The purpose of the research was to establish the impact of the application of a concept map in chemistry lessons on the effective solving of tasks with organic reactions content. In the first phase of the research, a concept map was produced representing the reactions of hydrocarbons, organic halogenated compounds and organic oxygen compounds, and in the second phase the produced concept map was introduced in lessons. Its impact was tested on a sample consisting of 186 students (average age of 17.8 years), who were divided into a control group (88 students) and an experimental group (98 students). Prior to the experiment, the two groups were equalized in terms of their level of development of formal logical thinking and their average grade in chemistry. A knowledge test, consisting of five problem tasks comprising multiple parts, was used as a quantitative instrument for measuring the impact of the applied concept map. The content of the knowledge test was selected on the basis of the chemistry lesson plan (reactions of organic oxygen compounds) for general upper secondary schools (in Slovenian: gimnazija). An analysis of the task solving showed statistically significant differences in the responses of the experimental group members and the control group members (experimental group M = 15.9; SD = 6.33; control group M = 13.6; SD = 7.93; p = 0.03). The produced concept map contributed to the more effective interrelation of concepts and, consequently, to more effective problem task solving.
COBISS.SI-ID: 10604617
Teaching foreign languages is a complex psycho-pedagogical phenomenon which presupposes understanding of different factors which influence academic achievement in school context. The key factor is the student’s motivation as it determines the learning process and indirectly influences the quality of foreign language proficiency. The article discusses an empirical research study based on a questionnaire. It involved 591 primary school students who started foreign language instruction in the first triad of the Slovene primary school system (age 6 to 8). The results of the study show that the students generally like learning foreign languages and develop a sense of positive academic self-concept during the lessons. Most students prefer foreign language lessons when learning activities involve playing (informal learning situations), while they like foreign language lessons least when they read or write (“classic” learning situation). This shows that the goals of learning foreign languages as perceived by the students may be either intrinsic or extrinsic. It is, therefore, very important that foreign language teachers of young learners recognise their students’ most prominent motivational features by observing their students’ classroom behaviour. Teachers should then be able to consider these features in lesson planning and actual teaching activities while at the same time they should become aware of the students’ developmental features and their language competences. In this way students will be able to satisfy their own developmental needs and simultaneously become proficient in a foreign language.
COBISS.SI-ID: 9539913
It was hypothesized that the influence of students’ gender on their motivation to learn science is often overestimated in the research literature and that cognitive style is more important for motivation than students’ gender. By using structural equation modeling, and based on previous research, a precise causal model was formulated to test this hypothesis. Then, using multiple group confirmatory analysis, the model was tested in a cross-cultural context that included four countries—Malaysia, Slovenia, Switzerland, and Turkey—and 1,188 upper secondary students. Data were collected using standard questionnaires on cognitive style and motivation to learn science. The results showed full mediation of systemizing—the second dimension of the E-S theory—between gender and motivation. That is, gender had no direct impact on motivation, but systemizing explained 27% of the variation in students’ motivation scores. The indirect impact of gender was significant but very low; it explained 1.5% of the variance, in favor of boys. Empathizing—the first dimension of the E-S theory—had no impact on students’ motivation scores. This causal model proved to be similar (invariant) in all four cultures. The results suggest that considering students’ cognitive style, instead of or in addition to their gender, could lead to a better understanding of students’ motivation to learn science.
COBISS.SI-ID: 9866825
The researchers of education have tried to find out when the grouping should start and what the objective of grouping is, how it should be performed, and if students should be grouped into heterogeneous groups regarding their abilities or should they stay in homogeneous group. The aim of the research was to analyse the effects of different forms of learning differentiation and individualization in the ninth grade of the primary school in Slovenia. Authors’ aim was analysed two teaching forms of differentiation and individualization that are primarily chosen in mathematics education, i.e. teaching in homogeneous and heterogeneous groups. The efficiency was analysed from the point of cognitive aspects (results obtained in various examinations, subject grades etc.) and conative aspects (pupils’ answers in surveys concerning teaching of the subject, attitude towards the subject, teacher-pupil relations etc.).
COBISS.SI-ID: 1537691588
This design-based research study was conducted to identify how students, including those with low fine motor skills and those with learning difficulties, develop geometry concepts when learning by tangible user interface (TUI) combining cognitive and physical representations. A relationship between diverse students’ needs and geometry concept learning in relation to computer-supported learning by TUI was discovered.Two dimensions were identified: (1) TUIs support concept development, with physical and virtual representations based on dynamic geometry assisted by TUI; (2) TUI manipulative properties support students who have low motor skills and difficulties in their geometry learning as well as in their inclusion in classroom activities.
COBISS.SI-ID: 9276500