magistrsko delo
Samo Umek (Author), Miloš Vittori (Reviewer), Iztok Tomažič (Mentor)

Abstract

Seciranje je ena najstarejših metod preučevanja anatomije živih bitij. Kljub temu seciranje pogosto spremljajo moralni zadržki in negativna čustva, kot sta gnus in strah. V tej magistrski nalogi smo se vprašali, ali seciranje v skupinah dijakov prinaša več pozitivnih učinkov na znanje o anatomiji in zmanjšanje izražanja negativnih čustev, povezanih s seciranjem v prihodnosti, kot frontalni pouk ali demonstracija sekcije. Za potrebe te raziskave smo izvedli pouk o anatomiji rib na gimnaziji v treh različnih izvedbah: frontalni pouk, demonstracija sekcije in sekcija ribe v skupinah po pet dijakov. Za seciranje smo uporabili šarenko (Oncorhynchus mykiss). Pred poukom in dva tedna po pouku so dijaki prejeli in izpolnili vprašalnik, ki je preverjal izražanje gnusa do rib in seciranja, odnos do seciranja in znanje dijakov o ribah. Podatke pred in po pouku smo zbrali in jih primerjali med sabo ter med skupinami dijakov, ki so bili prisotni na različnih izvedbah pouka. Ugotovili smo, da dijaki, ki so prisotni pri pouku z demonstracijo sekcije, izkazujejo največji napredek v znanju. Dijaki, ki se o anatomiji rib učijo na podlagi frontalnega pouka, dosegajo približno enake rezultate kot dijaki pri delu v skupinah. Opazili smo tudi, da frontalni pouk in demonstracija sekcije nista dosegla pozitivnih rezultatov pri zmanjšanju izražanja gnusa in strahu. Seciranje v skupinah pa je pripomoglo k manjšemu izražanju negativnih čustev.

Keywords

seciranje v učilnicah;gnus;strah;interes;anatomija ribe;znanje;biologija;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL BF - Biotechnical Faculty
Publisher: [S. Umek ]
UDC: 57
COBISS: 141550595 Link will open in a new window
Views: 29
Downloads: 7
Average score: 0 (0 votes)
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Other data

Secondary language: English
Secondary title: Cognitive and affective outcomes of animal organ dissections in upper secondary school biology teaching
Secondary abstract: Dissection is one of the oldest methods for studying the anatomy of organisms. Nonetheless dissection is often seen as problematic because of the moral aspect and negative emotions like disgust and fear. This thesis examines if dissection in schools brings more positive effects to knowledge about anatomy and lowering the level of negative feelings like disgust and fear towards possible future sections, than frontal lessons or demonstrations of dissection. To study the effectiveness of the methods, we prepared lessons about fish anatomy in three different versions. Frontal lessons, demonstration of a dissection and dissection of a fish in groups of five students. Before the lessons and two weeks after, the students filled a questionnaire, that tested the level of disgust felt for fish and dissection, their attitude towards dissection and their knowledge about fish anatomy. We used the rainbow trout (Oncorhynchus mykiss) for the dissection. We gathered the results before and after the lessons and we compared the results of the same students before and after. We also compared the results among the students who attended different versions of anatomy lessons. The highest increase in knowledge was observed in the students who attended the lesson with demonstration of dissection. The students who attended the frontal lessons and dissection in groups had comparable results. The frontal lessons and demonstration of dissection, however, didn’t have positive effects on reducing negative feelings like disgust and fear. The only lesson that showed improvement in such emotions was dissection in groups.
Secondary keywords: dissection in classroom;disgust;fear;interest;fish anatomy;knowledge;biology;master thesis;Biologija;Srednješolsko izobraževanje;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, Biotehniška fak., Oddelek za biologijo
Pages: 1 spletni vir (1 datoteka PDF (VIII, 51 str., [8] str. pril.))
ID: 17916538