Application of Active Learning Strategies with a Focus on Inquiry-Based Learning – Teachers' Self-Assessment

Safija Skomorac-Pezer, Sanela Merjem Rustempašić

Abstract


Inquiry-based learning is an active, student-oriented process based on the student's experience and curiosity. With the teacher's help, the student investigates a specific problem and through further individual work, comes to knowledge. The conducted research aimed to examine the self-assessment of classroom teachers about Inquiry-based learning, their competencies, and education for its application, and to examine the teachers' perception of the benefits and detriments. The results of the research showed that the surveyed teachers are fully aware of the benefits of applying Inquiry-based learning, but have very little or no experience in working with this method. One of the biggest reasons is the lack of education for the application of the mentioned method. The demands placed on teachers are often out of proportion to the conditions in which they work.

Keywords


Inquiry-based learning; teacher competencies; active learning strategies; teacher

Full Text:

PDF

References


Abrams, Eleanor, Sherry Southerland, Peggy Clohessy Silva (2008), In book: Inquiry in the classroom: Realities and Opportunities Chapter: An introduction to inquiry, Information Age Publishing

Batinić, Štefka (2014), Povijesni razvoj i recepcija reforme pedagogije u Hrvatskoj, Doktorska disertacija, Filozofski fakultet Sveučilišta u Zagrebu, Zagreb

Barron, Brigid, Linda Darling-Hammond (2010), Prospects and challenges for inquiry-based approaches to learning, Stanford University - School of Education

Borić, Edita (2009), Istraživačka nastava prirode i društva: priručnik za nastavu, Pedagoški fakultet, Osijek

Borić, Edita, Alma Škugor, Ivana Perković (2010), ˝Samoprocjena učitelja o izvanučioničkoj istraživačkoj nastavi prirode i društva˝, Odgojne znanosti, 12(2), 361-371.

Bognar, Ladislav, Milan Matijević (2002), Didaktika, Školska knjiga, Zagreb

Donaldson, Graham (2013), Profesionalac 21. veka. Nastavnička profesija za 21. vek, Centar za obrazovne politike, Beograd

Došen Dobud, Ana (2005), Malo dijete veliki istraživač, Alinea, Zagreb

Ernst, Dana C., Angie Hodge, Stan Yoshinobu (2017), ˝What Is Inquiry-Based Learning?˝, Notices of the American Mathematical Society, 64(6), 570-574.

Gazibara, Senka (2018), Aktivno učenje kao didaktično-metodička paradigma savremene nastave, Doktorska disertacija, Sveučilište u Zagrebu - Filozofski fakultet, Zagreb

Jukić, Renata (2013), ˝Konstruktivizam kao poveznica poučavanja sadržaja prirodoznanstvenih i društvenih predmeta˝, Pedagogijska istraživanja, 10(2), 241–263.

Lane, Jill (2007), ˝Inquiry-based Learning˝, Schreyer Institute for Teaching Excellence - Penn State; dostupno na: https://www.schreyerinstitute.psu.edu/pdf/ibl.pdf

Letina, Alena (2013), ˝Kompetencije učitelja primarnoga obrazovanja za djelotvornu organizaciju i izvođenje nastave prirode i društva˝, Život i škola, Vol. LIX, No. 29, 341-356.

Letina, Alena (2016), ˝Efikasnost istraživački usmjerene nastave Prirode i društva u razvoju prirodoznanstvene kompetencije učenika˝, Croatian Journal of Education, 18(3), 665-696.

Letina, Alena (2019), ˝Prirodoznanstvena pismenost budućih učitelja – temelj kvalitetnoga prirodoslovnoga obrazovanja˝, Metodički obzori, 14(1), 21-38.

Ledić, Jasminka (2006), Zašto ulagati vrijeme u aktivno učenje, Udruga za razvoj visokoga školstva ˝Universitas’’, Rijeka

Duran, Meltem, Ilbilge Dokme (2016), ˝The effect of the inquiry-based learning approach on student’s critical-thinking skills˝, Eurasia Journal of Mathematics, Science & Technology Education, 12(12), 2887-2908.

Muminović, Hašim (2013), Osnovi didaktike, Des d.o.o., Sarajevo

Meyer, Herbart (2005), Što je dobra nastava?, Erudita, Zagreb

Jensen, Eric (2003), Super-nastava, EDUCA, Zagreb

Omerović, Muhamed, Azra Džaferagić-Franca (2012), ˝Aktivno učenje u osnovnoj školi˝, Metodički obzori, 7(1), 167-181.

Pedaste, Margus, Mario Mäeots, Leo Siiman, Ton de Jong, Siswa A. N. van Riesen, Ellen T. Kamp, Constantinos C. Manoli, Zacharias C. Zacharia, Eleftheria Tsourlidaki (2015), ˝Phases of inquiry-based learning: Definitions and the inquiry cycle˝, Educational Research Review, volume 14(1), 47-61.

Peko, Anđelka, Rahaela Varga (2014), ˝Aktivno učenje u razredu˝, Život i škola, Vol. LX, Br. 31, 59-73.

Perković Krijan, Ivana, Siniša Opić, Majda Rijavec (2017), ˝Uloga metodičkog znanja i iskustva učitelja u provedbi istraživačke nastave˝, Croatian Journal of Education, Vol. 19, No. Sp. Ed. 3, 117-136.

Rustempašić, Sanela Merjem (2018), Problemsko učenje, Univerzitet u Sarajevu - Pedagoški fakultet, Sarajevo

Rustempašić, Sanela Merjem (2020), Projektna nastava bazirana na ishodima učenja, Univerzitet u Sarajevu – Pedagoški fakultet & IK Bosanska knjiga, Sarajevo

Stojaković, Petar (2012), Psihologija za nastavnike, Grafid, Banja Luka

Stevanović, Marko (2003), Modeli kreativne nastave, Andromeda, Rijeka

Števanić-Pavelić, Mirela, Ivana Vlasac (2006), ˝Postignuća učenika primjenom različitih metoda i načina rada u nastavi Prirode˝, Život i škola, Vol. LII, No. 15-16. 155-165.

Šustek, Ivana (2016), ˝Aktivno učenje u kontekstu odgoja i obrazovanja˝, Život i škola, Vol. LXII No. 3, 99-108.

Terhart, Ewald (2001), Metode poučavanja i učenja, Educa, Zagreb

Tot, Daria (2010), “Učeničke kompetencije i savremena nastava”, Odgojne znanosti, Vol. 12, No. 1(19), 65-78.

Veinović, Zorica (2004), ˝Savremene teorije učenja i nastave i problemska nastava˝, Obrazovna tehnologija, 4, 59-66.

Vranješević, Jelena, Zorica Trikić (2013), Kompetentan nastavnik/ca u kompetentnom sistemu-Srbija. Nastavnička profesija za 21. vek, Centar za obrazovne politike, Beograd




DOI: https://doi.org/10.51558/2490-3647.2023.8.3.573

Refbacks

  • There are currently no refbacks.


ISSN: 2490-3604 (print) ● ISSN: 2490-3647 (online)

Društvene i humanističke studije - DHS is under the Creative Commons licence.