| Abstract | Metoda ilustrativnih radova često se koristi u nastavi pojedinih predmeta. Cilj istraživanja bio je utvrditi učestalost korištenja metode ilustrativnih radova u nastavi prirodoslovnih predmeta, načine prikaza ilustrativnih radova te vrste ilustrativnih radova koje nastavnici koriste. Cilj je bio i utvrditi korištenje metode ilustrativnih radova kod pisanja učenikovih domaćih zadaća te postojanje razlika u učenikovom razumijevanju i zapamćivanju nastavnih sadržaja obrađivanih uz ilustrativne radove ili bez njih. U istraživanju su ispitana mišljenja 140 učenika sedmih i osmih razreda i 32 nastavnika geografije, fizike, kemije i biologije u sedam zadarskih osnovnih škola. Gotovo svi učenici (njih 98,5%) navode da njihovi nastavnici iz prirodoslovnih predmeta koriste metodu ilustrativnih radova, a to navodi i 93,7% nastavnika. S obzirom na spol učenici uglavnom navode da ju njihovi nastavnici koriste više puta tjedno, dok učenice navode da ju koriste više puta tijekom jednog nastavnog sata. S obzirom na opći školski uspjeh učenici navode da ju njihovi nastavnici koriste više puta tjedno, a to navodi i većina nastavnika. Nastavnici prirodoslovnih predmeta najviše koriste slike i fotografije preuzete s interneta. Većina učenika s obzirom na spol i opći školski uspjeh navodi da njihovi nastavnici ilustrativne radove najčešće prikazuju pomoću računala te da nikad ne kažu izvor iz kojeg ih preuzimaju dok većina nastavnika navodi da ponekad kažu izvor. Većina učenika s obzirom na spol i opći školski uspjeh navodi da njihovi nastavnici koriste ilustrativne radove u pismenom ispitu, a većina učenika ih koristi i kod pisanja domaćih zadaća. Ilustrativni radovi pomažu većini učenika kod učenja, a i većina nastavnika navodi da postoje razlike u učenikovom razumijevanju i zapamćivanju nastavnih sadržaja obrađivanih uz ilustrativne radove. |
| Abstract (english) | The illustrative method is often used in teaching various subjects. The aim of this research was to establish: how often is the illustrative method used in the teaching of natural science subjects, the way in which illustrative works are displayed and what sort of illustrative works teachers use. Furthermore, the aim was to establish if the illustrative method is a part of a quality homework and is there a difference in students’ level of understanding and remembering the content that was processed with or without the use of illustrations. During the course of the research, the opinion of 140 students of seventh and eighth grades were examined, as well as the opinions of 32 geography, physics, chemistry and biology teachers from seven primary schools in Zadar. Almost all of the students (98,5% of them) have said that their natural science subjects teachers use the illustrative method while teaching, this was confirmed by 93,7% of the teachers. Gender vise, male students say that their teachers use this method multiple times during the week, while female students say that the method is used several times during a class. Also, when it comes to general school success, students say that their teachers use it several times a week, which the majority of teachers confirm. Natural science subjects teachers mostly use pictures and photographs available on the Internet. Majority of the students, gender and general school success vise, say that their teachers mostly use the computer ti display the illustrative works and that they never emphasize the source of the material, while the majority of teachers say that sometimes they emphasize the source. Majority of the students, gender and general school success vise, say that their teachers use the illustrative works in written exams, also, majority of students uses them while doing their homework. Illustrative works help the majority of students while studying, and the majority of teachers say that there is a difference in students’ level of understanding and remembering the content that was processed with the use of illustrative materials. |
