magistrsko delo
Ana Bertoncelj (Author), Jerneja Pavlin (Mentor), Mojca Čepič (Co-mentor)

Abstract

Decembra 2019 je globalno izbruhnila nalezljiva koronavirusna bolezen (COVID-19). Zaradi razglašene epidemije so se v drugi polovici šolskega leta 2019/20 zaprle vse vzgojno-izobraževalne institucije. To je vplivalo na organizacijo, načrtovanje in način izvajanja vzgojno-izobraževalnih procesov v šoli. Učitelji in ostali strokovni delavci šole so morali v kratkem času preiti na izobraževanje na daljavo in prilagoditi svoje delo. Pri poučevanju fizike, kjer je zelo pomembno izvajanje eksperimentalnega dela, so se morali učitelji poslužiti drugačnih metod in oblik dela. Take in drugačne spremembe učnega okolja in ostalih dejavnikov so lahko vplivale na znanje in razumevanje fizike učencev v osnovni šoli. V opravljeni raziskavi smo ugotavljali: (1) kakšno je znanje in razumevanje fizike učencev, ki so se delno izobraževali na daljavo v obdobju epidemije COVID-19 in (2) katere učne vsebine učenci pomanjkljivo razumejo po obdobju izobraževanja na daljavo. Raziskavo smo izvedli s preizkusom znanja, ki ga je rešilo 188 učencev in dijakov, ki so bili v šolskem letu 2019/20 v 8. in 9. razredu osnovne šole. Za vsako generacijo smo pripravili nabor dvajsetih nalog iz preteklih nacionalnih preverjanj znanja za fiziko. Pridobljene podatke smo obdelali in analizirali po različnih kriterijih ter jih primerjali s statističnimi podatki nalog iz nacionalnih preverjanj znanja preteklih let. Razvidno je, da so bili učenci, ki so se del šolskega leta 2019/20 izobraževali na daljavo, v splošnem manj uspešni pri reševanju nalog, kot učenci, ki so reševali naloge na nacionalnih preverjanjih znanja. Identificirali smo učne teme, ki jih učenci pomanjkljivo razumejo po obdobju izobraževanja na daljavo, in učne teme, katere je največji delež učencev obravnavalo na daljavo. Ugotovili smo, da ne moremo tvoriti smiselnih trditev o uspešnosti reševanja nalog v preizkusu znanja glede na to, v katerem obdobju so učenci obravnavali posamezni vsebinski sklop naloge (pred oziroma po izobraževanju na daljavo, med izobraževanjem na daljavo, vsebinskega sklopa niso obravnavali ali se ne spomnijo). Obenem smo identificirali, na katere učne teme je pri nadaljnjem šolanju potrebno dati večji poudarek.

Keywords

epidemija;COVID-19;izobraževanje;poučevanje na daljavo;preizkusi znanja;preverjanje in ocenjevanje;osnovna šola;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Bertoncelj]
UDC: 53:37.018.43(043.2)
COBISS: 71169283 Link will open in a new window
Views: 257
Downloads: 9
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Other data

Secondary language: English
Secondary title: Impact of the covid-19 epidemic on elementary school students' knowledge and understanding of physics
Secondary abstract: In December 2019, the infectious coronavirus disease (COVID-19) broke out globally. Due to the declared epidemic all educational institutions closed in the second half of the 2019/20 school year. This affected the organization, planning and implementation of educational processes in the school. Teachers and other school professionals had to switch to distance education in a short time and adapt their work. In teaching physics experimental work is particularly important. Therefore, teachers had to use different methods and forms of work. These kind of changes in the learning environment affected the knowledge and understanding of physics in primary school. In the conducted research, we identified (1) the extend of knowledge and understanding of physics of students who were partially educated in COVID-19 circumstances and (2) the learning topics that students lack after a period of distance education. The research was carried out with a knowledge test, which was solved by 188 students who were in the 8th and 9th grade of primary school in the 2019/20 school year. For each generation we have prepared a set of twenty assignments from the past national knowledge tests of physics. The obtained data was processed and analysed according to various criteria. Furthermore, it was compared with statistical data of tasks from national knowledge tests of previous years. The results revealed that the students who were involved in distance education during the 2019/20 school year were generally less successful in solving tasks compared to students who solved tasks in the national knowledge tests in previous years. We identified the learning topics that students had lack of understanding after a period of distance education and the ones that most students discussed at a distance education. We found that we could not reasonably conclude about the success of solving tasks in the knowledge test depending on whether students discussed individual content set of the task before or after distance learning, during distance learning, did not discuss the content or do not remember it. Additionally, we identified the learning topics that need to be given more emphasis to in further education.
Secondary keywords: primary education;physics;osnovnošolski pouk;fizika;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Predmetno poučevanje
Pages: 148 str.
ID: 13163453