Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

The Analysis of Students’ Opinions on the Role of Knowledge Tests in Higher Education

100%
Gajić O., Markov S., Radulović B., Stojanović M.
The New Educational Review
|
2012
|
vol. 30
114-125
EN
In this paper, the authors consider theoretical perspectives and empirical evidence of the method of assessment and evaluation by using knowledge tests, which significantly influence the quality of acquired knowledge. The students’ opinions on how they perceive the effects of applying tests in the assessment of the acquired knowledge were examined. The sample consisted of 415 students of the Faculty of Sciences, University of Novi Sad. The results indicate that in the structure of the perception of introducing tests as a method of students’ knowledge assessment, positive attitudes and students’ role affirmation in the process of knowledge acquisition slightly prevail.
2
Publication available in full text mode
Content available

Impacts of the Implementation of the Problem-based Learning in Teaching Physics in Primary Schools

100%
Hajduković Jandrić G., Obadović D. Ž., Stojanović M., Rančić I.
The New Educational Review
|
2011
|
vol. 25
194-204
EN
Most teachers ask if there is a “best” – known way to teach. The most effective teaching method depends on the specific course objectives and the pupils’ needs. The paper presents research that was carried out to analyze a relation between the problem solving and the traditional teaching method. The research was done as a pedagogical experiment of parallel groups with a randomly chosen sample of sixth and eighth grade pupils. The obtained results were treated statistically. The comparison showed a significant difference in respect of the speed of acquiring knowledge, proving that problem-solving teaching is more advantageous than the traditional method.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.