magistrsko delo
Jana Verčič (Author), Iztok Devetak (Mentor), Luka Vinko (Co-mentor)

Abstract

Učenje z raziskovanjem postaja vedno večja nujnost sodobnega pouka naravoslovja. Učenci so aktivno vključeni v proces učenja, kar pripomore k boljšemu pomnjenju pojmov in kakovostnemu in trajnejšemu znanju. Z usmerjanjem učencev v posamezni fazi raziskave, posredovanjem kakovostnih povratnih informacij in pridobivanjem raznolikih dokazov o učenju se učinkovito učenje z raziskovanjem prepleta tudi s formativnim vrednotenjem. Priprava aktivnih metod poučevanja terja veliko učiteljevega časa. Včasih se morda zdi, da učiteljev trud ni poplačan, zato pogosto nadaljujejo s poučevanjem na tradicionalni način. Za namene magistrskega dela je bil pripravljen učni modul »Forenzična znanost«, ki je temeljil na metodi učenja z raziskovanjem. V raziskavi je sodelovalo 51 petošolcev izbrane osnovne šole. Uporabljena je bila kvalitativna in kvantitativna metoda pedagoškega raziskovanja. Učenci so iskali tatu ukradenega dragulja. Analizirali so prstne odtise, spoznali kromatografijo, mikroskopirali vlakna ter opazovali plamenske reakcije in površinsko napetost vode. Med izvedbo modula se je sprotno, po principih formativnega vrednotenja znanja, spremljal napredek učencev v znanju. Učenci so pred vsako nalogo določili kriterije uspešnosti in svoje končno delo reflektirali. Z magistrskim delom je bilo ovrednoteno znanje učencev po izvedenem učnem modulu. Iskale so se razlike v znanju, glede na preverjen individualni in situacijski interes učencev za naravoslovje in tehniko. Ugotavljalo se je tudi, v kolikšni meri so učenci pri pouku deležni aktivnih učnih strategij in se jih spraševalo po njihovem mnenju o izvedenem učnem modulu. Podatki so bili pridobljeni z rešenimi delovnimi listi in preizkusom znanja ter izpolnjenima vprašalnikoma o individualnem in situacijskem interesu za naravoslovje in tehniko ter intervjujem z učenci, ki so se pouka z modulom udeležili. Rezultati raziskave kažejo, da so učenci usvojili znanje s področja forenzične znanosti. Ugotovljeno je bilo, da ni prišlo do statističnih pomembnih razlik med individualnim interesom in uspešnostjo na preizkusu znanja. So pa učenci z večjim situacijskim interesom dosegli boljše rezultate na preizkusu znanja. Vendar te razlike prav tako niso bile statistično pomembne. Učenci so pri nalogah prepoznali namen dejavnosti in oblikovali kriterije uspešnosti. Pri skupinskem delu so si vloge uspešno razdeliti. Učencem je bil učni modul všeč in z njim povezane dejavnosti zelo zanimive. S tovrstnim načinom raziskovanja so se nekateri srečali prvič. Prav tako je večina prvič določevala kriterije uspešnosti in presojala svoje znanje. Kljub temu, da se naloge iz področja forenzične znanosti ne pojavljajo do 5. razreda osnovne šole, lahko učiteljem prav v ta namen pripravljen učni modul »Forenzična znanost« služi kot podlaga za učenje z raziskovanjem in formativno spremljanje.

Keywords

naravoslovje in tehnika;naravoslovje v forenzični znanosti;učenje z raziskovanjem;formativno spremljanje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [J. Verčič]
UDC: 373.3(043.2)
COBISS: 158931715 Link will open in a new window
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Downloads: 1
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Other data

Secondary language: English
Secondary title: Learning about forensic science through inquiry-based learning in science and technology in grade 5 of primary school
Secondary abstract: Inquiry-based learning is becoming an increasing necessity in modern science education. Students are actively engaged in the learning process, which contributes to better retention of concepts and high-quality, long-lasting knowledge. By guiding students in each phase of inquiry, providing quality feedback, and obtaining diverse evidence of learning, effective inquiry-based learning intertwines with formative assessment. Preparation of active teaching methods requires a significant amount of teachers' time. At times, it may seem that the effort put in by teachers is not rewarded, leading them to continue teaching in a traditional way. For the purpose of the master's thesis, an instructional module titled "Forensic Science" was developed based on the inquiry-based learning method. The research involved 51 fifth-grade students from a selected primary school. Both qualitative and quantitative methods of educational research were utilized. Students investigated a stolen jewel theft, analyzing fingerprints, learning about chromatography, examining fibers under a microscope, observing flame reactions, and studying the surface tension of water. Throughout the module, the progress of students’ knowledge was regularly monitored with the principles of formative assessment. Students established success criteria for each task and reflected on their final work. The master's thesis evaluated students' knowledge following the completion of the instructional module. Differences in knowledge were examined based on students individual and situational interest in science and technology. Additionally, the extent to which students experienced active learning strategies during the lessons and their opinions about the instructional module were assessed. Data were collected through completed worksheets, knowledge tests, questionnaires regarding individual and situational interest in science and technology, and interviews with students who participated in the module. The research results indicate that students acquired knowledge in the field of forensic science. There were no statistically significant differences found between individual interest and performance on the knowledge test. On the other hand, students with higher situational interest achieved better results on the knowledge test. However, these differences were not statistically significant. Students recognized the purpose of activities and developed success criteria for the tasks. They successfully distributed roles during group work. Students enjoyed the instructional module and found the related activities highly interesting. Some students encountered this type of inquiry-based learning for the first time. Additionally, most students defined success criteria and evaluated their own knowledge for the first time. Despite forensic science tasks not typically being introduced until the 5th grade of primary school, the instructional module "Forensic Science" can serve as a foundation for inquiry-based learning and formative assessment, offering teachers a purpose-built resource for this purpose.
Secondary keywords: science and technology;forensic science;inquiry-based learning;and formative assessment;Osnovnošolsko izobraževanje;Naravoslovje;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje
Pages: 1 spletni vir (1 datoteka PDF (VII, 67 str.))
DOI: 20.500.12556/RUL-147823
ID: 19542391