magistrsko delo
Dragana Jurić (Author), Jure Bajc (Mentor)

Abstract

V različnih virih priporočajo, da v preizkus vključimo čim več različnih tipov nalog, saj s tem postane bolj dinamičen, raznolik in prav s pomočjo različnih tipov nalog lahko primerjamo različne vrste znanj. Najpogostejša tipa nalog v preizkusih za preverjanje fizikalnih vsebin sta zaprti tip in tip kratkih odgovorov. Poraja se vprašanje, ali obstaja razlika v uspešnosti reševanja fizikalnih nalog glede na tip naloge. Odgovor na vprašanje poiščemo pri osnovnošolcih izbranih slovenskih šol. Izkaže se, da učenci uspešnejše rešujejo fizikalne naloge zaprtega tipa v primerjavi z fizikalnimi nalogami odprtega tipa. Primerjali smo tudi uspešnost pri fizikalnih nalogah vodenega in strukturiranega tipa, pri katerih se prav tako izkaže, da učenci uspešnejše rešujejo naloge vodenega tipa v primerjavi s strukturiranim tipom. Dodatno smo raziskali uspešnost med nalogami različnega tipa in uspešnostjo tudi pri študentih, za katere predpostavljamo, da imajo višjo raven znanja o fizikalnih vsebinah. Izkaže se, da tudi študentje uspešnejše rešujejo naloge zaprtega tipa v primerjavi z odprtim tipom in naloge vodenega tipa v primerjavi s strukturiranim.

Keywords

zaprte/odprte naloge;vodene/strukturirane naloge;uspešnost reševanja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [D. Jurić]
UDC: 53:373.3(043.2)
COBISS: 11749449 Link will open in a new window
Views: 579
Downloads: 120
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Other data

Secondary language: English
Secondary title: The impact of types of questions on solving physical problems
Secondary abstract: It is recommended to include different types of questions in a test by many authors. This makes it more dynamic, diverse, and also enables measurements of different types of knowledge. The most common types of questions in physics are multiple-choice questions and short answer open-ended questions. The question arises whether the type of question affects the performance of solving physics problems. We search for the answer by testing the pupils of a few selected Slovenian primary schools. It turns out that pupils are more successful in solving multiple-choice questions than open-ended questions. We also compare the performance in solving a bit more complex physical problems with multiple intermediate steps, being either guided by sub-questions or not guided. The results indicate that students are more successful in solving the tasks when guided than when not guided through a complex problem. Additionally, we investigated how the performance of the undergraduate students depends on the types of questions, in particular in view of their higher expected knowledge and understanding of physics when compared to pupils. It turns out that the students are also more successful in solving multiple-choice questions than open-ended questions and are more successful when being guided through a complex problem then when not being guided.
Secondary keywords: physics;primary education;fizika;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Predmetno poučevanje
Pages: 70 str.
ID: 10867507