Izkustveno učenje 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:	[A. Renko]
UDC:	54:373.3(043.2)
COBISS:	9851977
Views:	1265
Downloads:	232
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Hands-on chemistry learning
Secondary abstract:	The purpose of this study was to examine the effects of hands-on approach to the quality of knowledge form topic salts. In the study 163 9th grade students from five Slovenian primary schools took part. To determine the impact of prior knowledge on the successful work with the teaching unit “From salts to salts” a pre-test was designed and conducted a week before the study. The effects of learning units on the knowledge gained from hands-on approach, were determined by scoring worksheets used during the hands-on approach and by post-test. The post test was conducted a week after the teaching unit, while immediately after the teaching unit, a motivation questionnaire was submitted to the students. The research results show that students’ prior knowledge have a positive impact on their achievements in the hands-on approach, since students with better prior knowledge achieved better results in the completion of worksheets, as well as on the post-test. Statistically significant differences in the performance between the genders and between the individual schools were found out. The study shows that highly motivated students better appreciate different elements of experiential learning, compared with less motivated students. According to the students, the most important elements of the learning unit "From salt to salt" were self-designing experiments, work in pairs and relaxed, yet a working atmosphere.
Secondary keywords:	chemistry;learning;primary school;kemija;učenje;osnovna šola;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Fak. za matematiko in fiziko, Fak. za kemijo in kemijsko tehnologijo, Naravoslovnotehniška fak., Kemija in fizika
Pages:	V f., 55 str., [15] f. pril.
Type (ePrints):	thesis
Title (ePrints):	Hands-on chemistry learning
Keywords (ePrints):	izkustveni pristop
Keywords (ePrints, secondary language):	hands-on approach
Abstract (ePrints):	Namen raziskave je bil preučiti vplive izkustvenega pristopa na kakovost znanja. Izbrana je bila vsebina »Od soli do soli«. V raziskavi je sodelovalo sto triinšestdeset devetošolcev iz petih različnih osnovnih šol. Za ugotavljanje vpliva predznanja na uspešno delo pri učni enoti je bil zasnovan predpreizkus znanja. Učinke učne enote na znanje, pridobljeno z izkustvenim pristopom, pa smo preverjali z analizo delovnih listov in s preizkusom znanja. Učna enota je bila izvedena kot blok ura. Teden pred pričetkom raziskave so učenci pisali predpreizkus znanja. Ob koncu blok ure so reševali motivacijski vprašalnik, teden dni po učni enoti pa so pisali še preizkus znanja. Rezultati raziskave kažejo, da predznanje učencev pozitivno vpliva na njihove dosežke pri izkustvenemu pristopu, saj so učenci z boljšim predznanjem osnov kemije dosegli boljše rezultate tako pri izpolnjevanju delovnega lista, kakor tudi na preizkusu znanja. Ugotovljene so bile tudi statistično pomembne razlike v dosežkih med spoloma ter med posameznimi šolami. Iz raziskave je razvidno, da visoko motivirani učenci bolj cenijo posamezne elemente izkustvenega učenja v primerjavi z manj motiviranimi učenci. Po mnenju učencev so najpomembnejši elementi učne enote »Od soli do soli« samostojno načrtovanje poskusov, delo v parih in sproščeno, a delovno vzdušje.
Abstract (ePrints, secondary language):	The purpose of this study was to examine the effects of hands-on approach to the quality of knowledge form topic salts. In the study 163 9th grade students from five Slovenian primary schools took part. To determine the impact of prior knowledge on the successful work with the teaching unit “From salts to salts” a pre-test was designed and conducted a week before the study. The effects of learning units on the knowledge gained from hands-on approach, were determined by scoring worksheets used during the hands-on approach and by post-test. The post test was conducted a week after the teaching unit, while immediately after the teaching unit, a motivation questionnaire was submitted to the students. The research results show that students’ prior knowledge have a positive impact on their achievements in the hands-on approach, since students with better prior knowledge achieved better results in the completion of worksheets, as well as on the post-test. Statistically significant differences in the performance between the genders and between the individual schools were found out. The study shows that highly motivated students better appreciate different elements of experiential learning, compared with less motivated students. According to the students, the most important elements of the learning unit "From salt to salt" were self-designing experiments, work in pairs and relaxed, yet a working atmosphere.
Keywords (ePrints, secondary language):	hands-on approach
ID:	8311857