magistrsko delo
Urška Cigler (Author), Andrej Šorgo (Mentor)

Abstract

Laboratorijsko delo je pri nekaterih predmetih ena izmed ključnih metod poučevanja, saj povezuje teoretična znanja s prakso. Prav tako je osnovna sestavina učnih načrtov v vseh programih. V našem magistrskem delu smo ugotavljali, kako pogosto se v srednjih šolah izvajajo laboratorijske vaje ter kako poteka vrednotenje in ocenjevanje laboratorijskega dela. Podatke smo zbrali s pomočjo ankete in ugotovili, da je število ur, ki jih profesorji namenijo laboratorijskemu delu, premajhno. Prav tako bi bilo potrebno povečati tudi število samostojno izvedenih vaj, saj je še vedno večina le-teh izvedena demonstracijsko, ter vaj, ki vsebujejo več problemskosti in ustvarjalnosti. Laboratorijske vaje se najpogosteje izvajajo po načinu "kuharskega recepta", kjer dobijo dijaki vnaprej pripravljena navodila, ki jim sledijo in jih privedejo do končne rešitve. Glede na naše podatke se laboratorijsko delo ocenjuje. Najpogosteje se ocenijo končna poročila, zelo redko pa se ocenjuje pripravljenost na laboratorijsko vajo in razumevanje navodil. Povečanje števila izvedenih laboratorijskih vaj, povečanje količine samostojno izvedenih laboratorijskih vaj in povečanje količine podajanja povratnih informacij so spremembe, ki bi jih dijaki v zvezi z laboratorijskim delom uvedli. Računalnik se pri pouku biologije uporablja le kot pripomoček pri predavanjih, seminarskih nalogah in referatih.

Keywords

laboratorijsko delo;biologija;izvedba;vrednotenje;ocenjevanje;povratne informacije;kompetence;računalniki;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FNM - Faculty of Natural Sciences and Mathematics
Publisher: [U. Cigler]
UDC: 37.091.33-027.22:57:373.5(043.2)
COBISS: 21437192 Link will open in a new window
Views: 1666
Downloads: 165
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Other data

Secondary language: English
Secondary title: Implementation, evaluation and assessment of laboratory work in biology teaching at upper secondary school
Secondary abstract: For certain subjects laboratory work is one of the key methods of teaching, because it connects theoretical knowledge and practice. It is also a key component of syllabuses in all programs. In our post-graduate study, we wanted to learn how often laboratory work is done in high schools and how teachers then evaluate and assess it. The data that was gathered through interviews revealed that the number of hours that teachers dedicate to laboratory work is insufficient. Moreover, the number of hours for individual work should be increased as well, since these are mostly exhibited through teacher demonstration. Also, there should be a higher number of hours dedicated to mathematical problems and creativity. Laboratory work often follows the format of a recipe; the students receive instructions in advance and have to follows these instructions in order to reach the final solution of the problem. Based on our data, the laboratory work is then graded. It is most common for the students' final reports to be graded, while preparedness in laboratory work and the understanding of instructions are very rarely graded. The changes that the students would like to introduce are more laboratory work, more individual laboratory work, and more feedback. In biology classes, the class computer is used only as an accessory in lectures, seminar papers and reports.
Secondary keywords: laboratory work;biology;implementation;evaluation;assessments;competencies;computers;master theses;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Fak. za naravoslovje in matematiko, Oddelek za biologijo
Pages: IX, 68 f.
ID: 8753011