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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Main Authors: Branko V. Anđić, Stanko M. Cvijetićanin, Мirjana T. Maričić, Danijela D. Stešević
Format: Article
Language:English
Published: University of Belgrade, Teacher Education Faculty 2019-01-01
Series:Inovacije u Nastavi
Subjects:
Online Access:http://www.inovacijeunastavi.rs/sr/31-4-4en/
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spelling 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/
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