Problemsko učenje kemije

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[P. Janc Vidic]
UDC:	54:373.5(043.2)
COBISS:	9974857
Views:	1473
Downloads:	190
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Problem-based learning in chemistry
Secondary abstract:	The scope of the thesis was focused on evaluating the impact of pre-knowledge, self-efficacy and self-esteem on knowledge gained through problem-based learning. As an example of problem based learning a teaching unit “In the footsteps of crime” was used. An causal research method for pedagogical research was conducted. 85 students from three different high schools from dolenjska region participated in the study. For evaluating impact of problem based learning on knowledge gained by PBL strategy the following instruments were used: pre-test, post-test, worksheet, and questionnaires for self-efficacy and self-esteem. Results show that pre-knowledge, self-esteem and self-efficacy have a positive contribution on knowledge gained through PBL approach. Students who expressed high confidence in their capabilities achieved better results on pre-test, worksheet and post-test, but also students with week confidence in their capabilities achieved good results in filling in worksheet. No statistically significant differences in achievements were found between genders. Male and female achieved comparable results on all instruments.
Secondary keywords:	chemistry;learning;secondary education;self-concept;kemija;učenje;srednješolski pouk;samopodoba;
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:	V, 77 str.
Type (ePrints):	thesis
Title (ePrints):	Problemsko učenje kemije
Keywords (ePrints):	problemsko učenje
Keywords (ePrints, secondary language):	problem-based learning
Abstract (ePrints):	Namen raziskave je bil ugotoviti vplive predznanja, samoučinkovitosti in samopodobe na kvaliteto znanja, pridobljenega s problemskim učenjem. Problemsko učenje je bilo izvedeno s pomočjo enote »Po sledeh zločina - forenziki na delu«. V raziskavi je bila uporabljena kavzalna metoda pedagoškega raziskovanja. Vključenih je bilo 85 dijakov 4. letnikov splošne gimnazije, tehniške gimnazije in srednje kemijske šole. Za vrednotenje vpliva problemskega učenja na znanje kemije so bili uporabljeni preizkusi znanja in vprašalnika za samoučinkovitost in samopodobo. Rezultati so pokazali, da imajo predznanje kemije, dobro mnenje dijakov o sposobnostih reševanja problemov in zaupanje v svoje sposobnosti bistveni vpliv na uspešnost problemskega učenja. Vendar pa se tudi dijaki s podpovprečno samoučinkovitostjo in negativno samopodobo po sposobnostih reševanja delovnega lista problemske enote niso razlikovali od dijakov z izrazito pozitivno samopodobo in samoučinkovitostjo. Med spoloma niso bile ugotovljene statistično pomembne razlike v dosežkih na vseh uporabljenih inštrumentih.
Abstract (ePrints, secondary language):	The scope of the thesis was focused on evaluating the impact of pre-knowledge, self-efficacy and self-esteem on knowledge gained through problem-based learning. As an example of problem based learning a teaching unit “In the footsteps of crime” was used. An causal research method for pedagogical research was conducted. 85 students from three different high schools from dolenjska region participated in the study. For evaluating impact of problem based learning on knowledge gained by PBL strategy the following instruments were used: pre-test, post-test, worksheet, and questionnaires for self-efficacy and self-esteem. Results show that pre-knowledge, self-esteem and self-efficacy have a positive contribution on knowledge gained through PBL approach. Students who expressed high confidence in their capabilities achieved better results on pre-test, worksheet and post-test, but also students with week confidence in their capabilities achieved good results in filling in worksheet. No statistically significant differences in achievements were found between genders. Male and female achieved comparable results on all instruments.
Keywords (ePrints, secondary language):	problem-based learning
ID:	8327913