Nikola Mijanović, PhD, Mirko Đukanović, PhD Role of Multimedia in the Teaching of Science and Social Studies Pr ejeto 19.02.2020 / Spr ejeto 01.06.2020 Znanstveni članek UDK 091.3:004.032.6 KLJUČNE BESEDE: učitelji, multimedij, poučeva- nje, učne vsebine, učilnica POVZETEK – Uporaba multimedijske tehnologije pri pr edmetu narava in družba omogoča učencem, da v okviru pr ocesa pridobivanja novega znanja vključi - jo več čuti l. Multimedijske vsebine se zato lahko upo- rabljajo ne le kot pripomoček pri poučevanju, temveč tudi kot dodaten vir spoznanj. Pospešeni razvoj so- dobne tehnologije je zagotovil potr ebne pr edpogoje za ustvarjanje, uporabo in distribucijo multimedij - skih vsebin, ki vplivajo na izboljšanje pr ocesa pou- čevanja narave in družbe. V okviru naše raziskave smo ugotavljali vpli v multimedija na r ealizacijo uč- nih ciljev pri pr edmetu narava in družba, pri čemer smo upoštevali že znane lastnosti multimedijske teh- nologije, da omogoča animacijo in vizualizacijo, kar prispeva k večji nazornosti učnega pr ocesa. Rezultati nas usmerjajo k implementaciji medijev v učni pr oces in spodbujanje učiteljev v nadaljnje usposabljanje za uporabo sodobnih učnih tehnologij ter za ustvarjanje takih pogojev v šolah, ki bodo omogočali učencem sodoben didaktični pristop. Received 19.02.2020 / Accepted 01.06.2020 Scientific paper UDC 091.3:004.032.6 KEYWORDS: teachers, multimedia, teaching, teach- ing content, classr oom ABSTRACT – Application of multimedia during the implementation of teaching Science and Social Studies pr ovides the pr econditions for the involvement of all student’ s senses in the pr ocess of acquiring new knowl- edge. Hence, the multimedia content can be used not only as an aid in teaching but also as an additional sour ce of information. The rapid development of mod- ern technology has pr ovided the necessary pr econdi- tions for the development, implementation and distri- bution of multimedia content that affects the impr ove- ment of the implementation pr ocess of teaching about natur e and society . The focus of our r esear ch concerns the assessment of impacts during the implementation of multimedia in the teaching pr ocess of the subject, and is selected accor ding to the opinion that multi- media offers animation and visualization at the same time. This paper was written as a contribution to the implementation of multimedia in the teaching pr ocess as well as support for the necessity of teaching staff training for the application of modern teaching aids. 1 Introduction The development of information and communication technologies has caused cer- tain changes in the traditional teaching methodology. The synergy of text, graphics, vid- eos and various animations led to a significant benifit for the target user in relation to the effects that can be achieved by the individual application of the aforementioned com- ponents. The integration of multiple monomedia content inevitably leads to the creation of multimedia content that enables a simultaneous activation and visual perception and auditory effects. The choice and the usage of multimedia in teaching Science and Social Studies is a relatively recent problem area of research, which was one of the reasons for choosing this study. It is known that the traditional teaching is characterized by a frontal form of work and, often, one-way communication between teachers and students. The introduction of 70 Didactica Slovenica – Pedagoška obzorja (2, 2020) innovations in the learning process not only involves equipping classrooms with mod- ern teaching aids but also their functional use. The very use of media and multimedia in teaching involves an extensive flow of new information that will be useful to students. Thus, in the process of multimedia interaction, the teacher is no longer the only source of knowledge because his role is taken by technology. The emergence of new commu- nication technologies or media caused changes in education and, as a result, the learn- ing process is supported by them. A rational application of multimedia technology in a well-organized educational process provides not only the engagement of the learner’s cognitive areas, but also affects the willing, i.e. psychomotor, ones. New technologies have become the integral part of many human activities, which is inevitably reflected in the field of education. The application of multimedia in teaching Science and Social Studies offers the possibility of achieving numerous improvements, encouraging, at the same time, the modernization of the teaching process, which means not just equipping classrooms but also an adequate training of teachers for their proper implementation. 1.1 Definition and basic feat ur es of multimedia Improvements in information technology and numerous possibilities for its applica- tion in various fields result in creating the conditions for a new, more modern way of acquiring knowledge. A more intensive usage of computer engineering and information technology points to the need of increasing and broadening knowledge by using com- puter systems. The application and development of information technology was influ- enced by technological breakthroughs of other complex systems previously discovered and applied, as well as the available technical means, methods and techniques. “Therefore, it is often said that information technology, although very complex, has achieved a high degree of development in a shorter period of time than many other technologies that are far less complex.” (Milosevic, 2007, p. 249) Technology is rapidly changing the world we live in and its academic aspect is no exception. “Students and teachers everywhere are discovering exciting and innovative ways to make learning more dynamic, longer lasting and more applicable to the world outside the classroom.” (Almarabeh, Amer & Sulieman, 2016, p. 763) On the road to the development of information technology, the search for the ap- plication of visual and audio information caused the emergence of multimedia com- munication, which includes transmitting various types of information (text, drawings, speech, images and sound) in large quantities through a unified computer network. This way of communicating simultaneously engages multiple senses through audio and vid- eo resources. The resources of multimedia technology provide students with access to various learning materials “so as to elevate teaching efficiency and classroom instruc- tion effectiveness” (Li & Kang, 2014, p. 243). The very concept of multimedia implies any combination of text, graphic art, sound, animation and video, which comes with a computer or in any other electronic mode (Mijic, 2009). Also, it could be defined as “the development of computer-based hardware and software packages produced on a mass scale and yet individualize use and learning” (Hilal, Amer & Sulieman, 2016, p. 761). Thus, multimedia implies the possibility of integration in the transmission of 71 Mijanović, PhD , Đ ukanović, PhD : Role of Multimedia in the T eaching of Science... different forms of information, linking technical and software dimensions and provid- ing resources management, interaction, creation and communication (Ratković & Ba- jac, 2009, p. 822). The expedient multimedia system is actually formed by linking a series of compatible electronic means and applications. “An interactive multimedia is digitally integrated, organized information that includes text, graphics display, but also images, such as photographs, audio and video content, on a user-friendly computer interface. It allows the user to navigate, if desired, to find and look at the information.” (Dyrli & Kinnaman, 1995; Galbreath, 1994) Multimedia applications were created by establishing a network formed by connecting nodes (as basic information units), facili- ties and links that are not anything other than a homogenous structure of intertwined relationships that operate between the set of information objects (Mijanovic, 2002, p. 259). The elementary condition for the occurrence of multimedia applications is sat- isfied by successfully establishing independent information units. The integration of audio and visual components provides a more efficient presenta- tion of programmes, enhancing learning and at the same time making the adoption of new information interesting. So, they are based on multimedia compatible and function- ally related electronic resources and adequate software-information applications, which are used simultaneously in order to mobilize different senses of students or their users. “It is indisputable that interactive media and hypermedia allow the teacher to rela- tively quickly and easily increase the effectiveness of teaching and learning.” (Mija- novic, 2002, p. 259) New technologies, as an integral part of many human activities, have a strong impact on the educational activity, starting from pre-school through to higher education institutions. Multimedia also offers the possibility of accessing edu- cational content for learning from home, where one should see “an opportunity with the potential to improve student learning” (Mukherjee, 2018, p. 245). Learning through multimedia results in encouraging students to work, since new technologies create a wider choice of various sources of knowledge and effectively provide feedback, ob- jectively evaluate the learning results, with a special emphasis on adjusting the pace and rhythm of work to the capabilities of each individual student. Hence, “multimedia devices have quality to improve early education” (Shilpa & Sunita, 2016, p. 180). In terms of contemporary organized teaching (using multimedia technology), students are provided with a variety of databases that they can, according to their own interests, con- sult and use for the purpose of analyzing and testing knowledge, given that, according to the authors, “there are differences in individual learning style” (Lauc, Kišiček & Bago, 2013, p. 157). As was already noted, each multimedia includes a combination of two or more net- worked media. If the multimedia is a computer, its structure will be composed of two or more different sensory areas of the media. The multimedia can be a computer then or composed of two or more media of the same or different sensory areas. The structure of the multimedia is always reflected in its complexities and multiplicities. The multime- dia of one sensory field provides various information on the different media from the same sensory area, while the multimedia of two different sensory areas usually includes teaching audiovisual multimedia. The term intermediality implies the interpenetration of all media information in a multimedia synthesis. The ready-made recipes for their synthesis do not exist for the class needs to combine multimedia which are a precondition for the realization of a 72 Didactica Slovenica – Pedagoška obzorja (2, 2020) quality student achievement. The diversity and degree of learning activities is always greater when different sources are used, while communication is successful if different sources are used in the transfer of content, information and messages that complement each other. Considering the wide range of areas, including the content of the study programmes and the subject of Science and Social Studies, the teacher needs to be in- formed about many things that cannot be implemented in the immediate environment. Multimedia provides easy access to numerous facilities, which should be hierarchically sorted. The teacher should therefore be focused on the priorities of the individual source in order to avoid the so-called “teaching kitsch”. Modern technological achievements offer easy access to information, but should not be allowed to overshadow the wealth of information that are a priority, a source. Inappropriate networking of various media creates a sort of “glitter” in the classroom, which raises the question of the credibility of the information presented to students. Theoretically, a multimedia system offers a variety of combinations, but when it comes to applying it in the classroom, it should not result in a saturation of information. An inappropriate choice of media and multimedia, as well as inappropriately chosen and designed content, will inevitably cause the op- posite effect, i.e. students will not be able to adopt any information due to the fact that any unacceptable content will give the wrong impression about the presented contents. 1.2 Multimedi a in the teachin g of Science and Social Stud ies After a successful implementation in the economy, technical and technological pro- cess will find its place in the classroom. However, these changes happened rather late in the process of education, and the reason for that can be found in insufficient training of teachers relative to the application of modern information technology in the teaching process. “Based on the reality, the use of interactive multimedia in primary school is still rare” (Saputri, Rukayah & Indriayu, 2018, p. 1). “Most teachers have a moderate attitude towards innovation, i.e. implementation of modern information technologies in the teaching process.” (http://www.rc-cacak.co.rs) The reasons for the opposition of teachers to introducing innovations in the teach- ing process can be found in their unreadiness for the flow of new ideas, as well as their tendency to evade responsibilities and obligations imposed by the changes. In fact, by carrying out the teaching of Science and Social Studies, the teachers have to play multi- ple roles, which means that they are expected to be the leaders of the process of learning and development, educators, experts in the programme, planners, organizers, facilia- tors, teaching media implementers, innovators, partners of students, parents, employers, colleagues, external collaborators and members of various teams, all at the same time. Hence, a permanent teacher training is extremely important, during which the teacher is taught to meet all of their students’ expectations. The goal of professional develop- ment is to acquire new knowledge, skills and habits, as well as to upgrade the acquired knowledge (http://bib.irb.hr). The multimedia environment provided for the Science and Social Studies students is one in which students can receive a patiently, carefully, thoroughly and easily digest- ible content, because they are objectively in a better position to independently observe, analyze and reveal causal connections and relationships between the studied objects, 73 Mijanović, PhD , Đ ukanović, PhD : Role of Multimedia in the T eaching of Science... processes and phenomena. Here, we would like to point out that the mentioned seg- ments are of particular relevance to the teaching of Science and Social Studies, since the curriculum is characterized by interdisciplinarity. “No other school subject or area in a class includes such a variety of facts.” (Lazarevic & Banđur, 2001, p. 57) The subject of Science and Social Studies is complex, because its contents are chosen from the field of Natural Sciences (Physics, Chemistry, Biology, etc.), Social Science (His- tory, Sociology, etc.), as well as from certain specific content (Traffic, Environmental Protection, etc.) (De Zan, 2005, p. 18). “Benefits of the multimedia teaching, both in education and business, include interactivity through the user interface and flexibility in acquiring training with regard to planning, self-stimulation, memorizing, usage, and the type of the learning environment.”(Cheen, 1994) It can be said that multimedia enables students to approach the presented multimedia content, offering at the same time a much broader and better ability to stage their identification, understanding and adoption. Through multimedia technology, students’ cognitive capacities are success- fully extended, while the teaching quality in Science and Social Studies reaches a higher level, developing and encouraging a more effective individual potential of students. A wide choice of media, contents and methodological approaches contributes to students’ maturity and independence. The possibility of monitoring and studying dif- ferent phenomena, events and processes enables students to acquire a quality and com- prehensive knowledge about their environment, while also giving them a complete in- sight into a reality that is directly unfathomable to our senses. The implementation of multimedia in the teaching of Science and Social Studies affectsstudents’ involvement of multiple senses, which allow them to uncover different findings, while encouraging their mental, psychomotor and other engagement. These options inevitably affect the launch of complex thinking processes with the aim of finding new and sometimes origi- nal approaches in solving the assigned tasks. In task solving, not only students’ skills relative to analysis, synthesis, abstraction and generalization are activated, but very often, certain motor skills as well, such as performing certain operations. The previously mentioned items related to the implementation of multimedia in the teaching of Science and Social Studies certainly should not lead to the conclusion that its modernization is ensured merely by including multimedia. Moreover, it is necessary to make a selection of the programme material that will affect the maximum commit- ment and cooperation of each student. Thus, the application of modern multimedia sys- tems in the teaching process of Science and Social Studies stipulates a more favourable pedagogical environment that will allow a more efficient development of individual cognitive, affective and psychomotor skills of each student. 2 Research objective and methodology The aim of our study was to investigate teachers’ opinions about the role of multi- media in the teaching of Science and Social Studies. The assumption, as the basis of this study, is that teachers are under-utilized during the implementation of the multimedia teaching for Science and Social Studies, therefore we examined the usage of multime- 74 Didactica Slovenica – Pedagoška obzorja (2, 2020) dia and its impact on the teaching process in Science and Social Studies in relation to the location of the school where the respondents teach. For the realization of the objective, it was necessary to look into: □ Frequency of use of modern media during the implementation of the teaching of Science and Social Studies; □ Existence of statistically significant differences in the use of modern media in rela- tion to the city in which the educational institution is located; □ Obstacles to presenting content through multimedia; □ Existence of a statistical difference in the training of teachers for the implementation of multimedia in the school where they teach. This research was carried out in September 2015 on a sample consisting of 122 Science and Social Studies teachers in the territory of three Montenegro municipali- ties. The cooperation in this study was preceded by consultations with school manage- ments as well as the teachers as the direct implementers of the teaching process. Prior to the research, the teachers were informed about the problem and the objective of the research, and then they were given questionnaires in which they could express their opinion. The obtained data was processed using a statistical programme for Windows 7 as well as descriptive statistical parameters. We have reduced the statistical analysis to the description, while the processing of the obtained information was performed by means of the statistical methods, with the consequent inference. 3 The obtained results and the discussion In the first section of the paper, it was emphasized, among other things, that multi- media was defined as a combination of several compatible media providing easy access to numerous facilities. As the content of Science and Social Studies is characterized by complexity and sprawl, it goes without saying that by using multimedia, the teach- ing itself becomes more modern, and with valid outcomes. One of the research objec- tives was to obtain information about the degree to which multimedia is used during the implementation of Science and Social Studies. We started from the hypothesis that multimedia was underused in the teaching of Science and Social Studies, and the results presented in the next section of this paper show whether the hypothesis is true or false. The question answered by the respondents teaching in the first cycle of primary school was related to how often during the implementation of the teaching of Science and Social Studies contemporary media (computer , pr ojector ...) ar e being applied. Having processed the information, we came up with the following data: 75 Mijanović, PhD , Đ ukanović, PhD : Role of Multimedia in the T eaching of Science... T able 1. The frequency of application of modern media in the lessons of Science and Social Studies Answers The schools F % I II III IV V VI VII On a daily basis 2 0 0 0 0 0 0 2 1.64 Once a week 0 2 0 4 2 2 2 12 9.84 Several times a week 0 0 0 0 0 0 0 0 0 Once a month 6 4 6 0 6 6 4 32 26.23 Several times a month 6 0 2 6 4 0 4 22 18.03 Once per semester 4 2 2 0 0 6 4 18 14.76 Once per year 6 4 2 8 0 2 0 22 18.03 Never 4 0 4 0 0 4 2 14 11.47 Ʃ 28 12 16 18 12 20 16 122 100 The frequency of application of multimedia during the implementation of the teach- ing of Science and Social Studies was presented graphically as well. Graph 1. The presence of modern media in the lessons of Science and Social Studies The analysis of the data presented in Table 1 and Graph 1 show that 1.64 % of the respondents stated that they have been using modern media in the teaching process. In addition, 12 respondents (9.84 %) said that modern media were used in the lessons of Science and Social Studies once a week, while none of the teachers confirmed that they use modern media multiple times a week. 32 teachers use modern media in Sci- ence and Social Studies once a month, which makes 26.23 % of the total number of the 0% 20% 40% 60% 80% 100% I II III IV V VI VII On  a  daily basic Once  a  week A  few  times  as  week Once  a  mounth A  few  times  a  month Once  per  semester Once  per  year Never 76 Didactica Slovenica – Pedagoška obzorja (2, 2020) respondents. Modern media is used in Science and Social Studies lessons several times a month by 22 respondents, i.e. 18.03 % of the total number of the surveyed teachers. 18 respondents (14.76 %) claimed to use multimedia once per month, and 22 participants, 18.03 % of our sample, only once a year. It is interesting to point out that modern media was never used, during the process of its implementation in the teaching process of this subject, by 11.47 % of the total number of the teachers included in this study, especially as the survey was conducted in schools located in urban centres. For the purpose of a detailed study, we considered it interesting to examine whether there is any statistically significant difference in the application of modern media in relation to the city where the primary school is located. Keeping in mind that our survey covered five schools in the municipality of Niksic and one school in the municipality of Podgorica and Berane, we wanted to examine whether there is a statistically significant difference in the application of modern media, as the mentioned cities are situated in a central, southern and northern part of Montenegro. The obtained results are presented in the following section of the paper: T able 2. Statistically significant difference in the application of modern media Answers Aunicipality NK PG BA On a daily basis 2 0 0 Once a week 8 2 2 Several times a week 0 0 0 Once a month 22 6 4 Several times a month 18 0 4 Once per semester 8 6 4 Once per year 20 2 0 Never 8 4 2 χ 2 18.056 The analysis of the data presented in Table 2 showed that among the respondents who are employed in educational institutions, there is no statistically significant differ- ence in the application of multimedia (χ 2 = 18,056). Thus, the research results showed no connection between the city where organized training takes place and the application of modern media, that is to say, there are no differences in the application of modern media by the teachers with respect to the city or region in which the institution where they are employed is located. The most common obstacles to pr esenting the pr ovided content (for the subject of Science) thr ough multimedia are given in Table 3. 77 Mijanović, PhD , Đ ukanović, PhD : Role of Multimedia in the T eaching of Science... T able 3. Obstacles to presenting the content through multimedia Answers School F % I II III IV V VI VII Lack of space 0 2 2 2 0 0 0 6 4.92 Lack of useful technical support 4 0 2 0 0 0 2 8 6.56 Lack of adequate media 20 10 8 14 10 16 14 92 75.41 Lack of training 4 0 4 2 2 4 0 16 13.11 Ʃ 28 12 16 18 12 20 16 122 100 Graphic data representing the obstacles to using multimedia in the lessons of Sci- ence and Social Studies. Graph 2. Obstacles to presenting the content through multimedia in Science and Social Studies The data shown in the Table 2 and Graph 2. proved that most of the respondents (92, or 75.41 %) said that their biggest obstacle in presenting multimedia content was inad- equate classroom equipment necessary for implementing modern media in the teaching process. A rather significant percentage of the respondents (13.11 %) emphasised as an important obstacle inadequate training for presenting the content through multimedia. 6.56 % mentioned poor classroom equipment as the main reason for not presenting mul- timedia content in the lessons of Science and Social Studies, while 4.92 % gave as rea- son lack of classroom space. According to this data, the main obstacles for presenting the programmes provided through the multimedia content are inadequate classrooms and the lack of modern media, which was highlighted as the segment that must be cor- 0 5 1 0 1 5 2 0 2 5 3 0 3 5 4 0 4 5 5 0 Th e  l a ck  of  s p a c e Po o r   inventory I na dequate   media Inadequate train ing VII VI V IV III II I 78 Didactica Slovenica – Pedagoška obzorja (2, 2020) rected in order to enable the teacher and students to teach and study in line with the modern trends. It can be concluded that teachers do not use multimedia efficiently during the teach- ing process, which confirmed our hypothesis. One of the objectives of the study was to examine the possible association between the use of modern media and the city or region in which the institution is located. It turns out that there is no statistically signifi- cant difference in the application of modern media and the city where the institution is located (in which the respondents are employed). The objective of our r esear ch was to examine, among other things, if ther e is a sta - tistical differ ence in the qualification of teachers for the implementation of multimedia r egar ding the school wher e classes ar e r ealized. T able 4. Statistical differences in the qualification of teachers Answers School χ 2 I II III IV V VI VII Not at all 0 2 0 0 0 4 0 27.97 Partially 26 6 12 12 10 14 10 Absolutely 2 4 4 6 2 2 6 Ʃ 28 12 16 18 12 20 16 The data presented in Table 4 proves that there is a statistically significant differ- ence (χ 2 = 27.97) in the training of teachers for the implementation of multimedia re- garding the school where classes are realized. This information appears to be essential due to the fact that the research was carried out in schools located in different regions, which inevitably leads to the conclusion that teachers are trained to apply various mul- timedia in relation to the school and the region where the school is located. 4 Conclusions The purpose of the research about the role of multimedia in the process of realizing the teaching of Science and Social Studies was to look at various aspects of the given problem with the objective of identifying concisely the items that monitor their imple- mentation, while the topic of the research was stimulated by the growing influence of information technology both in the everyday living environment and the school system. Our intention was to make a modest contribution to the idea of implementing multimedia in the teaching of Science and Social Studies and define the issues that are in the way. The obtained results lead to the following conclusions: □ The survey started from the hypothesis of insufficient use of multimedia during the implementation of the teaching of Science and Social Studies, which turned out to be accurate. The conclusion was based on the data collected, which reveal 79 Mijanović, PhD , Đ ukanović, PhD : Role of Multimedia in the T eaching of Science... that 11.47 % of the surveyed teachers have never used modern media during the implementation of Science and Social Studies. The survey was conducted in schools located in urban areas, and we are left with only hope that the situation is better in rural areas, which would be an interesting topic for some future research. □ In terms of evaluating the stability of statistically significant differences in the appli- cation of multimedia, considering the location of the educational institution and the teachers who use them, it turned out that the differences do not exist (χ 2 = 18.056). This fact seemed interesting, because we wanted to look at the possible existence of differences in the modernization of the teaching process, since the survey was con- ducted in schools located in the northern, central and southern part of Montenegro. It was found that, in terms of multimedia applications in the abovementioned regions, the teaching is carried out in the same way. □ In identifying the obstacles to presenting the content provided by the curriculum (Science and Social Studies) by means of multimedia, inadequate equipment was the dominant. As many as 75.41 % of the teachers chose this option, while other obstacles included inadequate training of teachers for the application of multime- dia, poorly equipped classrooms with inadequate inventory and lack of space in the classrooms. □ Relative to the existence of a statistical difference in the qualification of teachers for the implementation of multimedia regarding the school where classes are realized, its existence proved to be palpable. This leads us to the conclusion that the teaching of Science and Social Studies is not performed in a similar manner, bearing in mind the level of qualification of teachers for the application of multimedia in the teach- ing process. We also believe that one should not overlook the fact that the obtained results rep- resent only current thinking about the role of the teacher in the implementation of mul- timedia in the teaching of Science and Social Studies. This research, with a series of interesting conclusions, indicates the direction of some possible, future research en- deavors for researchers to deal with, whose realization could contribute to the improve- ment of the teaching process. Dr . Nikola Mijanović, dr . Mirko Đukanović Uloga multimedija u nastavi prirode i društva Uspješna primjena i neposr edna implementacija informatičko-tehnoloških dosti - gnuća u svakodnevnu ljudsku zbilju, omogućila je i uslovila, između ostalog, i efika - sniju or ganizaciju nastave podržavane novim medijskim i multimedijskim sistemima. Riječ je o gotovo neiscrpnim izvorima znanja koji simultano kod njihovih korisnika (učenika) animiraju više saznajnih čula. Međutim, tradicionalno r ezervisan stav pr e - ma inovacijama, nar očito iskusnijih nastavnika, dodatno osnažen sviješću o vlastitoj upitnoj informatičkoj pismenosti, samo su neki od ozbiljnijih razloga zbog kojih je pri - mjena savr emene tehnologije u našim školama gotovo mar ginalizovana. Štaviše, r ekli bismo da je upotr eba interaktivnih multimedija u osnovnoj školi još uvijek rijetkost, a 80 Didactica Slovenica – Pedagoška obzorja (2, 2020) ne obaveza (Saputri, Rukayah i Indriayu, 2018). Izvjesno je da formalna participacija medija i multimedija u nastavi po automatizmu ne jemči njen visok kvalitet i zapaženije vaspitno-obrazovno postignuće. Koliko će ona zaista biti u funkciji efikasnog poučava - nja i učenja ponajviše zavisi od stručne, didaktičko-metodičke i obrazovno-tehnološke kompetentnosti učitelja. T o zapravo znači da je racionalnom primjenom multimedija u nastavi prir ode i društva moguće kr eirati optimalno pedagoško okruženje koje će dodatno motivisati svakog učenika na aktivnost i saznajnu znatiželju. U vezi s tim, r e - alizujući ovo istraživanje pokušali smo da sagledamo uticaj multimedija na efikasnost nastave prir ode i društva (čineći je očiglednijom), s jedne, i istovr emeno skr enuti pa - žnju nastavnicima i njihovim pr etpostavljenim, kako bi shvatili neophodnost njihovog dodatnog osposobljavanja za funkcionalniju medijsku primjenu u pr ocesu poučavanja i učenja, s druge strane. Naime, neslućeni razvoj informaciono-komunikacioih tehnologija uslovio je poti - skivanje iz škola pr edavačke nastave tradicionalnog tipa, uz primjenu fr ontalnog obli - ka rada i dominantno uspostavljanje jednosmjerne komunikacije na r elaciji nastav - nik – učenik. Za razliku od te, u osnovi, r etr ogradne nastave, fleksibilno or ganizovana nastava uz primjenu savr emenih tehnoloških rješenja omogućuje funkcionalno i sinhr o - nizovano povezivanje niza kompatibilnih medija i njihovih komponenata koje sačinja - vaju jedinstven multimedijski sistem, prikladan za korištenje različitih izvora znanja; uspostavljanje konver gentnih komunikacija, istovr emeno angažujući više saznajnih učeničkih r eceptora. Na taj način, kr eira se znatno povoljniji vaspitno-obrazovni am - bijent, nudeći svakom pojedincu širi izbor didaktičkog materijala i drugih saznajnih izvora, čime se osnažuje njihova motivacija, istraživačka aktivnost i doprinosi većoj trajnosti i samostalnosti prilikom sticanja dragocjenih znanja i vještina. (Li i Kang, 2014). Multimedijske mr eže i sistemi nude učenicima i drugim korisnicima gotovo neo - graničene mogućnosti pr etraživanja, razmjene i korištenja stručnih informacija, neza - visno od vr emenskih i pr ostornih uslova. Ovakav način učenja u školi najčešće podstiče, kontr oliše i usmjerava nastavnik. T a kontr ola je poželjna, zavisno od uzrasta, sazrijeva - nja i informatičke pismenosti učenika, i onda kada pojedinac radi i koristi multimedije bez posr ednika – nastavnika ili r oditelja. Osim toga, or ganizacija nastave uz podrš - ku multimedija nudi svakom učeniku da napr eduje shodno vlastitim sposobnostima, motivima i aspiracijama. Por ed toga, tehnologija ovog tipa omogućuje učenicima i nastavnicima da znatno objektivnije prate i vr ednuju vlastita, pojedinačna i zajednič - ka, školska postignuća. Budući da nastavni pr ogram prir ode i društva obuhvata bogat spektar sadržaja i tematskih cjelina, nastavnik je u prilici da posr edstvom multimedija učenicima pr ezentuje sadržaje, pr edmete, objekte, pr ocese i fenomene bez obzira na pr ostorna, vr emenska, bezbjedonosna i svaka druga ograničenja. Međutim, obilje po - nuđenih informacija ne smije uticati na pravilnu selekciju i izbor onih najkvalitetnijih i saznajno najcjelishodnijih sadržaja. Nesporno je da multimediji nude brzo i lako kori - štenje različitih informacija, tim je posebno naglašena briga i odgovornost nastavnika da selektivno i racionalno biraju one didaktički najsvrsishodnije. Od njih se očekuje da ukazuju na moguća neugodna iznenađenja, pr obleme i izazove koje neiskusne korisnike vr ebaju na elektr onskim mr ežama. Stoga učenici moraju biti blagovr emeno upozor eni, da ih lakomisleno pr euzimanje nepouzdanih informacija može odvesti u stranputice sa nesagledivim posljedicama. 81 Mijanović, PhD , Đ ukanović, PhD : Role of Multimedia in the T eaching of Science... Izvjesno je da fenomenološka inter disciplinarnost pr ograma prir ode i društva uči - teljima nameću obavezu kr eiranja primjer enog multimedijalnog miljea, kako bi učenici što efikasnije ovladali pr edviđenim sadržajima. U takvom medijskom okruženju svaki pojedinac je u poziciji da sam posmatra, analizira i pr onalazi uzr očno posledične veze među pr oučavanim pr edmetima, pojavama i pr ocesima. T ako se animiraju i obogaću - ju saznajni kapacitet, podstiče svekoliki razvoj učeničkog individualnog potencijala, a istovr emeno podiže kvalitet nastave prir ode i društva. Sve to dodatno ohrabruje i osa - mostaljuje učenika i osposobljava ga da nastavničko poučavanje postepeno supstituiše učenjem bez posr ednika, odnosno uvodi ga u tajne samoučenja. Istraživanjem or ganizacije, suštine i funkcije multimedija u nastavi prir ode i druš - tva, pokušali smo da damo skr oman doprinos i ukažemo na njihove gotovo neiscrpne mogućnosti i očigledne pr ednosti nad verbalno-pr edavačkom nastavom tradicional - nog tipa. Ovom prilikom identifikovali smo niz pr oblema i barijera koje usporavaju ili onemogućavaju efikasniju implementaciju ove tehnologije u nastavni pr oces. Dobijeni r ezultati nedvosmisleno upozoravaju da se medijska i multimedijska tehnologija ne - dovoljno koriste u bilo kojoj nastavi, pa i onoj iz prir ode i društva. Zabrinjavajuća je činjenica da se izvjestan pr ocenat ispitanika otvor eno izjašnjava da medije ovog tipa nikada ne koriste u nastavi. Ovom prilikom ispitivali smo, između ostalog, da li postoje statistički značajne razlike u učestalosti primjene multimedija s obzir om na r egionalnu pripadnost škola u kojima se nastava prir ode i društva r ealizuje. T om prilikom je do - bijen χ 2 = 18,056, što upućuje na zaključak da ne postoji statistički značajne razlike u pogledu primjene multimedija u nastavi prir ode i društva, s obzir om na r egionalnu dis - perziju škola. T o zapravo ukazuje na saznanje da je multimedijska nastava egalitarno zanemar ena u svim r egionima iz kojih je odabran naš istraživački uzorak. Pokušavajući da otkrijemo koji su najozbiljniji uzr oci i pr epr eke efikasnijoj participaciji i neposr ed - nijoj primjeni multimedija u nastavi, više od dvije tr ećine (75,41 %) ispitanika istakli su neadekvatnu materijalno-tehnološku opr emljenost škola. Por ed toga, apostr ofirana je: neadekvatna informatička osposobljenost nastavnka (mada je po tom pitanju zapažena pozitivna distinkcija između starijih i mlađih kolega, u korist ovih drugih). Zatim se kao ozbiljne barijer e navode neprikladne učionice i njihovi interijer , te nezadovoljavajuća motivisanost nastavnika. Pr ema tome, dobijeni r ezultati su indikativni, zabrinjavajući, ali istovr emeno i upo - zoravajući. Oni mogu biti inspirativni za buduće istraživače, koji pr etenduju da se stu - dioznije bave ovom sve aktuelnijom pr oblematikom. Zabrinjavajuće i upozoravajuće bi oni tr ebalo da budu za kr eator e obrazovne politike, zakonodavce, finansijer e, or ganiza - tor e škole i neposr edne r ealizator e nastave. 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