magistrsko delo
Petra Knavs (Author), Katarina Susman (Mentor)

Abstract

Formativno spremljanje znanja omogoča učiteljem, da pri učencih hitreje prepoznajo napačne predstave v njihovem znanju, na katero jim učitelji podajo ustrezno povratno informacijo S formativnim spremljanjem znanja učencev želijo učitelji učence aktivno vključiti v proces učenja. V okviru magistrske naloge je predstavljeno, kaj je formativno spremljanje in katere so možnosti za izobraževanje učiteljev na tem področju. Obravnavan je pomen, ki ga učitelji fizike pripisujejo povratni informaciji in aktivnemu sodelovanju učencev pri pouku fizike. Predstavljeni so pogledi osnovnošolskih učiteljev fizike na formativno spremljanje znanja, pridobljeni z devetimi intervjuji osnovnošolskih učiteljev fizike, ki prihajajo z različnih šol in imajo različno delovno dobo. V okviru magistrskega dela so bili pripravljeni primeri tehnik formativnega spremljanja znanja za poglavje sile za osnovnošolske učitelje fizike. Rezultati raziskave kažejo, da pojem formativno spremljanje znanja pozna veliko izbranih osnovnošolskih učiteljev, vendar ga nekoliko manj izbranih učiteljev uporablja pri svojem pouku. Kot glavni razlog neuporabe je časovna potratnost, veliko administrativnega dela in dejstvo, da učenci učiteljevega dodatnega truda ne cenijo. Kljub temu je bilo ugotovljeno, da učitelji pri pouku uporabljajo nekatere sestavine formativnega spremljanja znanja. Poseben poudarek namenijo povratni informaciji, kriterijem ocenjevanja, ciljem učenja ter pomembnosti dejavnosti učencev v celotnem učnem procesu. Kot ključen nasvet za uspešno uvedbo formativnega spremljanja v proces poučevanja izkušeni in manj izkušeni učitelji priporočajo uporabo kratkih in učinkovitih nalog, nenehnega sprotnega spremljanja napredka učencev ter spodbujanje njihove dejavnosti pri pouku.

Keywords

formativno spremljanje znanja;aktivno učenje;povratna informacija;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [P. Knavs]
UDC: 53:37(043.2)
COBISS: 238539011 Link will open in a new window
Views: 180
Downloads: 43
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Elementary school physics teachers' perspectives on formative knowledge assessment
Secondary abstract: Formative assessment allows teachers to more quickly identify misconceptions in students and provide them with appropriate feedback. Through formative assessment, teachers want to actively involve students in the learning process. The master's thesis presents what formative assessment is and what are the possibilities for teacher education in this area. The master's thesis deals with the importance that physics teachers attribute to feedback and active participation of students in physics lessons. The views of primary school physics teachers on formative assessment are presented, obtained through 9 interviews with primary school physics teachers who come from different schools and have different years of work experience. As part of the master's thesis were prepared material with examples of formative assessment techniques for the chapter forces for primary school physics teachers. The research of the research show that many teachers are familiar with the concept of formative assessment, but slightly fewer selected primary school teachers use it in their lessons. The main reasons for not using it are time-consuming, a lot of administrative work, and the fact that students do not appreciate the teacher's additional effort. However, it was found that teachers use some components of formative assessment in their lessons. They place particular emphasis on feedback, assessment criteria and the importance of student activity in the overall learning process. As key adivce for successfully introducing formative assessment into the teaching process, experienced teachers and less experienced teachers recommend the use of short and effective tasks, continuous monitoring of student's progress and encouraging student activity in the lesson.
Secondary keywords: physics;formative assessment;active learning;feedback;Osnovnošolsko učenje in poučevanje;Fizika;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 (VIII, 79 str.))
ID: 26525985