Strategije reševanja matematičnih problemov pri pouku fizike za učence s specifičnimi učnimi težavami

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Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[N. Pezdir]
UDC:	376.1:53(043.2)
COBISS:	9786441
Views:	1541
Downloads:	354
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Strategy of solving mathematical problems in physics for children with specific learning disabilities
Secondary abstract:	In my graduation thesis I study about application of cognitive strategy instruction on math problem solving in physics for pupils with specific learning disabilities. Students with learning disabilities in mathematics also have difficulties in other school subject. In most cases such difficulties show in physics. When solving physics exercises students can rely on strategy instruction on math problem solving. Students with specific learning disabilities often have trouble in using this strategy. For this reason M. Montague (1992, Montague and Jitendra, 2006; Montague, Enders and Dietz, 2011; Krawec, Huang, Montague, Kressler and de Alba, 2013) has developed a cognitive strategy instruction on math problem solving which can also be used in solving physics exercises. Physics is strongly related to mathematics, because the student must apply mathematical conceptual and formal reasoning when solving physics exercises. (Fauconnier and Turner, 2003; Sherin, 2001; in Kuo idr., 2013). Students believe that physics is one of the hardest school subjects to learn. European Commission (2012) indicates that demand for a qualified workforce in technology and research intensive sectors will rise in the future. One part of the necessary knowledge to succeed in this area is the knowledge of physics, because it extends and enhances understanding of other natural sciences (International Union of Pure and Applied Physics, 1999). To enable success in physics for students with learning disabilities we can co-teach with the physics teacher. In such case the general and special educator share responsibility for planning, delivering and evaluating instructional practices for all students (Arguelles, Hughes and Schumm, 2000; Villa, Thousand in Neviu, 2008; in Sileo and van Garderen, 2010).
Secondary keywords:	primary education;learning difficulty;physics;mathematics;osnovnošolski pouk;učne težave;fizika;matematika;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijske pedagogika
Pages:	31 str.
Type (ePrints):	thesis
Title (ePrints):	Strategy of solving mathematical problems in physics for children with specific learning disabilities
Keywords (ePrints):	učenci s specifičnimi učnimi težavami
Keywords (ePrints, secondary language):	students with specific learning disabilities
Abstract (ePrints):	V diplomskem delu preučujem uporabnost strategije reševanja matematičnih besednih problemov pri reševanju fizikalnih problemov za učence s specifičnimi učnimi težavami. Učenci z učnimi težavami pri matematiki imajo težave tudi pri drugih šolskih predmetih, največkrat pri pouku fizike. Pri reševanju fizikalnih nalog je lahko učencem v pomoč strategija reševanja matematičnih besednih problemov, s čimer imajo učenci s specifičnimi učnimi težavami nemalokrat težave. M. Montague (1992, Montague in Jitendra, 2006; Montague, Enders in Dietz, 2011; Krawec, Huang, Montague, Kressler in de Alba, 2013) je zato razvila kognitivno strategijo reševanja matematičnih problemov, ki jo lahko uporabimo tudi pri reševanju fizikalnih nalog. Matematika in fizika sta namreč močno povezani, saj mora učenec med reševanjem fizikalnih nalog uporabiti tudi konceptualno in formalno matematičnega sklepanje (Fauconnier in Turner, 2003; Sherin, 2001; v Kuo idr., 2013). Učenci dojemajo fiziko kot enega od težjih predmetov. Evropska komisija (2012) navaja, da je potreba po kvalificirani delovni sili v tehnološko in raziskovalno intenzivnih dejavnostih v Evropi vedno večja. Del potrebnega znanja za uspeh na teh področjih pa je znanje fizike, ki omogoča razumevanje drugih naravoslovnih ved (International Union of Pure and Applied Physics, 1999). Da bi torej učencem z učnimi težavami pri fiziki omogočili uspeh, se lahko poslužujemo timskega poučevanja, pri katerem si predmetni učitelj ter specialni in rehabilitacijski pedagog delita odgovornost za načrtovanje, izvajanje in evalvacijo učne ure za vse učence (Arguelles, Hughes in Schumm, 2000; Villa, Thousand in Neviu, 2008; v Sileo in van Garderen, 2010).
Abstract (ePrints, secondary language):	In my graduation thesis I study about application of cognitive strategy instruction on math problem solving in physics for pupils with specific learning disabilities. Students with learning disabilities in mathematics also have difficulties in other school subject. In most cases such difficulties show in physics. When solving physics exercises students can rely on strategy instruction on math problem solving. Students with specific learning disabilities often have trouble in using this strategy. For this reason M. Montague (1992, Montague and Jitendra, 2006; Montague, Enders and Dietz, 2011; Krawec, Huang, Montague, Kressler and de Alba, 2013) has developed a cognitive strategy instruction on math problem solving which can also be used in solving physics exercises. Physics is strongly related to mathematics, because the student must apply mathematical conceptual and formal reasoning when solving physics exercises. (Fauconnier and Turner, 2003; Sherin, 2001; in Kuo idr., 2013). Students believe that physics is one of the hardest school subjects to learn. European Commission (2012) indicates that demand for a qualified workforce in technology and research intensive sectors will rise in the future. One part of the necessary knowledge to succeed in this area is the knowledge of physics, because it extends and enhances understanding of other natural sciences (International Union of Pure and Applied Physics, 1999). To enable success in physics for students with learning disabilities we can co-teach with the physics teacher. In such case the general and special educator share responsibility for planning, delivering and evaluating instructional practices for all students (Arguelles, Hughes and Schumm, 2000; Villa, Thousand in Neviu, 2008; in Sileo and van Garderen, 2010).
Keywords (ePrints, secondary language):	students with specific learning disabilities
ID:	8311717