Projektno učno delo pri pouku kemije

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[T. Smrdel]
UDC:	54:373.3(043.2)
COBISS:	9790793
Views:	1329
Downloads:	247
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Project-based learning in chemistry teaching
Secondary abstract:	Project-based learning is a teaching method which helps students learn by researching interesting issues and problems from everyday life. With this method students acquire and upgrade their knowledge, develop different skills, abilities and talents and strengthen their social skills. The execution of project-based learning consists of several stages, each with specific characteristics. The role of the teacher in this method is primarily directing the learning process through encouragement, guidance, networking, etc. The evaluation of the project work in the classroom presents a great challenge for the teacher, since the process of gaining knowledge, not merely the final product, is of fundamental importance, which must be appropriately taken into account in the evaluation. The teacher/Teachers can use descriptive criteria for evaluating the individual stages of project learning. The descriptive criteria/criterions contain exactly elaborated descriptors that describe the student's progress toward the learning objectives. In my thesis I focus primarily on the evaluation of project-based learning and the formation of descriptive criteria for project work in the field of chemistry.
Secondary keywords:	chemistry;kemija;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Kemija in biologija
Pages:	26 str.
Type (ePrints):	thesis
Title (ePrints):	Project-based learning in chemistry teaching
Keywords (ePrints):	projektno učno delo
Keywords (ePrints, secondary language):	project – based learning
Abstract (ePrints):	Projektno učno delo je učni pristop, v katerem učenci usvajajo znanje s preučevanjem zanimivih problemov oz. pojavov iz vsakdanjega življenja. Ob projektnem učnem delu učenci pridobivajo in nadgrajujejo svoje znanje, razvijajo spretnosti, zmožnosti in talente ter krepijo svoje socialne spretnosti. Izvedba projektnega dela je sestavljena iz več stopenj s specifičnimi značilnostmi. Vloga učitelja pri projektnem učnem delu je predvsem usmerjanje učnega procesa s spodbujanjem, svetovanjem, povezovanjem ipd. Velik izziv za učitelja predstavlja predvsem vrednotenje projektnega dela pri pouku, saj je za projektno delo bistven proces pridobivanja znanja in ne le končni izdelek, kar je potrebno ustrezno upoštevati tudi pri ocenjevanju. Pri ocenjevanju učitelj lahko uporabi opisne kriterije za ocenjevanje posameznih stopenj projektnega učnega dela. Opisni kriteriji vsebujejo natančno razdelane opisnike, ki opisujejo učenčev napredek pri doseganju izbranih učnih ciljev. V diplomski nalogi sem se posvetila predvsem vrednotenju projektnega učnega dela in snovanju opisnih kriterijev za projektno učno delo s področja kemije.
Abstract (ePrints, secondary language):	Project-based learning is a teaching method which helps students learn by researching interesting issues and problems from everyday life. With this method students acquire and upgrade their knowledge, develop different skills, abilities and talents and strengthen their social skills. The execution of project-based learning consists of several stages, each with specific characteristics. The role of the teacher in this method is primarily directing the learning process through encouragement, guidance, networking, etc. The evaluation of the project work in the classroom presents a great challenge for the teacher, since the process of gaining knowledge, not merely the final product, is of fundamental importance, which must be appropriately taken into account in the evaluation. The teacher/Teachers can use descriptive criteria for evaluating the individual stages of project learning. The descriptive criteria/criterions contain exactly elaborated descriptors that describe the student's progress toward the learning objectives. In my thesis I focus primarily on the evaluation of project-based learning and the formation of descriptive criteria for project work in the field of chemistry.
Keywords (ePrints, secondary language):	project – based learning
ID:	8311735