Stavovi učenika četvrtog razreda osnovne škole o učenju na časovima geometrije

Dokic, Jérôme

doi:10.5937/inovacije1901030d

Cited by 4 publications

(2 citation statements)

References 9 publications

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“…Both tests were used in the previous research and their characteristics had been previously investigated (Đokić, 2013). The descriptive statistics for the newly created groups is presented in Table 2.…”

Section: Methodsmentioning

confidence: 99%

Comparing ICT With Physical Manipulative Supported Learning of 3D Geometry in Elementary School

Đokić

Boričić

Jelić

2021

Journal of Educational Computing Research

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Since one of the main goals of teaching geometry is to provide students with the opportunity to develop spatial reasoning, it is important to find the most suitable support for learning 3D geometry in elementary school. This paper compares Information and Communication Technology (ICT) and physical manipulatives support, with the aim to answer if their use produces different effects on students’ spatial reasoning. The participants in the study were 74 4th graders (10–11 years old) who were assigned to two equal groups that attended a month of the experimental program. Group EICT learned with the ICT support and group EMAN learned with physical manipulatives support. The results showed that there was no difference in students’ 3D geometry achievement regardless of the support that was used, and that both supports provided learning access for all students. According to our results, teaching geometry should be directed to the complementary use of physical manipulatives and ICT support, depending on the technological and software resources available to schools and teachers’ preference of the support. ICT can assist in achieving learning equity, but there is a need for a systematic development of the ICT sources that could be used as instructional manipulatives, their promotion, and the support for the teachers.

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Section: Methodsmentioning

confidence: 99%

Comparing ICT With Physical Manipulative Supported Learning of 3D Geometry in Elementary School

Đokić

Boričić

Jelić

2021

Journal of Educational Computing Research

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“…Мерење дужине захтева познавање бројева и јединица за дужину, али и њихову заједничку примену у процесу мерења дужине (Boulton-Lewis, 1987). Већина курикулума предлаже да се приликом упознавања са основним појмовима мерења дужине крене од употребе нестандардних јединица уз постепени прелазак на употребу манипулативне стандардне јединице и мерење лењиром (Clements, 1999;Kamii & Clark, 1997;Đokić, 2014)…”

Section: мерење дужинеunclassified

Kindergartens length measurement strategies

Vorkapić

2022

Metodička praksa

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Measuring length is an integrative part of everyday life. Understanding the procedure of measuring length contributes to the conceptual understanding of measurement, which includes measuring area and volume. Measuring, and thus measuring length, is one of the terms that connects mathematics not only with everyday life, but also with other mathematical areas such as geometry, numbers, statistics, etc. The importance of understanding and developing the concept of measuring length is evidenced by the fact that it is an integral and very important part of many curricula related to preschool education. Of course, measuring length at preschool age implies processes, strategies and measuring instruments that are adapted to the developmental level of children that age. The paper presents the theoretical and methodological foundations of length measurement, development theory of length measurement, as well as a systematic review of length measurement strategies used in preschool age.

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Association Between Attitudes Towards Science Subjects and Grades: The Mediation Role of Learning Strategies

Okun¹,

Rijavec

Ćaleta

2022

PEC

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The students’ attitudes towards school subjects may influence their behaviour and various educational outcomes. The research aimed to test students’ attitudes towards the subjects of Biology, Chemistry, and Physics, and to examine the associations between those attitudes and students’ learning strategies and grades achieved. The study included 245 eighth-grade students from five schools in Koprivnica-Križevci County in the Republic of Croatia. Attitude scale towards science subjects and Learning strategies scale were employed. The results of the analysis of variance showed a significantly higher assessment of interest for Biology and Physics than for Chemistry, while the assessment of importance for Biology was significantly higher than for Chemistry and Physics. Attitudes toward Biology, Chemistry, and Physics were positively correlated with the grades achieved in those subjects. Results of the mediation analysis indicated that the learning strategies were mediators between the attitude towards the science subject and the grades achieved in those subjects. Students with a more positive attitude towards a subject employ a deeper approach to learning, which ultimately results in a higher grade. Keywords: lower secondary education; mediation analysis; school achievement, scientific subjects; student attitudes

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Stavovi učenika četvrtog razreda osnovne škole o učenju na časovima geometrije

Cited by 4 publications

References 9 publications

Comparing ICT With Physical Manipulative Supported Learning of 3D Geometry in Elementary School

Comparing ICT With Physical Manipulative Supported Learning of 3D Geometry in Elementary School

Kindergartens length measurement strategies

Association Between Attitudes Towards Science Subjects and Grades: The Mediation Role of Learning Strategies

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