magistrsko delo
Monika Semič (Author), Katarina Susman (Mentor)

Abstract

Kako ocenjevanje eksperimentalnega dela razširiti med čim več učiteljev slovenskih osnovnih šol in kateri je najbolj primeren način ocenjevanja eksperimentalnega dela, sta bili vprašanji, ki sta služili kot vodilo za nastanek tega magistrskega dela. V literaturi je eksperimentalno delo pri pouku fizike opredeljeno kot praktično delo, kjer učenci v skupini ali individualno obravnavajo fizikalni problem, pri čemer sledijo korakom znanstvenega raziskovanja in uporabljajo fizikalne pripomočke. Na tovrstno delo učence pripravi učitelj, ko v pouk vključi različne oblike eksperimentalnega dela. Običajno začne z opazovalnimi eksperimenti, katerih namen je motivacija učencev za nadaljnje delo. Sledijo testni eksperimenti, ki preverjajo, v kolikšni meri so učenci usvojili neko znanje. Nazadnje sledijo še aplikativni eksperimenti, ki od učencev pričakujejo sposobnost uporabe usvojenega znanja v novih situacijah. Z eksperimentalnim delom učenci razvijajo praktične veščine in proceduralna znanja. Na pomembnost eksperimentalnega dela nakazuje tudi Učni načrt za fiziko (2011), kateri za posamezne učne teme predvideva operativne učne cilje, ki naj jih učenci usvojijo z eksperimentalnim delom. V skladu s tem predlaga različne oblike poučevanja, ki jih v grobem ločimo na klasično obliko in alternativne oblike. Pri tem se slednje izkažejo kot ustreznejši način pouka za vpeljavo ocenjevanja eksperimentalnega dela. Ocenjevanje eksperimentalnega dela lahko poteka posredno ali neposredno, pri čemer mora ugoditi zahtevam dobrega ocenjevanja. Tovrstno ocenjevanje ima svoje prednosti na področju razvoja učenčevih znanj in spretnosti ter slabosti na področju časovne in prostorske stiske ter potrebe po opremljenosti šole z ustrezno fizikalno opremo in učnimi pripomočki. V namene ocenjevanja eksperimentalnega dela so tako slovenski kot tuji avtorji razvili večstopenjske modele, ki vključujejo ocenjevanje učencev na področju načrtovalnih in eksperimentalnih zmožnosti, sposobnostih zapisovanja in poročanja ter na področju evalvacije rezultatov. Na podlagi teh so različni avtorji in učitelji razvili opisnike in kriterije za ocenjevanje eksperimentalnega dela. V raziskavi o ocenjevanju eksperimentalnega dela je sodelovalo 5 učiteljev in 45 učencev izbranih petih slovenskih osnovnih šol. V ta namen je bilo oblikovano gradivo za ocenjevanje eksperimentalnega dela. Učenci in učitelji so svoje mnenje o pripravljenih gradivih, izvedbi raziskave in splošno o ocenjevanju eksperimentalnega dela podali v ločeno pripravljenih anketnih vprašalnikih za učence in učitelje. Slednji so sodelovali tudi pri ocenjevanju delovnih listov za učence ter v krajšem polstrukturiranem intervjuju. Rezultati raziskave kažejo na kakovost pripravljenih gradiv. Predlagane so spremembe in izpostavljene nekatere težave oziroma pomanjkljivosti. V rezultatih raziskave so predstavljene prednosti in slabosti ocenjevanja eksperimentalnega dela, ki jih po izvedbi pripravljenega ocenjevanje navajajo izbrani učitelji. Čeprav štirje od petih izbranih učiteljev navajajo, da v svoji praksi izvajajo ocenjevanje eksperimentalnega dela, ga učenci opredelijo kot manj pogost način ocenjevanja pri pouku fizike. Dosežene ocene učencev, ki so bile pridobljene na podlagi ocenjenih delovnih listov za učence, v primerjavi s samoevalvacijsko oceno učencev o izkazanem znanju, kažejo na to, da učenci večinoma višje samoocenjujejo izkazano znanje.

Keywords

tipi znanj;učni načrt;oblike poučevanja;modeli ocenjevanja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Semič]
UDC: 373.3:53(043.2)
COBISS: 127682307 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Assessment of students' experimental work in elementary school physics
Secondary abstract: This master thesis was based on two main questions: how to familiarize as many primary school teachers as possible with experimental work assessment guidelines and what the easiest experimental work assessment technique is. The theory on teaching physics defines experimental work as practical exercises where students, either individually or in groups, try to solve a physics problem while using physical tools and following scientific research principles. The teacher prepares the students by including different types of experimental work in their curriculum. It usually starts with observational experiments, which aim to motivate students for additional work. This is followed by test experiments, which examine how thoroughly the students have acquired the knowledge. Lastly, students are expected to know how to use the acquired knowledge in new situations within applicative experiments. Experimental work helps students develop practical skills and procedural knowledge. The Physics Curriculum (2011) also attests to the importance of experimental work, which sets operational learning goals for students to reach by performing experimental work. In accordance with this, different types of teaching are suggested, generally divided into the classical and the alternative types. The latter have been proven to serve as a more adequate teaching type for introducing the assessment of experimental work. The assessment of experimental work can be either direct or indirect, as long as it follows the requirements for good assessment. Such assessment has its advantages in developing a student’s skills and knowledge, and disadvantages due to time and space constraints, as well as because it requires the school to be equipped with suitable physical and learning tools. To assess experimental work, many Slovene and foreign authors have developed models of several degrees, which include assessing students on the basis of their planning and experimental abilities, and their ability to note and report, as well as evaluate results. Taking from these models, different authors and teachers developed descriptions and criteria to assess experimental work. Five teachers and 45 students from five Slovenian primary schools were involved in the research on assessing experimental work. For this purpose, assessment materials for experimental work were designed. Teachers and students gave their opinions on these materials, research execution and evaluation of experimental work in individually prepared questionnaires. The teachers also evaluated worksheets for the students and gave a short, semi-structured interview. Research results indicate that the materials prepared were of high quality. This part of the thesis also suggests some changes and highlights some issues or shortcomings. The research results present advantages and disadvantages of assessing experimental work, according to teachers who have carried out the evaluation. Although four out of five teachers claim that they perform experimental work assessment in their classes, the students contrapose that it is a more rarely used method of assessment in their physics classes. The comparison of the students’ grades on the worksheets and their self-evaluation grade shows that students mostly value the knowledge they showed more highly.
Secondary keywords: Osnovnošolsko izobraževanje;Fizika;Eksperimentalne metode v izobraževanju;Univerzitetna in visokošolska dela;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predmetno poučevanje
Pages: 127 str.
ID: 16952456