In this research we have used a specially prepared survey in order to assess the relative efficiency of two different
designs of students’ learning activities (active learning methods), called Reading, Presenting, and Questioning (RPQ)
and Experimenting and Discussion (ED), in relation to traditional teaching of physics. The survey has been conducted
on a sample of 176 students who attend the final year of a high school in Split (Republic of Croatia). The data of a onesemester-
long high school project indicate that 36% of students of RPQ group choose the new method, the traditional
method is the choice of 41% and the combination of the two methods is chosen by 23%. On the other hand, 91% of ED
group students choose the new method, 1% choose the traditional one and 8% the combination of the two methods. It is
important to emphasize that all concrete thinkers of the ED group choose the new method of learning physics as the one
that should be carried out in the entire physics teaching.
In this research we have used a specially prepared survey in order to assess the relative efficiency of two differentdesigns of students’ learning activities (active learning methods), called Reading, Presenting, and Questioning (RPQ)and Experimenting and Discussion (ED), in relation to traditional teaching of physics. The survey has been conductedon a sample of 176 students who attend the final year of a high school in Split (Republic of Croatia). The data of a onesemester-long high school project indicate that 36% of students of RPQ group choose the new method, the traditionalmethod is the choice of 41% and the combination of the two methods is chosen by 23%. On the other hand, 91% of EDgroup students choose the new method, 1% choose the traditional one and 8% the combination of the two methods. It isimportant to emphasize that all concrete thinkers of the ED group choose the new method of learning physics as the onethat should be carried out in the entire physics teaching.
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