diplomsko delo
Tamara Petek (Author), Nika Golob (Mentor)

Abstract

Diplomsko delo je sestavljena iz teoretičnega in empiričnega dela, ki smo izvajali v vrtcu in na daljavo. V teoretičnem delu smo predstavili značilnosti začetnega naravoslovja za otroke, opisali smo lastnosti vode in njena agregatna stanja, prav tako tudi agregatna stanja drugih snovi. Ob tem smo predstavili razvoj mišljenja, kot ga je predstavil Piaget v štirih stopnjah. Ker pa Piaget ni bil edini raziskovalec svojega časa, smo navedli tudi kritike njegove teorije in kasnejše teoretike. V empiričnem delu smo predstavili raziskavo, ki smo jo izvedli s 45 otroki - v vrtcu in na daljavo. Z intervjujem smo želeli ugotoviti razvoj mišljenja otrok v povezavi z agregatnimi stanji in določeno starostjo. Za vzorec smo izbrali otroke, stare od 2 do 6 let. Z raziskavo smo ugotovili, da otroci v večini primerov prepoznajo vsa agregatna stanja vode. Pri tem so 2- in 3-letniki potrebovali nekaj pomoči za pravilen odgovor, tudi ponazorila z dejansko snovjo in s prehodi agregatnih stanj. Kljub temu pa pri snoveh (voda, blatna voda, sok, led in maslo) niso potrebovali ponazorila z dejansko snovjo ali eksperimenta s prehodom agregatnega stanja za pravilen odgovor. 4- in 5-letniki so za pravilen odgovor potrebovali ustno pomoč, pri snoveh "voda" in "led" za pravilen odgovor niso potrebovali niti ustne pomoči, medtem ko so 6-letniki potrebovali ustno pomoč le pri snovi "voda".

Keywords

diplomska dela;agregatna stanja;voda;led;para;razvoj mišljenja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UM PEF - Faculty of Education
Publisher: [T. Petek]
UDC: 373.2:54(043.2)
COBISS: 34170627 Link will open in a new window
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Downloads: 122
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Other data

Secondary language: English
Secondary title: ǂThe ǂdevelopment of the understanding of concept of states of matter in children aged 2 to 6 years
Secondary abstract: The thesis consists of theoretical and empirical work, which was undertaken in kindergarten and remotely. In the theoretical part, we presented the characteristics of the initial science for children, and we described the properties of water and its physical states, as well as the physical forms of other substances. In doing so, we presented the development of thinking as presented by Piaget in four stages. However, since Piaget was not the only researcher of his time, we also cited critiques of his theory and theorists that appeared later. In the empirical part, we presented a study we conducted with 45 children - in kindergarten and by remote observation. With the interview, we wanted to find out the development of children's thinking, in connection with thephysical states and a certain age. We selected children aged 2 to 6 years as a sample. The research found that children, in most cases, recognise all the physical states of water. In doing so, 2- and 3-year-olds needed some help to answer correctly, such as illustrations of the actual substance and the transitions of the states of matter. Nevertheless, for the substances (water, muddy water, juice, ice and butter) they did not need an illustration of the actual substance or an experiment with the transition of the physical state, to give a correct answer. 4- and 5-year-olds needed verbalassistance to answer correctly, but not regarding "water" and "ice". Meanwhile, 6-year-olds needed verbal assistance only with the substance "water".
Secondary keywords: theses;states of matter;water;ice;steam;childrenʼs thinking development;kindergarten;
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za predšolsko vzgojo
Pages: XI, 88 str.
ID: 12042309