10 SES 13 E, Emotion in Teacher Education –From Theory to Practice
Class Efficiency Of Problem-Based And Lecturing –Based Teaching –Cognitive And Emotional Parameters The aim of this research was to examine the efficiency of applied lecturing systems (lecturing and problem-based teaching) and determine whether problem-based teaching turned out to be a more successful teaching strategy comparing to other classic learning and teaching methods. The efficiency of teaching systems has been measured through knowledge and emotional class experience. The experimental research draft has been applied and the so-called re-measured experiment. The sample consisted of 44 pupils of an elementary school “Vuk Karadzic” in Bijeljina (Bosnia and Hercegovina). Pupils from two classes were subdued to and experimental programme and tested during the period of four days. The experimental programme meant dealing with two class units in two different teaching systems: problem-based system and lecturing system. The experimental draft involved re-measuring, meaning that all examinees have participated on all independent variable levels (dealt with class units on both, problem-based and lecturing methods of teaching). The following instruments have been used for data collection: 1. Knowledge-test. 2. The scale of emotional class experience Based on the collected data we were able to conclude that problem-based teaching has a considerable influence on pupil’s knowledge. Therefore, better effects have been accomplished when lesson units were introduced and dealt with, based on a problem-oriented method of class organization, than in comparison with traditional teaching methods. This has also been confirmed by the quantity of acquired information (т = -2.06, df = 43, p< .05), as well as some of the aspects of an emotional class experience: а) Personal feeling [tense-relaxed (т = 2.482, df = 43, p< .05); worried-carefree (т = 2.360, df = 43, p< .05); unhappy-happy (т = 2.562, df = 43, p< .05)], b) class atmosphere [pleasant-unpleasant (т = --3.733, df = 43, p< .01); borring-interesting (т = 2.048 , df = 43, p< .05)] . The pupils felt more relaxed, carefree and happier when they dealth with lesson units in a problem-based manner, than in comparison when the same emotional conditions were assessed after the lesson units were dealt in a lecturing-based manner. Likewise, the class atmosphere as a whole has been more pleasant and interesting when class units were dealt in a problem-based manner. Key words: learning through problem-based assessment, problem-based teaching, lecturing based teaching, psychological parameters of class efficiency, emotional class experience.
Boud, D., & Feletti, G. (1997). The challenge of problem based learning (2nd edition). Kogan Page: London. Brown, S. W., Lawless, K. A., & Boyer, M. A. (2013). Promoting positive academic dispositions using a webbased PBL environment: The Global Ed 2 Project. Interdisciplinary Journal of Problem-Based Learning, 7, 67–90. Ranđelović, D, Babić-Antić, Ј., i Kostić, P.(2013). Empirical experiences and achievements of serbian and foreign researchers in the area of efficiency of problem based instructional strategy. Academica Science Journal, 1(2), 26–36.
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