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Conceptual association of different phases in a Life Cycle of exemplary Organisms by using the method of Cumulative learning

Cilj ovog istraživanja je odrediti usvojenost i konceptualno razumijevanje koncepta Životni ciklusi kod učenika osnovne i srednje škole. U svrhu ostvarenja cilja učenici su rješavali provjeru u on-line sustavu e-učenja MoD. Analiza učeničkih odgovora uključivala je specifično kodiranje odgovora i tumačenje biološkog značenja. Izdvojeni su i objašnjeni problemi i miskoncepcije vezani uz koncept životnih ciklusa te je analizirana uspješnost učinka kumulativnog provjeravanja. Mnogi učenici pogrešno su odabirali slike za pojedine faze unutar životnog ciklusa, što upućuje na nedovoljnu vizualizaciju bioloških sadržaja od strane učenika, nedovoljnu upotrebu nastavnih pomagala od strane nastavnika te u konačnici slabije razumijevanje principa koji su okosnica životnih ciklusa organizama. Istraživanjem je utvrđena umjerena povezanost uspješnosti u rješavanju provjere i usvajanja kumulativnog obrasca životnog ciklusa. Utvrđene miskoncepcije i problemi ukazuju na potrebu uvođenja nastavnih strategija kao što su kumulativno učenje uz izraženiju potrebu za vizualnom i iskustvenom potporom te uspostavljenjem uzročno-posljedičnih veza pri učenju, koja će doprinijeti razvoju sposobnosti stvaranja iskustva i akumuliranja znanja.The goal of this research is to determine the adoption and conceptual understanding of the Life Cycle concept among middle school and high school students. For the purpose of achieving this goal students had to take an online quizz through the e-learning application MoD. The analysis of the students' answers included a specific coding and interpretation of the biological meaning. The problems and misconceptions regarding the Life Cycle concept are isolated and explained, also the success of the culmulative method of review is analysed. A lot of students picked out wrong images for different phases within a Life Cycle. That points to the students' inadequate visualisation of the biological content, the inadequate usage of school materials by teachers and ultimately a weaker understanding of the principles that are the cornerstone of Life-Cycle Organisms. The research ascertained a moderate connection of the success in solving the test question and adopting the culmulative model of the Life Cycle. The identified misconceptions and problems point to the need of implementing new teaching strategies as culmulative learning, with a more pronounced need for visual and experiential support and the establishment of causal relationships in learning, which will contribute to the development of the ability to create experience and accumulation of knowledge