EDUCATIONAL EFFECTS OF LEARNING BY SOLVING RESEARCH TASKS IN SCIENCE AND SOCIAL STUDIES CLASS

Abstract

The focus in contemporary teaching is on the replacement of the traditional encyclopedic approach by procedures, methods, and forms and systems of work directed towards solving problems, practical application of knowledge, and research. Research tasks represent a prerequisite for acquisition of comprehensive and long-lasting knowledge. This paper features the latest theoretical-methodological knowledge about educational effects of learning by solving research tasks concerning the subject of Science and Social Studies. In relation to this, the research aims to determine whether learning by solving research tasks as regards the subject of Science and Social Studies can help one achieve a greater level of knowledge. The sample of the research is 40 fourth-grade elementary school students from the city of Prijedor (Republic of Srpska, Bosnia and Herzegovina). The experimental method is used in the research, the testing technique is used for collecting data, whereas the research instrument is the A form knowledge test concerning the contents of the subject of Science and Social Studies (initial and final). According to the results, there is a statistically significant difference in learning outcomes (a greater level of knowledge) among the students who were assigned research tasks in relation to those attending traditional classes (first hypothesis), as well as a statistically significant difference in learning outcomes of all students who were assigned research tasks in relation to students attending traditional classes (second hypothesis). In this respect, the results point to a necessity and a possibility of revising the existing patterns Science and Social Studies classes, along with implementation of more research tasks encouraging individual, group, and pair work.