Thesis compares two teaching methods, discovery learning and traditional teaching for the purpose of primary school design and technology teaching. Existing lesson plans for a school activity day by discovery learning and by traditional teaching were used. The school activity day objectives are based on the compulsory Design and Technology subject curriculum and upgraded with learning objectives from Electrical Engineering optional subject curriculum. Shool activity day was implemented in five Slovenian primary schools in the 7th grade. Our primary motivation was to find out which teaching method is more appropriate and effective to be used for Design and tehnolog teaching. For this purpose we used statistics analysis obtained data. We statistically process the obtained data in order to determine the most adequate teaching method for the existing curriculum for Design and Technology. The reliability of the test was determined with the Cronbach ∝ parameter. The critical value was determined using Pearsons' correlation coefficient (rxy), a constructive with factor analysis. As for the test's sensitivity, it was evaluated with the point-biserial correlation coefficient (rpbis). The t-test failed to demonstrate statistically significant differences between the experimental and the control group, i.e. between discovery learning and the traditional teaching method. The knowledge of both groups was clearly improving at a constant rate. Minimal cognitive process progress was observed in the experimental group at comprehension, analysis, evaluation and application according to the revised Bloom's taxonomy. Moreover, the t-test revealed statistically significant differences of the knowledge cognitive process level for the control group and the experimental group, respectively. Both boys and girls showed progress. There were no statistically significant differences in terms of gender in the control and the experimental group. Boys achieved slightly better results in both groups. It has shown that for certain students discovery is difficult. Students are confused because they do not know exactly what to do. During the school activity day by traditional teaching method we had no problems. Students knew what to do at every step of a process. The study revealed that for some students discovery learning is too difficult. Students are confused due to shortage of guidance. No such difficulties were observed executing the school activity day by the traditional teaching method. Students knew what to do at every step of a process.
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