Анђела, Н. Миловановић, ОШ „Јастребачки партизани“, Мерошина, Србија, имејл: o.cekicjovanovic@gmail.com
Оливера Д. Цекић-Јовановић, Факултет педагошких наука Универзитета у Крагујевцу, Србија
Душан П. Ристановић, Факултет педагошких наука Универзитета у Крагујевцу, Србија
Иновације у настави, XXXV, 2022/3, стр. 44–62

| PDF | | Extended summary PDF |
DOI: 10.5937/inovacije2203044M

Резиме: У оквиру ове студије испитивано је како примена модела изокренуте учионице (енг. flipped classroom) утиче на квалитет знања ученика о проблемима живе природе. Примењени модел изокренуте учионице је подразумевао замену места и улоге домаћег и школског рада, уз значајну примену мултимедијалних извора знања. Истраживање којим се ова студија бавила реализовано је применом квазиексперимента са паралелним групама. Узорак наставних садржаја су чинили садржаји природе и друштва који се односе на проблематику живе природе, а узорак испитаника је обухватао 61 ученикa трећег разреда основне школе (30 ученика у експерименталној и 31 ученик у контролној групи). Одабрани садржаји су у експерименталној групи реализовани путем модела изокренуте учионице, док се са ученицима контролне групе настава одвијала доминантним фронталним обликом рада, уз минималну употребу савремене технологије у виду ПП презентација. За разлику од резултата иницијалног тестирања, који су показали уједначеност група у погледу квалитета испитиваних знања (репродукција, разумевање и практична примена), на финалном тесту знања ученици експерименталне групе су имали значајно боља постигнућа. Успешније су решавали задатке у којима се тражило памћење чињеница, критичко промишљање, решавање проблемских ситуација и практична примена знања у ситуацијама из свакодневног живота. Закључак студије је да примена модела изокренуте учионице приликом обраде садржаја природе и друштва позитивно утиче на повећање квалитета стечених знања ученика.

Кључне речи: изокренута учионица, настава природе и друштва, квалитет знања ученика, хибридна настава.

Summary: In this research we explored the effects of using the flipped classroom model on the quality of students’ knowledge about the issues related to the living nature. The applied model implied that the position and role of homework and schoolwork were switched and the multimedia resources were used to a great extent. The research was conducted using a quasi-experiment with parallel groups. The sample of teaching content comprised the segments of the teaching content for the school subject Science and Social Studies, while the sample of participants included 61 students of the third grade of elementary school (30 students respectively in control and experimental groups). In the experimental group, the selected content was taught using the flipped classroom model, whereas the frontal form of classroom interaction was used in the control group, with a minimal use of modern technology
that was limited to Power Point presentations. Unlike the results of the initial test, which showed the uniformity of the groups in terms of the quality of the tested knowledge (reproduction, understanding, and practical application), on the final test of knowledge, the students of the experimental group demonstrated a significantly better achievement. They were more successful in solving tasks that required memorization of facts, critical reflection, solving problem situations, and practical application of knowledge in situations from everyday life. The conclusion of the research is that the application of the flipped classroom model in teaching the content of the Science and Social Studies has a positive effect on increasing the quality of students’ acquired knowledge.

Кeywords: flipped classroom, Science and Social Studies instruction, quality of students’ knowledge, hybrid instruction

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