The conceptual learning of physics in Slovenian secondary schools

Simon Ülen (Author), Ivan Gerlič (Author)

Abstract

In the last decade, educational researchers have been intensively searching for new, innovative teaching approaches. Information and Communication Technology (ICT) has a great didactic potential and project COLOS (Conceptual Learning of Science) encourages the use of ICT in the contemporary educational process. In this paper we present the conceptual learning of Physics. With experimental research we investigated the effectiveness of such learning in Slovenian secondary school. Two groups of third-year students who were enrolled in an introductory Physics course participated in the study. In the experimental group students were taught through the conceptual learning and in the control group a traditional expository instruction was used. We examined the knowledge of students after carrying out lessons specifically on the topic of Electricity. Five thinking processes were assessed - Knowledge (Recall), Analysis, Comparison, Inference and Evaluation. We found that the conceptual learning was more effective than the traditional instruction.

Keywords

traditional instruction;conceptual learning;physics;ICT;simulations;physlets;

Data

Language:	English
Year of publishing:	2012
Typology:	1.01 - Original Scientific Article
Organization:	UM FNM - Faculty of Natural Sciences and Mathematics
Publisher:	Moderna organizacija
UDC:	37.091.33:53
COBISS:	19205384
ISSN:	1318-5454
Views:	435
Downloads:	65
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Slovenian
Secondary title:	Konceptualni pouk fizike v slovenski srednji šoli
Secondary abstract:	V zadnjem desetletju številni raziskovalci na področju izobraževanja iščejo nove, inovativne pristope v poučevanju in učenju, take, ki bodo primernejši za nove generacije dijakov v današnjih šolah. Informacijsko komunikacijska tehnologija (IKT) ima ogromen didaktični potencial in projekt COLOS (Conceptual Learning Of Science) spodbuja uporabo IKT v sodobnem izobraževalnem procesu. V prispevku predstavljamo konceptualno učenje fizike. S pedagoškim eksperimentom smo raziskali učinkovitost takega pouka v slovenski srednji šoli. V raziskavi sta, v okviru učnih ur fizike, sodelovali dve skupini dijakov tretjega letnika gimnazije. Eksperimentalno skupino dijakov smo poučevali skozi konceptualno učenje, v kontrolni skupini dijakov smo uporabili tradicionalne metode poučevanja. Po izvedbi učnih ur, katerih vsebine so zajemale področje Elektrike, smo znanje dijakov ocenili. Preverjali smo pet miselnih procesov dijakov - poznavanje, analizo, sklepanje, primerjavo in ovrednotenje. Ugotovili smo, da je bilo konceptualno učenje učinkovitejše od tradicionalnega pouka.
Secondary keywords:	Slovenija;srednje šole;pouk;fizika;konceptualno učenje;IKT;informacijsko komunikacijska tehnologija;simulacije;fizleti;
URN:	URN:NBN:SI:doc-RMBJHYVI
Type (COBISS):	Scientific work
Pages:	str. 140-144
Volume:	Letn. 45
Issue:	št. 3
Chronology:	maj-jun. 2012
DOI:	10.2478/v10051-012-0015-3
ID:	1726729