engleski

Experimental examination of structured-modular instruction

The experimental examination of the efficiency of constructivism based structured-modular approach was done on the example of Anemometer module at Electro-technical school. The starting hypotheses were confirmed, i.e. the level of factual knowledge doesn’t depend on the treatment of the group but their size, namely, the ability of using the knowledge is significantly better with structured-modular teaching. The transfer of cognitive skills gained by this approach is expected, but didn’t happen. The students consider that the structured-modular teaching is better and more interesting. It enables them to problem solving independently and the knowledge is better related to the needs of practice. From the taxonomy of educational contents is easy to designate modules of the lowest hierarchical level. These modules become relevant to students by gradual grouping from the simplest to more complex intentional modules. They are constructed by experts and skilled teachers, on the basis of student’s interests and affinity. The development of abilities to apply knowledge, independent learning and employing sophisticated resources is more important than accumulation of factual knowledge. This demand sees a role of teacher as coordinator, teaching materials as guide through the modules and assessment as confrontation of student with problem situation.

structured-modular teaching; problem solving; transfer

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