magistrsko delo
Taja Klemen (Author), Iztok Devetak (Mentor)

Abstract

Človeštvo je naravnemu kroženju vode na našem planetu dodalo nov krožni tok – odvzem čiste vode in vrnitev onesnažene. Spremembo posameznikovega ravnanja v vsakdanjem življenju dosežemo z razvijanjem naravoslovne in okoljske pismenosti že v osnovni šoli. Predvsem splošni cilji predmeta kemija stremijo k razvijanju kritičnega mišljenja o prepoznavanju nevarnosti za okolje in iskanju trajnostnih rešitev za njihovo zmanjševanje. Učitelj lahko z uporabo sodobnih učnih pristopov ustvari učno situacijo, ki bo spodbudila interes učencev do učenja okoljskih vsebin ter razvijanja pozitivnega odnosa do naravoslovja in okolje ter njegovih vrednot. Namen raziskave je bil optimizirati in izvesti spletno delavnico s primeri vključevanja hidrosferskih okoljskih problemov v pouk kemije ob upoštevanju učnih ciljev učnega načrta za kemijo v osnovni šoli ter evalvirati učinkovitost vključevanja teh vsebin s primerjavo razlik v učnih dosežkih učencev pred in po izvedbi spletne delavnice. Ugotavljajo se je tudi ali se pojavljajo razlike v učnih dosežkih učencev pred in po izvedbi spletne delavnice glede na spol, identifikacijo nadarjenosti, obiskovanje izbirnega kemijskega predmeta, povprečne zaključne ocene pri predmetu kemija, ravni individualnega in situacijskega interesa, ravni motivacije in učnih kompetenc ter ravni vedenjskih lastnosti nadarjenih učencev za področje kemije. Raziskava je temeljila na deskriptivni in kavzalno neeksperimentalni metodi empiričnega pedagoškega raziskovanja. Pri raziskovanju je bil uporabljen kvantitativen raziskovalni pristop. V raziskavo je bilo vključenih 145 učencev 9. razreda sedmih osnovnih šol osrednjeslovenske in jugovzhodne regije. Raziskava je bila razdeljena v tri faze. Prva faza se je izvedla pred ogledom spletne delavnice. Učenci so rešili pred-preizkus znanja, vprašalnik o razlogih za učenje kemije (VRUK), vprašalnik individualnega interesa in ocenjevalno lestvico o vedenjskih lastnosti nadarjenih učencev. V drugi fazi so učenci aktivno sodelovali v spletni delavnici, tik po koncu udeležbe pa rešili po-preizkus znanja in vprašalnik situacijskega interesa. Dva tedna kasneje se je izvedla tretja faza v kateri so učenci rešili pozni preizkus znanja. Zbrani podatki so bili kvantitativno obdelani s programom SPSS. Rezultati kažejo na pomanjkljivo znanje učencev o hidrosferskih okoljskih problemih pred izvedbo spletne delavnice, saj je le 42,1 % učencev doseglo več kot polovico vseh možnih točk na pred-preizkusu znanja. Učni dosežki učencev so se po izvedbi spletne delavnice izboljšali, saj je na po-preizkusu znanja 61,5 % učencev doseglo več kot polovico vseh možnih točk. Učni dosežki učencev se na po- in poznem preizkusu znanja ne razlikujejo. Na pred-preizkusu znanja so bila identificirana tri napačna razumevanja o hidrosferskih okoljskih problemih, na po- in poznem preizkusu znanja pa po eno napačno razumevanje. Ugotovljeno je bilo, da so učenci z višjo ravnjo individualnega in situacijskega interesa dosegli boljši učni rezultat na vseh preizkusih znanja. Prav tako so učenci, ki so bili identificirani kot nadarjeni, obiskovali vsaj en izbirni kemijski predmet in imajo visoko povprečno zaključno oceno pri kemiji, dosegli boljši rezultat na preizkusih znanja in višjo raven individualnega in situacijskega interesa. Ugotovljeno je bilo, da se med učenci z različno ravnjo avtonomne in kontrolirane motivacije, amotivacije, učnih kompetenc in vedenjskih lastnosti nadarjenih učencev za kemijo pojavljajo razlike v učnih dosežki na preizkusih znanja in ravnjo obeh interesov. Med učenci in učenkami se niso pojavile razlike v učnih dosežkih in ravni interesov.

Keywords

hidrosferski okoljski problemi;osnovna šola;pouk kemije;sodobni učni pristopi;motivacija;interes;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Klemen]
UDC: 54:373.3(043.2)
COBISS: 97955075 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Introduction of hydrosphere environmental problems using advanced learning approaches in primary school chemistry lessons
Secondary abstract: Mankind has added a new circular flow to the natural circulation of water on our planet – the removal of clean water and the return of polluted water. A change in an individual's behavior in everyday life is achieved by developing natural-sciences and environmental literacy in primary school already. Mostly, the general objectives of the subject of chemistry strive to develop critical thinking on the identification of environmental hazards and to search for sustainable solutions for their reduction. Using modern learning approaches, the teacher can create a learning situation that will stimulate students' interest in learning environmental content and the development of a positive attitude towards natural sciences, the environment, and its values. The purpose of the research was to optimize and conduct an online course with examples of integrating hydrosphere environmental problems in chemistry lessons while taking into account the learning objectives of the chemistry curriculum in primary school and to evaluate the effectiveness of integrating these contents by comparing differences in student achievements before and after the online course. It was also determined whether there are differences in students' learning achievements before and after the online course concerning gender, identification of gifted students, attending an optional chemistry subject, average final grades in the subject of chemistry, level of individual and situational interest, level of motivation and learning competencies, and the level of behavioral characteristics of gifted students in the field of chemistry. The research was based on the descriptive and causal non-experimental method of empirical pedagogical research. The quantitative research approach was used in the research. The study included 145 ninth-grade students from seven primary schools in the Osrednjeslovenska and Jugovzhodna regions. The research was divided into three phases. The first phase was conducted before visiting the online course. Students solved a preliminary test, a questionnaire on the reasons for learning chemistry (VRUK), a questionnaire of individual interest, and an evaluation scale on the behavioral characteristics of gifted students. In the second phase, the students actively participated in the online course. Immediately after the end of the participation, they solved an achievement post-test and a questionnaire of situational interest. Two weeks later, the third phase was conducted in which the students solved a delayed achievement test. The collected data was quantitatively processed with the SPSS program. The results show a lack of students’ knowledge about hydrosphere environmental problems before the online course because only 42,1% of students achieved more than half of all possible points in the preliminary test. Students' learning achievements improved after the online course because 61,5% of students achieved more than half of all possible points in the post-test. Students' learning achievements do not differ on the post- and delayed achievement tests. Three misconceptions about hydrosphere environmental problems were identified in the preliminary test and one misconception in the post- and delayed achievement tests. It was ascertained that students with a higher level of individual and situational interest achieved a better learning outcome on all tests. In addition, students who were identified as gifted attended at least one optional chemistry subject and had a high average final grade in chemistry. They scored better on tests and achieved a higher level of individual and situational interest. It was ascertained that among students with different levels of autonomous and controlled motivation, amotivation, learning competencies, and behavioral characteristics of gifted students in chemistry, differences in learning outcomes on tests and the level of both interests emerge. There were no differences in achievement and level of interest between male and female students.
Secondary keywords: Kemija;Osnovnošolsko učenje in poučevanje;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Predmetno poučevanje
Pages: 157 str.
ID: 14593572