Effects of PBL Implementation on Teaching of Geography in High School

• Authors: Vera Herceg Mandić , Anđelija Ivkov-Džigurski

Abstracts

EN

Problem-Based Learning (PBL) represents a major development and change in educational practice that continues to have a large impact across subjects and disciplines worldwide. PBL is a successful teaching and learning strategy used to engage students in deep rather than surface learning and where the learning is student focused rather than teacher focused (Biggs,1999). The paper presents the comparison of PBL with traditional learning in the teaching of geography in high school. Comparative analysis of the results of the pedagogical experiment, which included three high schools, 14 classes with 339 students, is carried out. In the statistical analysis of data t-test was used to check the hypothesis on the differences of the arithmetic means. The results of the final test showed that there was a significant difference in the arithmetic means between the students who had taken a PBL course and the students who had taken a traditional course. It can be concluded that PBL has a positive impact on improving student achievement in the learning of geography in elementary and secondary schools.

Keywords

EN

problem-based learning; teaching methods; geography teaching; group work

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2013
• Volume: 33
• Pages: 143-154

Dates

published

2013

Contributors

author

Vera Herceg Mandić

• Gymnasium “Jovan Jovanović Zmaj“

author

Anđelija Ivkov-Džigurski

• University of Novi Sad

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Identifiers

DOI

10.15804/tner.13.33.3.12

Biblioteka Nauki

18104479