magistrsko delo
Veronika Škerbec (Author), Jerneja Pavlin (Mentor)

Abstract

Znanost je v zadnjih desetletjih hitro napredovala in vse težje sledimo vsem odkritjem. V šolah se z učenci pogovarjamo o aktualnih temah, zato bi bilo smiselno, da bi jim predstavili tudi sodobne znanstvene teme. Učitelji se za to iz različnih razlogov ne odločajo, čeprav je učni načrt v osnovnih šolah prilagodljiv in jim le-to omogoča. Hidrogeli so materiali, ki lahko svojo obliko spremenijo glede na spremembe v okolju, npr. ob spremembi pH, temperature, koncentracije soli ipd. Njihova najpomembnejša lastnost je absorpcija vode, ki jo lahko zadržijo pod povišanim tlakom. Uporablja se jih v vrtnarstvu, okoljevarstvu, v higienskih pripomočkih, medicini in tkivnem inženirstvu. O sodobnih pametnih materialih učenci na razredni stopnji pri pouku naravoslovja in tehnike ne dobijo informacij. Učitelji se za predstavitev teh materialov ne odločajo predvsem zaradi strahu pred lastnim nepoznavanjem teh materialov in posledično težjega prenašanja znanja na učence. Zato smo se odločili, da oblikujemo učno gradivo, ki bi ga lahko uporabljali pri vpeljavi sodobnih materialov v pouk. Osredinili smo se na hidrogele, ki so jih učenci že uporabili, a jih v šoli niso obravnavali. Po oblikovanem učnem gradivu o hidrogelih, ki je temeljilo na samostojnem eksperimentalnem delu, smo načrtovali raziskavo. Raziskovalna vprašanja, ki smo si jih postavili, so bila:  Ali učenci 4. razreda hidrogele poznajo in o njih že kaj vedo pred učnih posegom?  Kako in v kolikšni meri učenci s pomočjo učnega gradiva o hidrogelih spoznajo in razumejo lastnosti hidrogelov in pojave povezane z njimi?  Kako načrtovati aktivnosti s hidrogeli, da dosežemo cilje iz učnega načrta za naravoslovje in tehniko? Pri raziskovanju smo uporabili deskriptivno metodo pedagoškega raziskovanja. Prepletala sta se kvalitativni in kvantitativni pristop pedagoškega raziskovanja. V raziskavi je sodelovalo 18 učencev 4. razreda izbrane mestne osnovne šole. Za zbiranje podatkov smo uporabili anketni vprašalnik tipa papir-svinčnik za vse učence ter polstrukturirane intervjuje za izbrane učence. Rezultati raziskave kažejo, da učenci predhodno niso vedeli, da hidrogele vsakodnevno uporabljamo. Kljub temu da sprva teh materialov niso poznali, so po vpeljavi učne vsebine v pouk večinoma pravilno odgovarjali na vprašanja o poznavanju hidrogelov, ki so bila nižjih ravni po Bloomovi taksonomiji, saj so temeljila na priklicu znanja. Učencem je bilo všeč eksperimentiranje in sama oblika hidrogelov. Aktivnosti za usvajanje znanj o hidrogelih, ki temeljijo na eksperimentalnem delu, omogočajo konkretne izkušnje, ki vodijo do osnovnih znanj o lastnostih hidrogelov. Učenci so bili željni eksperimentalnega dela in novih znanj o hidrogelih. Gradivo, ki temelji na izvajanju in opazovanju eksperimentov, se je izkazalo za primerno za učence 4. razreda osnovne šole. Iz opravljenih intervjujev je razvidna želja učencev po eksperimentalnem delu doma in širjenje vedenja o hidrogelih v domačih krogih. Izsledkov raziskave ne moremo posplošiti zaradi premajhnega vzorca učencev, a vendar rezultati nudijo temelj za nadaljnje raziskovanje vpeljave hidrogelov v pouk naravoslovnih predmetov v osnovni šoli.

Keywords

hidrogel;aktivno učenje;eksperiment;predmet naravoslovje in tehnika;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [V. Škerbec]
UDC: 544.773.432:373.3(043.2)
COBISS: 11544393 Link will open in a new window
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Downloads: 116
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Other data

Secondary language: English
Secondary title: Modern materials in science and technology school subject – hydrogels
Secondary abstract: Rapid advancement of science in recent decades has made keeping track of the progress increasingly difficult. Current topics are being presented to pupils in school, so it would be sensible for them to be exposed to current scientific topics as well. For various reasons teachers are not deciding to expose their pupils to these topics, even though it could be facilitated by the flexible curriculum in primary education. Hydrogels are materials that can change their shape according to changes in the environment, e.g. change of pH, temperature, salt concentration etc. Their most significant property is absorption of water. In addition, they can retain water under high pressure. They are utilized in horticulture, ecology, hygienic accessories, medicine and tissue engineering. During primary education pupils do not receive enough information about modern smart materials in science and technical lessons. Teachers shy away from presenting these materials primarily because they lack the knowledge about them, which consequently makes it harder to relay this information to the pupils. That is why we have decided to design educational material which could be used to introduce modern materials into the curriculum. After designing the educational material about hydrogels, based on independent experimental work, we planned a study. The research question we set ourselves were: ‒ Have fourth grade pupils heard of hydrogels and, if so, what did they know about hydrogels prior to the lessons? ‒ How, and to what extent, have the pupils learned about hydrogels, their properties and associated phenomena with the help of the educational material about hydrogels? ‒ How can we plan activities with hydrogels to achieve the curriculum objectives in science and technical lessons? For the conducted study we used a descriptive method of pedagogical research, in which qualitative and quantitative approaches intertwined. Eighteen fourth grade pupils of a select urban primary school were involved. Data collection was done with a paper-pencil questionnaire for all participants and semi-structured interviews for selected pupils. Survey results show that pupils were initially unaware of the daily use of hydrogels. Despite the fact that they had no previous knowledge of hydrogels, they mostly answered correctly to questions about hydrogels after the introduction of educational material into their lessons, which were on the lower stage of Bloom’s taxonomy as they based on recollection of knowledge. Pupils enjoyed experimenting and the form of the hydrogels themselves. Activity planning for acquiring knowledge about hydrogels based on experimental work, enable specific experiences which form basic knowledge about hydrogel properties. Pupils were eager to experiment and learn new things about hydrogels. Educational material, based on implementation and observation of experiments, proved to be suitable for fourth grade pupils. Conducted interviews revealed pupils’ desires to do experimental work at home and to share the knowledge with their family. Obtained findings cannot be generalized due to insufficient sample of pupils, but the results provide a basis for further exploration of implementing hydrogels into science courses in primary schools.
Secondary keywords: science education;engineering;primary education;naravoslovna vzgoja in izobraževanje;tehnika;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages: VII, 112 str.
ID: 10723929