Vpliv izvedbe eksperimentalne učne enote na kakovost in trajnost znanja

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Language:	Slovenian
Year of publishing:	2011
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[L. Janežič]
UDC:	54:37.091.313(043.2)
COBISS:	8972873
Views:	895
Downloads:	224
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	The impact of experimental approach on quality and permanence of knowledge
Secondary abstract:	In the diploma work the impact of the hands-on approach as designed in teaching unit »Evaluation of efficiency of methods for removal copper ions from waste water« on the quality and sustainability of knowledge is discussed. The teaching unit was tested with students of 2nd and 3rd year high school Ledina in the year 2010/2011. Statistically significant difference in the quality and sustainability of knowledge between control and experimental group of students was confirmed. Nevertheless both groups proved to be inefficient in solving those test items where justification of decisions was expected. This result reflects the ongoing practice of teaching chemistry in Slovene schools, where teachers seldom elicit critical discussions in relation with the results of the experimental work. Experiments are too often not an integral part of theoretical explanations of chemical concepts.
Secondary keywords:	chemistry;experiential learning;knowledge level;kemija;izkustveno učenje;stopnja znanja;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak.; Biotehniška fak.; Fak. za kemijo in kemijsko tehnologijo,; Naravoslovnotehniška fak., Kemija in biologija
Pages:	80 str.
Type (ePrints):	thesis
Title (ePrints):	The impact of experimental approach on quality and permanence of knowledge
Keywords (ePrints):	izkustveni pouk
Keywords (ePrints, secondary language):	inquiry based science teaching
Abstract (ePrints):	V diplomskem delu so opisani rezultati izvedbe izkustvenega pristopa, zasnovanega v enoti »Ocena učinkovitosti metod odstranjevanja bakrovih ionov iz odpadnih vod« na trajnost in kakovost znanja. Enota je bila testirana z 99 dijaki 2. in 3. letnika gimnazije Ledina v šolskem letu 2010/2011. Trajnost in kakovost znanja eksperimentalne skupine je bila statistično pomembno na višji ravni od znanja kontrolne skupine. Vendar sta tako kontrolna, kakor eksperimentalna skupina dijakov, pri nalogah, kjer je bilo potrebno pravilne izbire utemeljevati, bili neuspešni, saj so bile utemeljitve dijakov nepopolne, ali celo napačne oz. jih ni bilo. Rezultat je odraz prakse poučevanja kemije v naših šolah, kjer učitelji zelo redko usmerjajo dijake v kritične pogovore, ki bi bili povezani z eksperimentalnim delom, ki je vse preveč pogosto ločeno od teoretične razlage.
Abstract (ePrints, secondary language):	In the diploma work the impact of the hands-on approach as designed in teaching unit »Evaluation of efficiency of methods for removal copper ions from waste water« on the quality and sustainability of knowledge is discussed. The teaching unit was tested with students of 2nd and 3rd year high school Ledina in the year 2010/2011. Statistically significant difference in the quality and sustainability of knowledge between control and experimental group of students was confirmed. Nevertheless both groups proved to be inefficient in solving those test items where justification of decisions was expected. This result reflects the ongoing practice of teaching chemistry in Slovene schools, where teachers seldom elicit critical discussions in relation with the results of the experimental work. Experiments are too often not an integral part of theoretical explanations of chemical concepts.
Keywords (ePrints, secondary language):	inquiry based science teaching
ID:	8308544