EVALUATION OF NIKOLA TESLA CENTER PROGRAM IN THE 1st AND 5th GRADE OF PRIMARY SCHOOL
Abstract
The main aim of the conducted research was to evaluate the Nikola Tesla Center (hereandafter NTC) learning system in school settings and to assess its potential advantages over the traditional method of teaching. There were two samples in this research. The first sample consisted of 46 pupils from two classes of the fifth grade, from which one was using the NTC learning system, and the other one traditional forms of teaching. Pupils were tested with the Bond’s logical operation test and academic self-regulation questionnaire. Differences between the two classes were tested using the t-test for independent samples. The results showed that fifth graders who were using the NTC learning system achieved a significantly higher score in the level of formal thinking development. The second sample consisted of 31 pupils from two classes of the first grade - one class was using the NTC system and the other one traditional method of teaching. First graders were tested with the REVISK subscales (vocabulary, understanding and information), short version of academic self-regulation questionnaire, Bender-Gestalt test and divergent thinking test. In this case, using the Mann-Whitney U test (due to the small sample), no significant differences between these two groups were found on intelligence, motivation, visual-motor functioning and divergent thinking. Based on these results the effectiveness of the program in developing formal-operational thinking at age of 11/12 years can be assumed.
Keywords
Full Text:
PDF (Cрпски)References
Bala, G., Drid, P. & Madić, D. (2013) Neurofiziološka osnova motornog učenja i vežbanja kod dece [Neurophysiological basis of motor learning and exercise in children]. U G. Bala (Ur.) Mogućnosti poboljšanja kognitivnih, motoričkih i kardio-respiratornih sposobnosti dece pomoću kinezioloških aktivnosti (str. 135–165). Novi Sad: Fakultet sporta i fizičkog vaspitanja.
Bond, T. G. (1995a). Piaget and Measurement II: Empirical Validation of the Piagetian Model. Archives de Psyhologie, 63, 155–185.
Bond, T. G. (1976). BLOT: Bond’s logical Operations Test. Townsville: TCAE.
Bojanin, S. (1991). Škola kao bolest [School as a disease]. Beograd: Biblioteka XX vek.
Biro, M. (1987). REVISK: Revidirana skala za merenje inteligencije po principima Wechslera [Revisk: The revised scale for measuring intelligence according to the principles Wechsler]. Beograd: Savez društava psihologa Srbije.
Biro, M. (1988). Priručnik za REVISK [REVISK manual]. Beograd: Zavod za udžbenike i nastavna sredstva.
Bender, L. (1938). A visual-motor Gestalt test and its clinical use. New York: American Orthopsychiatric Association.
Bruer, J. T. (1997). Education and the brain: A bridge too far. Educational researcher, 26(8), 4–16.
Deci, E. L., Hodges, R., Pierson, L., & Tomassone, J. (1992). Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. Journal of learning disabilities, 25(7), 457–471.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational psychologist, 26(3-4), 325–346.
Diamond, M. C. (2001). Response of the brain to enrichment.Annals of the Brazilian Academy of Sciences, 73(2), 211–220.
Dryden, G. i Vos, J. (2001.). Revolucija u učenju: kako promijeniti načina na koji svijet uči [A revolution in learning: how to change the way the world learns]. Zagreb: Educa.
Goswami, U. (2004). Neuroscience and education. British Journal of Educational Psychology, 74(1), 1–14.
Gojkov, G., Rajović, R., & Stojanović, A. (2015). NTC learning system and divergent production. Istraživanja u pedagogiji, 5(1), 105–126.
Hannon, P. (2003). Developmental neuroscience: implications for early childhood intervention and education. Current Paediatrics, 13(1), 58–63.
Hannaford, C. (2007). Pametni pokreti [Smart moves]. Zagreb: Ostvarenje.
Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. New York: Basic Books.
Keller, J. M. (1979). Motivation and instructional design: A theoretical perspective. Journal of Instructional Development, 2(4), 26–34.
Land, G., & Jarman, B. (1992). Breakpoint and beyond: Mastering the future today. New York: Harper Business.
Maksić, S. (1995): Kreativnost kao cilj vaspitno-obrazovnog rada [Creativity as a goal of educational work]. Saznavanje i nastava, 151–170.
Meyer, H. (2005.). Što je dobra nastava?[What is good teaching?]. Zagreb: Erudita.
Nikolašević, Ž. i Vujičić, V. (2010.): Primena NTC – metoda učenja u praksi [Application of NTC – learning methods in practice], nepublikovan rad. Rad preuzet 15. aprila 2016. sa https://www.mensa.rs/resources/nikolasevic-zeljka-vujicic-vesna-primena-ntc-ucenja-u-praksi.pdf
Pavlović, M. D. (2012). Neuropsihologija, bihevioralna neurologija i neuropsihijatrija [Neuropsychology, behavioral neurology and neuropsychiatry]. Beograd: Orionart.
Pavlović-Babić, D., Baucal, A., Kuzmanović, D. (2009). Naučna pismenost. PISA 2003 i PISA 2006 [Scientific literacy. PISA 2003 i PISA 2006]. Beograd: Ministarstvo prosvete Republike Srbije.
Pijaže, Ž. (1968). Psihologija inteligencije [Psychology of intelligence]. Beograd, Nolit.
Rajović, R. (2009). IQ deteta – briga roditelja, I deo: predškolski uzrast [IQ of the child – parents concern, Part I: preschool]. Novi Sad: Abeceda.
Rajović, R. (2011). Kako uspešno razvijati IQ deteta kroz igru. II deo: Uzrast od 4 do 8 godina [How to successfully develop a child's IQthrough play. Part II: From 4 to 8 years]. Novi Sad: Smart production.
Rajović, R., Dautović, S., Andre, L. (2009). NEUROFIZIOLOGIJA – primena novih otkrića u formiranju intelektualne elite: Primena programa NTC SISTEM UČENJA u razvoju intelektualnih sposobnosti dece [NEUROPHYSIOLOGY – the application of new discoveries in forming the intellectual elite: Use of the NTC LEARNING SYSTEM in the development of intellectual abilities of children]. Daroviti i društvena elita, 15, 510–518.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization. Journal of Personality and Social Psychology, 57, 749–761.
Stepanović-Ilić, I., Baucal, A., & Bond, T. G. (2012). Parallel Serbian versions of blot test: An empirical examination. Psihologija, 45(2), 121–137.
Simplicio, J. S. (2000). Teaching classroom educators how to be more effective and creative teachers. Education, 120(4), 675–680.
Tuševljak, M., Bele-Potočnik, Ž., Bras, S. (1988), Bender likovni test – razvojni sistem ocjenjivanja (priručnik) [Bender visual test – developmental appraisal system (manual)]. Ljubljana: Zavod SR Slovenije za produktivnost dela.
Vormeland, O. (1968), The Bender Gestalt Test as a group test with young school children, Scandinavian Journal of Educational Research, 12(1), 21–38.
Vallerand, R. J., & Fortier, M. S. (1998). Measures of intrinsic and extrinsic motivation in sport and physical activity: A review and critique. Advances in sport and exercise psychology measurement, 81–101.
Wechsler, D. (1974). Manual for the Wechsler intelligence scale for children-revised. New York: Psychological Corporation.
Šindić, A, Rajović, R., Suzić, N. (2013) Primjena NTC sistema učenja u početnom muzičkom opismenjavanju [Application of NTC system of learning in the initial musical literacy]. Naučni skup „Metodološki problemi istraživanja darovitosti” (str. 366–381). ISBN 978-86-7372-171-2
DOI: https://doi.org/10.22190/TEME1704037M
Refbacks
- There are currently no refbacks.
© University of Niš, Serbia
Creative Commons licence CC BY-NC-ND
Print ISSN: 0353-7919
Online ISSN: 1820-7804