engleski

Comparative analysis of learning outcomes in classroom and e-environment

In this work we will present the results of initial research on learning outcomes, as well as objective and subjective reactions of pupils to the content of Dynamics of fluids presented through classroom or electronic environment. The research has been done with the pupils of 1st year in one secondary school in Rijeka, to whom this educational content has never been presented before, not on this educational stage, nor earlier. The research design was to examine the pupils’ conceptual knowledge through anonymous query, just before the teaching on dynamics of fluids took place. Then the pupils were divided in two separate groups, and the process of teaching begun separately and differently ; one group had classroom environment and a teacher, the other one had to learn individually, using interactive e-learning material. Afterwards, the pupils had to fill out anonymously a questionnaire, in which they had to express their attitude on learning experience and personal feelings about it, as well as conceptual knowledge examinational query (the same one they have taken just before the teaching and learning took place). The process has been repeated with the groups switched, in order to be able to make personal comparisons (by pupils) and comparative analysis (by authors).

conceptual physics; e-learning

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