magistrsko delo
Manca Hafner (Author), Mojca Čepič (Mentor)

Abstract

Spomladi leta 2020 je globalna epidemija bolezni COVID-19 ohromila ves šolski sistem, saj so v strahu za javno zdravje zaprli vse vzgojno-izobraževalne institucije. Izobraževanje se je nenadoma iz šolskih učilnic preselilo v spletno učno okolje. Učitelji fizike so se morali hitro prilagoditi in vzpostaviti sistem izobraževanja na daljavo, ki bo vključeval primerne pristope, oblike in metode dela. Pri poučevanju fizike je v ospredju izvajanje eksperimentov in opazovanje fizikalnih pojavov, ki spodbujajo miselno aktivnost učencev s poudarkom na raziskovanju, opazovanju, razlaganju in vrednotenju fizikalnih pojavov. Učitelji fizike so se pri spremembi načina poučevanja morali zelo prilagoditi, ne samo v načinu podajanja učne snovi, vendar tudi v načinu izvajanja eksperimentov. V raziskavi smo ugotavljali, kako in na kakšen način so učitelji fizike izvajali pouk na daljavo. Osredotočili smo se na način izvajanja pouka, izvajanje eksperimentov, ocenjevanje znanja, aktivnost učencev, časovno obremenitev in osebne izkušnje učiteljev fizike. Pridobljene podatke smo ustrezno statistično obdelali in analizirali. Ugotovili smo, da so učitelji fizike najpogosteje kombinirali neposredni pouk preko videokonferenc s samostojnim delom učencev. Pogostost izvajanja eksperimentov se je med epidemijo zelo zmanjšala. Drastično je upadlo izvajanje demonstracijskih poskusov in laboratorijskih vaj, nekoliko pa je naraslo izvajanje domačih eksperimentov, eksperimentov preko IKT ter prikaz slik in video eksperimentov. Učitelji fizike so najpogosteje ocenjevali znanje s preverjanjem nalog in drugih aktivnosti, najmanj pogosto pa so se posluževali pisnega preizkusa znanja. Poučevanje na daljavo so učitelji fizike v prvem valu epidemije COVID-19 doživljali bolj negativno kot pozitivno. Ocenili so, da je bilo poučevanje na daljavo težko, zahtevno, stresno in časovno bremenjujoče.

Keywords

epidemija;COVID-19;poučevanje na daljavo;učitelji fizike;osnovna šola;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Hafner]
UDC: 53:37.018.43(043.2)
COBISS: 83593475 Link will open in a new window
Views: 242
Downloads: 11
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Other data

Secondary language: English
Secondary title: Teaching physics during the Covid-19 epidemic
Secondary abstract: In the spring of 2020, the global epidemic of COVID-19 paralyzed the entire school system, when all educational institutions were closed in fear of public health. Education has suddenly moved from school classrooms to an online learning environment. Physics teachers had to adapt quickly and establish a distance education system which would include appropriate approaches, forms and methods of work. When teaching physics, the focus is on conducting experiments and observing physical phenomena that stimulate students' mental activity with an emphasis on researching, observing, interpreting and evaluating physical phenomena. Physics teachers had to adapt a lot when it came to changing the way they taught. They had to adapt in the way the material was taught and also in the way the experiments were performed. In the research, we determined how and in what way physics teachers conducted distance learning. We focused on how lessons and experiments were conducted, how the knowledge assessment was conducted, how was student activity, time load and personal experiences of physics teachers. The obtained data was statistically processed and analyzed accordingly. We found out that physics teachers most often combined lessons via videoconferencing with students’ independent work. The frequency of conducting experiments greatly decreased during the epidemic. The implementation of demonstration experiments and laboratory exercises has dropped drastically, however the implementation of domestic experiments, experiments via ICT and the display of images and video experiments slightly increased. Physics teachers most often assessed knowledge by checking assignments and other activities, at least often they used a written exam. Physics teachers distance learning in the first wave of the COVID-19 epidemic experienced more negatively than positively. They assessed thatdistance learning was more difficult, demanding, stressful and time consuming.
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: 77 str.
ID: 13641113