Digital dichotomous key in botanical education of pupils in primary school
Traditional teaching, which is predominantly represented in the teaching of biology in primary and secondary schools, is one of the main reasons for the emergence of the plant blindness among students. Modernization of teaching methods could reduce this phenomenon among students. The aim of the r...
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University of Belgrade, Teacher Education Faculty
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doaj-91bbed68d4a6493d90e0d62e5e3260152020-11-24T22:01:06ZengUniversity of Belgrade, Teacher Education FacultyInovacije u Nastavi0352-23342335-08062019-01-01314465910.5937/inovacije1804046ADigital dichotomous key in botanical education of pupils in primary schoolBranko V. Anđić0Stanko M. Cvijetićanin, Мirjana T. Maričić1Danijela D. Stešević2Faculty of Natural Sciences and Mathematics, University of MontenegroFaculty of Education in Sombor, University of Novi SadFaculty of Natural Sciences and Mathematics, University of MontenegroTraditional teaching, which is predominantly represented in the teaching of biology in primary and secondary schools, is one of the main reasons for the emergence of the plant blindness among students. Modernization of teaching methods could reduce this phenomenon among students. The aim of the research is to examine the contribution of the created digital dichotomous key (DDK) and instructive (traditional) methods to the quality and durability of eighth-grade students’ knowledge of the Systematics and Classification of Plants. The research also examines the students’ opinion on the contribution of DDK to their knowledge and motivation for learning botanical contents. The research involved the participation of one hundred twenty students of the eighth grade from Montenegro (12- 13 years old), who were divided into two groups: K (contents were taught by IM) and E (the same contents were taught by DDK). The quality of students’ knowledge after content realization was tested with post-test, while the durability of knowledge was tested by the retest. Students opinions are examined by the survey. The results of the research showed that DDK contributed to the higher quality and durability of students’ knowledge in relation to IM at cognitive levels: analysis, evaluation, and synthesis. Sstudents of the E group have a positive opinion on the contribution of the DDK to the quality of their botanical knowledge and a greater motivation for studying the plant world. In the realization of the aforementioned botanical contents, priority should be given to DKK in relation to IM.http://www.inovacijeunastavi.rs/sr/31-4-4en/botanical knowledgedigital dichotomous keysconstructivist methodelementary school students. |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Branko V. Anđić Stanko M. Cvijetićanin, Мirjana T. Maričić Danijela D. Stešević |
spellingShingle |
Branko V. Anđić Stanko M. Cvijetićanin, Мirjana T. Maričić Danijela D. Stešević Digital dichotomous key in botanical education of pupils in primary school Inovacije u Nastavi botanical knowledge digital dichotomous keys constructivist method elementary school students. |
author_facet |
Branko V. Anđić Stanko M. Cvijetićanin, Мirjana T. Maričić Danijela D. Stešević |
author_sort |
Branko V. Anđić |
title |
Digital dichotomous key in botanical education of pupils in primary school |
title_short |
Digital dichotomous key in botanical education of pupils in primary school |
title_full |
Digital dichotomous key in botanical education of pupils in primary school |
title_fullStr |
Digital dichotomous key in botanical education of pupils in primary school |
title_full_unstemmed |
Digital dichotomous key in botanical education of pupils in primary school |
title_sort |
digital dichotomous key in botanical education of pupils in primary school |
publisher |
University of Belgrade, Teacher Education Faculty |
series |
Inovacije u Nastavi |
issn |
0352-2334 2335-0806 |
publishDate |
2019-01-01 |
description |
Traditional teaching, which is predominantly represented in the teaching of biology in primary
and secondary schools, is one of the main reasons for the emergence of the plant blindness among
students. Modernization of teaching methods could reduce this phenomenon among students. The
aim of the research is to examine the contribution of the created digital dichotomous key (DDK) and
instructive (traditional) methods to the quality and durability of eighth-grade students’ knowledge of
the Systematics and Classification of Plants. The research also examines the students’ opinion on the
contribution of DDK to their knowledge and motivation for learning botanical contents. The research
involved the participation of one hundred twenty students of the eighth grade from Montenegro (12-
13 years old), who were divided into two groups: K (contents were taught by IM) and E (the same
contents were taught by DDK). The quality of students’ knowledge after content realization was
tested with post-test, while the durability of knowledge was tested by the retest. Students opinions are
examined by the survey. The results of the research showed that DDK contributed to the higher quality
and durability of students’ knowledge in relation to IM at cognitive levels: analysis, evaluation, and
synthesis. Sstudents of the E group have a positive opinion on the contribution of the DDK to the
quality of their botanical knowledge and a greater motivation for studying the plant world. In the
realization of the aforementioned botanical contents, priority should be given to DKK in relation to
IM. |
topic |
botanical knowledge digital dichotomous keys constructivist method elementary school students. |
url |
http://www.inovacijeunastavi.rs/sr/31-4-4en/ |
work_keys_str_mv |
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