magistrsko delo
Valentina Volmajer (Author), Nika Golob (Mentor)

Abstract

Namen magistrskega dela je proučiti izvedbo cikla vodenega poučevanja z raziskovalnim poukom pri naravoslovju in uvajanje učencev v korake naravoslovnoznanstvenega raziskovanja. Pri tem so nas zanimali napredek, interpretacija podatkov in dokazov ter načrtovanje raziskave glede na zastavljeno raziskovalno vprašanje. Pripravili smo cikel 6-urnega uvajanja poučevanja z raziskovalnim poukom, ki smo ga izvedli v okviru predmeta naravoslovje v 6. razredu ene izmed osnovnih šol (število učencev: 25). Učenci so ob eksperimentalnem delu iz sklopa snovi pri predmetu naravoslovje razvijali naravoslovne veščine in spretnosti, potrebne za uspešno načrtovanje in izvajanje preprostih raziskav. Z raziskavo smo želeli ugotoviti, ali ta cikel vpliva na rezultate razumevanja poštenega poskusa. Učenci 6. razreda druge osnovne šole (število učencev: 15) so predstavljali primerjalno skupino in niso bili deležni pripravljenega vodenega poučevanja z raziskovalnim poukom. Ugotovili smo, da je voden raziskovalni pouk, v katerem so učenci 6. razreda izvajali eksperimente in se učili o poštenih poskusih, privedel do boljšega razumevanja konceptov poštenih poskusov. Učenci, ki so bili deležni tega cikla, so uspešneje načrtovali in izvajali preproste raziskave, vključno z določitvijo raziskovalnih vprašanj, odvisnih in neodvisnih spremenljivk ter konstant. V magistrskem delu je podrobno predstavljen cikel vodenega poučevanja z raziskovanim poukom.

Keywords

magistrska dela;raziskovalni pouk;pošten poskus;raziskovalno vprašanje;spremenljivke;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FNM - Faculty of Natural Sciences and Mathematics
Publisher: [V. Volmajer]
UDC: 50(043.2)
COBISS: 196092931 Link will open in a new window
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Downloads: 1
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Other data

Secondary language: English
Secondary title: The impact of guided inquiry-based science teaching on students' planning of simple investigation
Secondary abstract: The aim of the master thesis is to study the implementation of a cycle of guided inquiry-based learning in science and to introduce students to the steps of scientific inquiry. In doing so, we were interested in progression, interpretation of data and evidence, and research design in relation to the research question. We developed a 6-hour cycle of introductory inquiry-based teaching, which we implemented in the context of a 6th grade science course (25) in one primary school. The pupils worked experimentally to develop the science skills needed to successfully plan and carry out simple investigations. Our study aimed to find out whether this cycle affects the results of understanding a fair experiment. The Year 6 pupils in Primary 2 (15) were a comparison group and had not received any prepared guided inquiry instruction. We found that guided exploratory instruction in which Year 6 pupils conducted experiments and learned about fair trials led to a better understanding of fair trial concepts. Students who received this cycle were more successful in designing and carrying out simple investigations, including the identification of research questions, dependent and independent variables and constants. An example of a guided cycle with research-based instruction is given in the master thesis.
Secondary keywords: master theses;inquiry based learning;fair test;research question;variables;Osnovnošolsko izobraževanje;Kemijski poskusi;Naravoslovje;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Fak. za naravoslovje in matematiko, Oddelek za matematiko in računalništvo in Oddelek za biologijo
Pages: VII, 54 f.
ID: 23090935