII, 2019/4, стр. 21–31

| PDF | | Extended summary PDF |
doi: 10.5937/inovacije1904021P 

Резиме: Циљ овог рада био је да се упореди ефективност наставе засноване на примени методе учења путем решавања проблема и традиционалне рецептивне наставе у области природних наука. Имајући у виду најчешће проблеме са којима се ученици суочавају приликом учења природних наука, а за које је утврђено да су у великој мери последица традиционалне рецептивне наставе, постављене су четири истраживачке хипотезе: примена методе учења путем решавања проблема доводи до бољег разумевања градива природних наука (Х1), позитивнијег односа ученика према природним наукама (Х2), боље саморегулације процеса учења природних наука (Х3) и бољих академских постигнућа ученика у области природних наука (Х4) у односу на рецептивну наставу. Академска постигнућа ученика у области природних наука разматрана су искључиво као квантитативни аспект успешности ученика, због чега је разумевање, као један од нивоа квалитативног аспекта успешности, разматрано у посебној хипотези. Да би се проверила тачност постављених хипотеза, примењена је метаанализa, за чију израду су искоришћени резултати из двадесет три научна рада, на основу којих су, за сваку од хипотеза, израчунате одговарајуће средње вредности ES. На основу ових вредности потврђена је тачност све четири постављене хипотезе, а тиме и велики потенцијал методе учења путем решавања проблема да унапреди квалитет наставе у области природних наука.

Кључне речи: учење путем решавања проблема, рецептивна настава, природне науке, метаанализа.

Summary: The aim of this paper was to compare the effectiveness of the problem-based teaching method with traditional receptive teaching in the field of natural sciences. Bearing in mind the most frequent problems pupils are faced with when learning natural sciences, and that these problems are mainly the consequence of traditional receptive teaching, four research hypotheses have been proposed in the paper: compared to the traditional receptive teaching, problem-based teaching method promotes better understanding of the academic content of natural sciences (H1), a more positive attitude of students toward natural sciences (H2), better self-regulation of the learning of natural sciences (H3), and a better academic achievement of students in the field natural sciences (H4). The academic achievement of students in the field of natural sciences was considered solely as a quantitative aspect of students’ performance, which is why understanding, as one of the levels of qualitative aspect of students’ performance, was considered in a separate hypothesis. In order to verify these hypotheses, meta-analysis was conducted. For the purpose of conducting this meta-analysis, the results obtained from 23 scientific papers were used to calculate corresponding mean values of ES for each of the hypotheses. On the basis of the calculated mean values of ES, all four hypotheses, as well as the great potential of the problem-based method to improve the quality of teaching in the field of natural sciences, have been verified.

Keywords: problem-based learning, receptive teaching, natural sciences, meta-analysis.

Литература:

• Aidoo, B., Boateng, S. K., Kissi, P. S. & Ofori, I. (2016). Effects of Problem-Based Learning on Students’ Achievement in Chemistry. Journal of Education and Practice. 7 (33), 103–108.
• Akinoglu, O. & Tandogan, R. O. (2007). The Effects of Problem-Based Active Learning in Science Education on Students Academic Achievement, Attitude and Concept Learning. Eurasia Journal of Mathematics, Science & Technology Education. 3 (1), 71–81. DOI: 10.12973/ejmste/75375.
• Atan, H., Sulaimna, F. & Idrus, R. M. (2005). The effectiveness of problem-based learning in the web-based environment for the delivery of an undergraduate physics course. International Education Journal. 6 (3), 430–437.
• Аusubel, P. D. (2000). The Acquisition and Retentition of Knowledge – A Cognitive View. Dordrecht ‒ Boston ‒ London: Kluwer Academic Publishers.
• Batdi, V. (2004). A meta-analysis study comparing problem based learning with traditional instruction. Electronic Journal of Social Sciences. 13 (5), 346–364.
• Benli, E. & Sarikaya, M. (2012). The investigation of the effect of problem based learning to the academic achievement and the permanence of knowledge of prospective science teacher: the problem of the boiler stone. Procedia-Social and Behavioral Sciences. 46, 4317–4322. DOI: 10.1016/j.sbspro.2012.06.24
• Bilgin, I., Senocak, E. & Sozbilir, M. (2009). The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts. Eurasia Journal of Mathematics, Science & Technology Education. 5 (2), 153–164. DOI: 10.12973/ejmste/75267
• Cakir, M. (2008). Constructivist approaches to learning in science and their implication for science pedagogy: A literature review. International Journal of Environmental and Science Education. 3 (4), 193–206.
• Celik, P., Onder, F. & Silay, I. (2011). The effects of problem based learning on the students’ success in the physics course. Procedia-Social and Behavioral Sciences. 28, 656–660. DOI: 10.1016/j.sbspro.2011.11.124
• Cohen, J. (1992). A power primer. Psychological Bulletin. 112 (1), 155–159. DOI: 10.1037/0033-2909.112.1.155.
• DeCoster, J. (2004). Meta-analysis Notes. Retrieved May 15, 2018. from www: http://www.stat-help.com/notes.html.
• Demirel, M. & Dagyar, M. (2016). Effects of problem-based learning on attitude: a meta-analysis study. Eurasia Journal of Mathematics, Science & Technology Education. 12 (18), 2115–2137.
• Demirel, M. & Turan, A. (2010). The effects of problem based learning on attitude, metacognitive awareness and motivation. Hacettepe University Journal of Education. 38, 55–66.
• Elkind, D. (2004). The Problem with Constructivism. The Educational Forum. 68 (4), 306–312. DOI: 10.1080/00131720408984646.
• Folashade, A. & Akinbobola, A. O. (2009). Constructivist Problem Based Learning Technique and the Academic Achievement of Physics Students with Low Ability Level in Nigerian Secondary Schools. Eurasian Journal of Physics and Chemistry Education. 1 (1), 45–51.
• Galand, B., Frenay, M. & Raucent, B. (2012). Effectiveness of Problem-Based Learning in Engineering Education: A Comparative Study on Three Levels of Knowledge Structure. International Journal of Engineering Education. 28 (4), 939–947.
• Gibjels, D., Douchy, F., Van den Bossche, P. & Segers, M. (2005). Effects of problem-based learning: a metaanalysis from the angle of assessment. Review of Educational Research. 75 (1), 27–61.
• Gurses, A., Dogar, C. & Geyik, E. (2015). Teaching of the Concept of Enthalpy Using Problem Based Learning Approach. Procedia-Social and Behavioral Sciences. 197, 2390–2394. DOI: 10.1016/j.sbspro.2015.07.298.
• Hacieminoglu, E. (2015). Elementary School Students’ Attitude toward Science and Related Variables. International Journal of Environmental & Science Education. 11 (2), 35‒52. DOI: 10.12973/ijese.2016.288a.
• Hacieminoglu, E., Yilmaz-Tuzun, O. & Ertepinar, H. (2009). Investigating elementary students’ learning approach, motivational goals and achievement in science. Hacettepe University Journal of Education. 37, 72–83.
• Horak, A. K. & Galluzzo, G. R. (2017). Gifted Middle School Students’ Achievement and Perceptions of Science Classroom Quality During Problem-Based Learning. Journal of Advanced Academics. 28 (1), 28–50. DOI: 10.1177/1932202X16683424.
• Inel, D. & Balim, A. G. (2010). The effects of using problem-based learning in science and technology teaching upon students’ academic achievement and levels of structuring concepts. Asia-Pacific Forum on Science Learning and Teaching. 11 (2), 1–23.
• Iqbal, S., Khalid, M. I. & Khalid, S. (2017). Effectiveness of Problem-Based Learning Approach on Students Achievement in Subject of Science at Elementary Level. Journal of Elementary Education. 27 (1), 95–105.
• Ivić, I., Pešikan, A., Antić, S. (2001). Aktivno učenje 2. Beograd: Institut za psihologiju.
• Kim, N. J., Belland, B. R. & Walker, A. E. (2017). Effectiveness of computer-based scaffolding in the context of problem-based learning for stem education: Bayesian meta-analysis. Educational Psychology Review. 30 (2), 397–429.
• Koray, O. & Koray, A. (2013). The effectiveness of problem-based learning supported with computer simulations on reasoning ability. Procedia-Social and Behavioral Sciences. 106, 2746–2755. DOI: 10.1016/j.sbspro.2013.12.315.
• Linn, M. C., Clark, D. & Slotta, J. D. (2003). WISE design for knowledge integration. Science Education. 87 (4), 517–538. DOI: 10.1002/sce.10086.
• Minner, D. D., Levy, A. J. & Century, J. (2010). Inquiry-based science instruction-what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching. 47, 517–538. DOI: 10.1002/tea.20347.
• Nikolić, N. T. (2018). Kvalitet problemski orijentisane nastave i postignuće učenika. Inovacije u nastavi. 31 (4), 1–14. DOI: 10.5937/inovacije1804001N.
• Oh, P. S. & Yager, R. E. (2004). Development of Constructivist Science Classrooms and Changes in Student Attitudes toward Science Learning. Science Education International. 15 (2), 105–113.
• Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In: Boekaerts, M., Pintrich, P. & Zeidner, M. (Eds.). Handbook of self-regulation (452–501). San Diego, CA: Academic Press.
• Selcuk, G. S. & Caliskan, S. (2010). A small-scale study comparing the impacts of problem-based learning and traditional methods on student satisfaction in the introductory physics course. Procedia-Social and Behavioral Sciences. 2, 809–813. DOI: 10.1016/j.sbspro.2010.03.108.
• Selcuk, G. S., Caliskan, S. & Sahin, M. (2013). A Comparison of Achievement in Problem-Based Strategic and Traditional Learning Classes in Physics. International Journal on New Trends in Education and Their Implications. 4 (1), 154–164.
• Sindelar, T. (2010). The effectiveness of problem-based learning in the high school science classroom (master’s thesis). Wichita, KS: Wichita State University.
• Stojaković, О. (2005). Problemska nastava. Obrazovna tehnologija. 3‒4, 72‒89.
• Sungur, S. & Tekkaya, C. (2006). Effects of Problem-Based Learning and Traditional Instruction on Self-Regulated Learning. Journal of Educational Research. 99 (5), 307–317. DOI: 10.3200/JOER.99.5.307-320.
• Sungur, S., Tekkaya, C. & Geban, O. (2006). Improving achievement through problem-based learning. Journal of Biological Education. 40 (4), 155–160. DOI: 10.1080/00219266.2006.9656037.
• Tarhan, L. & Acar-Sesen, B. (2013). Problem Based Learning in Acid and Bases: Learning Achievements and Students’ Beliefs. Journal of Baltic Science Education. 12 (5), 565–578.
• Tosun, C. & Senocak, E. (2013). The Effects of Problem-Based Learning on Metacognitive Awareness and Attitudes Toward Chemistry of Prospective Teachers with Different Academic Backgrounds. Australian Journal of Teacher Education. 38 (3), 61–73. DOI: 10.14221/ajte.2013v38n3.2.
• Trivić, D., Lazarević, E., Bogdanović, M. (2011). Postignuće učenika i nastava hemije. U: Gašić Pavišić, S. i Stanković, D. (ur.). TIMSS 2007 u Srbiji (97–145). Beograd: Institut za pedagoška istraživanja.
• Uce, M. & Ates, I. (2016). Problem-based Learning Method: Secondary Education 10th Grade Chemistry Course Mixture Topics. Journal of Education and Training Topics. 4 (12), 30–35. DOI: 10.11114/jets.v4i12.1939.
• Vernon, D. T. & Blake, R. L. (1993), Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine. 68 (7), 550–563.
• Weinburgh, M. (1995). Gender differences in student attitudes toward science: a meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching. 32 (4), 387–398. DOI: 10.1002/tea.3660320407.
• Wulansari, N. T., Sutrisna, P. G. & Dharmapatni, N. W. K. (2018). Effectiveness of Problem-Based Learning Model toward Biology Learning Outcomes. SHS Web of Conferences. 42, 1–5. DOI: 10.1051/shsconf/20184200011.
• Zajnilagić-Hajrić, M., Šabeta, A. & Nuić, I. (2015). The effects of problem-based learning on students’  achievements in primary school chemistry. Bulletin of the Chemists and Technologists of Bosnia and Herzegovina. 44, 17–22.
• Zimmerman, B. (2000). Attaining self-regulated learning: A social-cognitive perspective. In: Boekaerts, M., Pintrich, P. & Zeidner, M. (Eds.). Handbook of self-regulation (452–501). San Diego, CA: Academic Press.

Copyright © 2019 by the authors, licensee Teacher Education Faculty University of Belgrade, SERBIA. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original paper is accurately cited.