LEVEL OF ACHIEVEMENT OF LEARNING OBJECTIVES IN NATURAL NUMBERS TEACHING IN THE 4TH GRADE OF PRIMARY SCHOOL
Abstract
This paper presents the results of the research on the level of achievement of course objectives in natural numbers teaching in the 4th grade of primary school using the taxonomic model designed for this research purposes. The taxonomic model consists of five levels: recognition, reproduction, comprehension, generalization and application, problem solving. It was aligned with Bloom’s taxonomy in the cognitive domain, and also with the requirements related to the assessment of students’ knowledge presented in the Primary School Mathematics curriculum. A descriptive method in its analytical and classification form was used, whereupon data were obtained on the degree of operationality and classification of learning objectives in terms of concretization, realization and possibility of verifying whether the objectives can be achieved. The survey was conducted on a sample of 315 students of the 4th grade. The obtained results indicate that as the level of complexity based on the taxonomic model increases, the level of achievement of learning objectives regarding natural numbers in the 4th grade of the primary school decreases. Moreover, in the case of two learning objectives, students achieved all levels of complexity, while in the case of three learning objectives students reached the level of comprehension. When it comes to the remaining four learning objectives, they reached the level of reproduction, that is, they acquired only the basic knowledge that each student is supposed to gain at the end of the learning process. The obtained results can contribute to changes in the approaches to teaching contents in the following way: changes and innovation to the mathematics curriculum, identification and formulation of learning goals, evaluation of the level of achievement of learning objectives, more efficient individualization of the learning process, identification of criteria and standards for assessing students’ knowledge, acquiring a more permanent and better-quality knowledge, etc.
Keywords
Full Text:
PDFReferences
Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives (Complete edition). New York: Longman.
Antonijević, R., & Veljković, M. (2005). Nastavni sadržaji i postignuće učenika iz matematike [Teaching Content and Achievement of Students in Mathematics]. U R. Antonijević, D. Janjetović (Ur.), TIMSS 2003 u Srbiji: Rezultati međunarodnog istraživanja postignuća učenika osnovne škole iz matematike i prirodnih nauka [TIMSS 2003 in Serbia: Results of International Research on the Achievements of Primary School Students in Mathematics and Natural Sciences] (str.81-107). Beograd: Institut za pedagoška istraživanja.
Baucal, A., & Pavlović Babić, D. (2010). PISA 2009 u Srbiji: prvi rezultati [PISA 2009 in Serbia: First Results]. Beograd: Institut za psihologiju Filozofskog fakulteta u Beogradu, Centar za primenjenu psihologiju.
Blum, B. S. (1981): Taksonomija ili klasifikacija obrazovnih i odgojnih ciljeva – Knjiga I: kognitivno područje [Taxonomy of educational objectives: The classification of educational goals, Handbook I: Cognitive domain], Beograd: Republički zavod za unapređivanje vaspitanja i obrazovanja.
Bogdanović, S., & Malinović-Jovanović, N. (2009). Taksonomski model i stepen ostvarenosti zadataka nastave matematike u III razredu osnovne škole [Taxonomic Model and Level of Achievement of Objectives in Teaching Math in Third Grade of Primary School]. Pedagogija [Pedagogy], 64 (4), Beograd, 618-632.
Bognar, L., & Matijević, M. (2002). Didaktika [Didactic]. Zagreb: Školska knjiga.
Dejić, М., & Milinković, Ј. (2012). Obrazovni standardi – osnova diferencirane nastave matematike [Educational standards – the basis of differentiated teaching of mathematics]. Inovacije u nastavi. 2, 97-104.
Gagné, R., Briggs, L., & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College Publishers.
Krathwohl, D. R. (2002): A Revision of Bloom's Taxonomy: An Overview. Theory Into Practice, 41 (4), 212-218.
Mager, R. F. (1997). Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction (3rd ed.). Atlanta, GA: The Center for Effective Performance.
Malinović-Jovanović, N. (2017). Student's Achievement and Requirements of the Educational Objectives in the Mathematics Curriculum in Primary School. Facta Universitatis, Series: Teaching Learning and Teacher Education, 1(2), 87-100.
Malinović-Jovanović N., & Stojanović S. (2015). Operacionalizacija programskih zadataka i ishoda početne nastave matematike [Operationalization of objectives and outcomes of initial mathematics education]. U S. Marinković (Ur.), Naučni skup: Nastava i učenje – evaluacija vaspitno-obrazovnog rada [Scientific Meeting: Teaching and Learning – Evaluation of Education], (str. 357-372). Užice: Učiteljski fakultet.
Milanović-Nahod, S. (2005). Znanje učenika od očekivanog do ostvarenog [Knowledge of Students from the Expected to the Achieved]. U R. Antonijević, D. Janjetović (Ur.), TIMSS 2003 u Srbiji: Rezultati međunarodnog istraživanja postignuća učenika osnovne škole iz matematike i prirodnih nauka [TIMSS 2003 in Serbia: Results of International Research on the Achievements of Primary School Students in Mathematics and Natural Sciences] (str. 327-350). Beograd: Institut za pedagoška istraživanja.
Mullis, I. V. S., Martin, M. O., & Foy, P. (2005). IEA’s TIMSS 2007 International Report on Achievement in the Mathematics Cognitive Domains. Chestnut Hill, MA: Boston College.
Milinković, J., Marušić Jablanović, M., & Dabić Boričić, M. (2017). Postignuće učenika iz matematike: Glavni nalazi, trendovi i nastavni program [Achievement of students in mathematics: Main findings, trends and curriculum]. U M. Marušić Jablanović, N. Gutvajn, I. Jakšić, (Ur.), TIMSS 2015 u Srbiji: Rezultati međunarodnog istraživanja postignuća učenika 4. razreda osnovne škole iz matematike i prirodnih nauka [TIMSS 2015 in Serbia: Results of international research on the achievements of students of the 4th grade of primary school in mathematics and natural sciences] (str. 27-50). Beograd: Institut za pedagoška istraživanja.
Mullis, I., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. International Association for the Evaluation of Educational Achievement (IEA), Amsterdam, the Netherlands: IEA Secretariat.
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 international results in mathematics. Retrieved April 23, 2018 from the World Wide Web: http://timssandpirls.bc.edu/timss2015/international-results
Nastavni program za četvrti razred osnovnog obrazovanja i vaspitanja [The Curriculum for Fourth Grade of Primary Education]. Službeni glasnik Republike Srbije – Prosvetni glasnik, br. 3, 2006, br. 15, 2006, br.2, 2008.
Pavlović Babić, D., & Baucal, A. (2013). Inspiriši me, podrži me, PISA 2012 u Srbiji: prvi rezultati [Inspire me, support me, PISA 2012 in Serbia: first results]. Beograd: Institut za psihologiju Filozofskog fakulteta u Beogradu, Centar za primenjenu psihologiju.
The Glossary of Education Reform. (2014, May 03). Portland, ME: Great Schools Partnership. Retrieved November 3, 2017, from the World Wide Web: https://www.edglossary.org/blooms-taxonomy/
Tyler, R. (1949). Basic principles of curriculum and instruction. Chicago: The University of Chicago Press.
Vučić, L.: Kriterijski testovi [Criterion-referenced tests], Psihologija [Psychology], br. 3-4/1979, str. 26-35.
Zdravković, D. (2017). Obrazovanje učitelja na jugu Srbije [Education of Teacher in the South of Serbia], U D. Zdravković, Č. Minić (Ur.), Učiteljstvo u Vranju: 1946-2016 (str. 28-31). Vranje: Pedagoški fakultet u Vranju
DOI: https://doi.org/10.22190/FUTLTE1801043M
Refbacks
- There are currently no refbacks.
ISSN 2560 – 4600 (Print)
ISSN 2560 – 4619 (Online)