doktorska disertacija
Miro Puhek (Author), Mojca Garantini (Lector), Andrej Šorgo (Mentor), Mitja Kaligarič (Thesis defence commission member)

Abstract

V doktorski disertaciji smo predstavili primerjavo klasičnega in virtualnega terenskega dela. Poudarek raziskave je na določanju učinka posameznega načina dela pri poučevanju bioloških ter ekoloških vsebin v zadnji triadi osnovnošolskega izobraževanja v Sloveniji. V analizi so učenci opravljali naloge na učni poti Mariborski otok. Naloge smo tudi digitalizirali in predstavili s pomočjo Geopedie. Raziskavo smo izvedli jeseni 2011, v njej pa je sodelovalo 464 učencev (od 6. do 9. razreda) iz enajstih mariborskih osnovnih šol. V rezultatih smo ugotovili majhne razlike v povezavi z učinkovitostjo pridobivanja znanja med obema načinoma dela, pri čemer se je vsak izmed načinov izkazal s svojo kakovostjo. S klasičnim terenskim delom je bila večina učencev učinkovitejša predvsem v nalogah, kjer so si lahko pomagali z neposredno izkušnjo. Po drugi strani so se učenci na virtualnem terenskem delu bolje izkazali v nalogah, kjer je računalnik zagotovil dodatno informacijo. Hkrati smo izvedli tudi anketiranje osnovnošolskih ter srednješolskih učiteljev, pri čemer nas je zanimala predvsem pogostost izvajanja terenskega dela, ovire, s katerimi se učitelji pri tem spopadajo, ter stališča učiteljev o klasičnem in virtualnem terenskem delu. V anketiranju je sodelovalo 386 učiteljev, in sicer predvsem biologov, geografov ter naravoslovcev. Učitelji dojemajo terensko delo kot izredno pomembno metodo, ki služi predvsem spodbujanju izkustvenega učenja v naravi. Stališča učiteljev do virtualnega načina dela so večinoma pozitivna, vendar le kot dodaten pripomoček, nikakor pa ne kot nadomestilo klasičnega načina terenskega dela.

Keywords

biologija;ekologija;izobraževanje;Mariborski otok;ovire;učinkovitost;terensko delo;navidezno okolje;disertacije;

Data

Language: Slovenian
Year of publishing:
Typology: 2.08 - Doctoral Dissertation
Organization: UM FNM - Faculty of Natural Sciences and Mathematics
Publisher: M. Puhek]
UDC: 37.091.3:57:373.3(043.3)
COBISS: 268296960 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Comparison of the Effectiveness of Real and Virtual Field Trips in Biology and Ecology Classes in Lower Secondary School Based on the Example of the Maribor Island Natural Educational Trail
Secondary abstract: The present doctoral thesis presents a case study within the scope of which real and virtual field trips have been compared. The emphasis of the study was on determining the levels of knowledge gain effectiveness in the fields of biology and ecology in the final triad (third) of lower secondary school education. The analysis included students completing various tasks along the Maribor Island natural education trail, which had been digitized and inserted into Geopedia. The study was conducted in autumn of 2011 and included 464 students (enrolled in grades from 6 to 9) from 11 lower secondary schools located in the Maribor area. The results have generally shown minute differences between the levels of knowledge acquisition effectiveness between both field trips. During the real field trip, the majority of the students included in the study achieved better results particularly at tasks where they were able to benefit from first-hand experience. During the virtual field trip, individual students were more successful at tasks where they were allowed to access a computer in order to obtain additional information. Within the scope of the study, we had also surveyed lower secondary and secondary school teachers on the frequency of including field trips in the curriculum, on the obstacles that the teachers faced with regard to including field work in it, and on their views on real and virtual field trips. The survey included a total of 386 teachers, the majority whom were teaching the subjects of biology, geography, and natural science. The results have shown that the surveyed teachers regard field trips as a very important educational method that particularly encourages experience-based learning in nature. The views of the teachers on virtual field trips were generally positive, but only when regarded and applied as a supplemental teaching tool and not as a substitute for real field trips.
Secondary keywords: biology;ecology;education;Maribor Island;obstacles;effectiveness;field trip;virtual field trip;dissetations;Biologija;Disertacije;Metodika pouka;Osnovne šole;Praktični pouk;Uporaba računalnikov;Izobraževanje;Informacijska tehnologija;Mariborski otok;Naravoslovne učne poti;
URN: URN:SI:UM:
Type (COBISS): Doctoral dissertation
Thesis comment: Univ. v Mariboru, Fak. za naravoslovje in matematiko
Pages: 167 str.
ID: 8726691