magistrsko delo
Ajda Zubak (Author), Mojca Čepič (Mentor), Jerneja Pavlin (Co-mentor)

Abstract

Izobraževalne ustanove so ob svetovni pandemiji koronavirusne bolezni (COVID-19) pričele s poučevanjem na daljavo. Sistem poučevanja se je spremenil za vse udeležence. V ospredje je stopila uporaba informacijsko-komunikacijske tehnologije, ki se je že predhodno vključevala v pouk, vendar ne v tolikšni meri kot pri izobraževanju na daljavo. Ker mora učitelj pri pouku fizike uporabiti različne metode dela in je ena izmed glavnih komponent eksperimentalno delo, je le-to moralo potekati preko informacijsko-komunikacijske tehnologije s pomočjo fotografij, videoposnetkov, simulacij, animacij, aplikacij in različnih interaktivnih nalog. Ob tem so digitalne kompetence postale osnova za velik del poučevanja, ki je bilo obogateno z drugimi načini poučevanja. Učitelji so pričeli izvajati obrnjeno poučevanje in učenje preko socialnih omrežij ali videoiger. Tako so poskusili vzdrževati učno motivacijo in aktivnost učencev. Glavni namen raziskave je ugotoviti pogled in izkušnje učencev ob šolanju na daljavo. V delu sem preverila, kako so se učenci odzvali na šolanje na daljavo, kakšne zadolžitve so imeli in v kolikšni meri so jih uspeli uresničiti. Osredotočila sem se tudi na pomoč učencem, kje so jo iskali in v kolikšni meri so jo prejeli, ter na eksperimentalno delo. Z odgovori na ta vprašanja sem podala pogled na izobraževanje na daljavo s strani učencev, saj se njihova mnenja in kritike lahko hitro skrijejo. Izvedla sem kvantitativno empirično raziskavo na priložnostnem vzorcu, ki je zajemal 99 učencev 8. in 9. razreda štirih matičnih in ene podružnične osnovne šole iz Zasavja. Uporabila sem deskriptivno metodo pedagoškega raziskovanja. Ugotovila sem, da so imeli učenci 8. in 9. razreda različne vrste zadolžitev, ki so jih lahko opravili samostojno. Za delo so potrebovali približno enako količino časa kot v običajnih pogojih. Skupinskega dela, tudi dela v paru, niso imeli velikokrat, čeprav je bila to ena izmed priporočenih oblik dela pri izobraževanju na daljavo. Eksperimentalno delo je bilo redko vključeno v delo učencev, kar nakazuje, da se je pogostost izvajanja poskusov med šolanjem na daljavo zmanjšala. Ob nerazumevanju snovi so za pomoč prosili osebe, ki so jim bile blizu in lažje dosegljive kot učitelji. Kljub temu so z učitelji komunicirali preko različnih kanalov. Ugotovila sem, da so vsi učenci, ki so za pomoč zaprosili, to običajno prejeli. Učenci so z medsebojno pomočjo razvili odličen podporni sistem znotraj oddelkov ali razredov.

Keywords

pogled učencev;eksperiment;fizika v osnovni šoli;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Zubak]
UDC: 53(043.2)
COBISS: 135928323 Link will open in a new window
Views: 19
Downloads: 6
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Other data

Secondary language: English
Secondary title: Physics during distance education from the perspective of students
Secondary abstract: With the global coronavirus pandemic, educational institutions began teaching remotely. The education system changed for everyone involved. The use of information and communication technology, which has previously been much less prominently used, has come to the forefront in remote teaching. Because the teacher has to use different methods in physics lessons and one of its main components is experimental work, this had to be done through information and communication technology with the help of photos, videos, simulations, animations, applications and various interactive tasks. With this, digital competence has become a big part of teaching, which has been enriched by other ways of teaching. Teachers began to implement reverse teaching, teaching through social networks or video games. That’s how they tried to maintain the learning motivation and activity of the students, but these still sharply declined through prolonged periods of distance learning. The main purpose of this research is to determine the aspect of students in distance learning. I checked how the students responded to distance learning, what tasks they were assigned and to what extent they managed to complete them. I also focused on student help, where they were looking for it and to what extent they received it, and on experimental work. By answering these questions, I want to present the students’ perspective on distance learning, because their opinions and criticism can easily be overlooked. I conducted a quantitative empirical study on a random sample of 99 8th and 9th grade students from four primary and one subsidiary primary school in Zasavje. A descriptive method of pedagogical research was used. I found that 8th and 9th grade students had different types of assignments that they could complete independently. They needed about the same amount of time to complete them as they would in normal conditions. They weren’t often assigned group work, including work in pairs, even though this was one of the recommended forms of it in remote education. Experimental work was rarely included in student work, suggesting that the frequency of conducting experiments during distance learning decreased. In case of incomprehension, the students sought help from people who were close to them and easier to reach than teachers, but still they communicated with the teachers through various channels. I also found that all students who asked for help usually received it. With mutual help, students developed an excellent support system within school sections and classes.
Secondary keywords: students' view;experiment;physics in primary school;Fizika;Izobraževanje na daljavo;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Predmetno poučevanje: Fizika-matematika
Pages: 1 spletni vir (1 datoteka PDF (VIII, 82 str.))
ID: 17563825