Pregled bibliografske jedinice broj: 702044
Experimental examination of structured-modular instruction
Experimental examination of structured-modular instruction // Proceedings International Conference on Information Technology and Development of Education, ITRO 2014 Zrenjanin, June 2014 / Pavlović, Milan (ur.).
Zrenjanin: Univerzitet Novi Sad, Tehnički fakultet Mihajlo Pupin, 2014. str. 186-91 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
CROSBI ID: 702044 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Experimental examination of structured-modular instruction
Autori
Boljat, Ivica
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni
Izvornik
Proceedings International Conference on Information Technology and Development of Education, ITRO 2014 Zrenjanin, June 2014
/ Pavlović, Milan - Zrenjanin : Univerzitet Novi Sad, Tehnički fakultet Mihajlo Pupin, 2014, 186-91
ISBN
978-86-7672-225-9
Skup
V International Conference of Information Technology and Development of Education 2014
Mjesto i datum
Zrenjanin, Srbija, 27.06.2014
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
structured-modular teaching; problem solving; transfer
Sažetak
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.
Izvorni jezik
Engleski
Znanstvena područja
Elektrotehnika, Računarstvo, Pedagogija
