diplomsko delo
Simona Jerenec (Author), Alenka Lipovec (Mentor), Samo Repolusk (Co-mentor)

Abstract

Zmožnost povezovanja znanj z različnih področij znanosti in človekovega delovanja že od nekdaj povezujemo s posameznikovo razgledanostjo in svojevrstno odličnostjo. Hkrati je to ena ključnih kvalitet tistih znanstvenikov, ki se ukvarjajo z raziskovanjem kompleksnih procesov, na primer v medicini, farmaciji, ekologiji, razvijanju nanotehnologij ipd. Povezovanje znanj omogoča celovitejši pristop k obravnavanemu problemu. To so nekateri od razlogov, zakaj načrtovalci šolskih kurikulov pri nas in v tujini spodbujajo medpredmetno povezovanje vsebin pri pouku. Slednje nas je vodilo k iskanju nekaterih možnih opredelitev medpredmetnega povezovanja in k iskanju konkretnih primerov medpredmetnih povezav, ki jih je moč zaslediti v učnih načrtih za matematiko za srednje šole ter nekaterih srednješolskih matematičnih učbenikih, z namenom osvetlitve prednosti in omejitev takšnega načina dela pri pouku. Predstavili smo tudi spoznanja, kdaj je smiselno izvajati medpredmetno učno enoto in na kaj vse moramo biti pozorni pri načrtovanju oz. izvajanju. Kot poseben primer medpredmetnega povezovanja smo predstavili še matematično modeliranje. V empiričnem delu so nas zanimale izkušnje in stališča učiteljev matematike o medpredmetnem povezovanju. V ta namen smo izvedli empirično raziskavo, s katero smo želeli izvedeti, katere načine medpredmetnega povezovanja učitelji najpogosteje uporabljajo in kako pogosto, kaj jih omejuje pri izvajanju medpredmetnih povezav, kako dijake navajajo na samostojno iskanje in razumevanje medpredmetnih povezav. Učitelje smo prosili, da nam naštejejo nekaj konkretnih matematičnih vsebin, ki jih povezujejo z vsebinami drugih predmetov. Med drugim nas je še zanimalo, ali obstaja kakšna povezava med izkušnjami učiteljev oz. delovno dobo in njihovim zaznavanjem težav in ovir za medpredmetno povezovanje. Ugotavljali smo še, ali imajo učitelji matematike na splošno pozitivno ali negativno mnenje o medpredmetnem povezovanju in kaj je vzrok za takšno stališče. Ob sklepu ostaja še nekaj odprtih vprašanj, kot na primer kateri učenci največ pridobijo s povezovanjem znanj, kako je učiteljeva strokovna usposobljenost in splošna razgledanost povezana s pogostostjo uporabe medpredmetnih povezav in kateri poučevalni pristopi so najbolj učinkoviti pri razvijanju zmožnosti povezovanja znanj.

Keywords

matematika;pouk;srednje šole;znanje;povezovanje;medpredmetne povezave;načrtovanje;modeliranje;diplomska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UM FNM - Faculty of Natural Sciences and Mathematics
Publisher: [S. Jerenec]
UDC: 51(043.2)
COBISS: 18317832 Link will open in a new window
Views: 3318
Downloads: 437
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Other data

Secondary language: English
Secondary title: Interdisciplinary lessons planning in secondary school mathematics
Secondary abstract: The ability of integrating knowledge from different fields of science and of human activities has always been in connection with individual's sophistication and peculiar excellency. At the same time this is one of the key qualities of those scientists who are engaged in the research of complex processes, such as medicine, pharmacy, ecology, development of nanotechnology etc. Integrating knowledge enables holistic approach to the treated problem. Those are some of the reasons why creators of school curricula in our country and abroad are encouraging interdisciplinary approach in the classroom. That led us searching for some possible definitions of interdisciplinary integration and to some concrete examples of interdisciplinary integration that can be found in the secondary school mathematics curricula and in some mathematics textbooks. Our goal was also to present some advantages and limitations of such approach in the classroom. We presented some findings about effective implementation of interdisciplinary teaching at mathematics instruction. We also investigated what we should be careful about when planning interdisciplinary unit. As the conclusion of the theoretical background we presented mathematical modeling as a specific example of integrating knowledge. In the empirical study we were interested in teachers experiences, attitudes and beliefs on interdisciplinary integration. We carried out the questionnaire to find out what kind of interdisciplinary integration is mostly used by mathematics teachers, which are the limitations of implementing interdisciplinary integration and how students are accustomed to individual discovering of further examples. Teachers were asked to list some mathematical content they were using for interdisciplinary integration. We also wanted to know whether there is any connection between teachers experiences and theirs perceptions of limitations for interdisciplinary integration. Furthermore, we were also interested whether mathematic teachers have generally a positive or negative opinion on interdisciplinary integration and what is the reason for such point of view. Some challenging questions still remain unanswered, for example which students gain more from the interdisciplinary approach, how teacher's professional qualifications and connected with his/her practice of interdisciplinary integration and which teaching approaches are most efficient in developing capability of integrating knowledge.
Secondary keywords: integrating knowledge;interdisciplinary integration;interdisciplinary planning;mathematical modeling;mathematics instruction.;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Fak. za naravoslovje in matematiko, Oddelek za matematiko in računalništvo
Pages: IX, 86 f.
ID: 8716132