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STAVOVI GIMNAZIJSKIH UČENIKA PREMA GRUPNOM RADU U NASTAVI KEMIJE. (Croatian)

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  • Additional Information
    • Alternate Title:
      HIGH SCHOOL PUPILS ATTITUDES TOWARD CHEMISTRY GROUP TEACHING. (English)
    • Abstract:
      The task was to explore attitudes and opinions about group teaching of chemistry. The research was conducted on a sample of 470 pupils of science-mathematics, general and language gymnasium (high school) in Zadar, after part of them (N=395) spent first semester in school year 2004./2005. in group teaching chemistry. Responses of pupils who spent term in group teaching were compared with pupils who had not experience in group work in chemistry (N=75). The research has shown that pupils prefer group work more than frontal work, and that they think knowledge gained thru group work is not less that knowledge gained thru frontal work. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Zadatak ovoga istraživanja bio je utvrditi stavove i mišljenja gimnazijskih učenika te njihov doživljaj grupnoga rada u nastavi kemije. Anketirano je 470 učenika prirodoslovne, opce i jezične gimnazije u Zadru, nakon što je dio njih (N=395) u prvom polugodištu školske godine 2004./2005. proveo nastavu kemije u grupnome radu. Odgovori učenika koji su proveli nastavu u grupnome radu usporedivani su s odgovorima učenika koji nemaju iskustvo grupnoga rada (N=75). Rezultati pokazuju da je grupni rad privlačniji učenicima od frontalnoga rada, a pri tomu nemaju osjecaj da su manje naučili u grupnome radu. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Life & School: a Magazine for the Theory and Practice of Education / Život i škola : časopis za teoriju i praksu odgoja i obrazovanja is the property of Zivot i Skola and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)