UČENJE OTKRIVANJEM NA PRIMJERU UPOZNAVANJA TALESOVA POUČKA
DISCOVERY LEARNING ON EXAMPLE OF TALES’S THEOREM INSTRUCTION

Author(s): Irena Mišurac, Josipa Jurić
Subject(s): School education
Published by: UNIVERZITET U SARAJEVU – PEDAGOŠKI FAKULTET
Keywords: mathematics; discovery learning; traditional and conteporary teaching; inscribed and central angle; Tales's theorem;
Summary/Abstract: Mathematical knowledge and skills are extremely important for the life of an individual and society as a whole. Nonetheless, the results of our students are unsatisfactory at all levels. In math education, it is very important for students to approach and present math content in the appropriate and comprehensible way to fully understand it and apply them in everyday life. In order to achieve better student outcomes and to encourage the development of competencies such as problem solving, communication, logical thinking, representation, and connecting math to everyday life, it is important to choose an effective teaching strategy. While in the traditional approach to education dominated the explanation of the teacher, in contemporary teaching we are increasingly using strategies that are dominated by student research and conclusion. One such strategy is discovery learning. In addition to the greater interest in learning, this strategy leads to a more permanent knowledge of the learner who systematizes the adopted information and finds it easier to use.In order to check the effect of this teaching strategy, we decided to conduct an experiment in the two grades of the 7th grade of the elementary school on the example of the mathematical topic "The relationship between inscribed and central angle - Tales' theorem." One class was taught by discovery learning strategy, and the other by traditional methods of teacher’s presentation and demonstration. Our goal was to determine whether the results achieved by discovery learning are deeper and more durable than the results achieved in teaching the same content.The results showed that the students who worked on the discovery learning strategy achieved statistically significantly better results than the students who were taught traditionally, just after teaching, but also in the repeated test conducted after three months. We have concluded that math should use discovery learning more frequently so students can be more motivated to make their results better and longer. Although such a strategy requires more time for learning and great preparation from a teacher, we are sure to be paid for the better results that students achieve.

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