diplomsko delo
Anja Breg (Author), Alenka Lipovec (Mentor), Darja Antolin (Co-mentor)

Abstract

Zaradi množice ločeno obravnavanih predmetov, s katerimi učenci pridejo v stik v šolski vertikali, mnogo znanja ostane medsebojno nepovezanega. Učenci si le stežka ustvarijo celostni pogled in velikokrat ne vidijo uporabnosti naučenega za vsakdanje življenje. Učitelji naj bi bili tisti, ki v pouk vnašajo medpredmetno povezovanje in z njim življenjskost, vendar tega v praksi velikokrat ne počnejo. V teoretičnem delu diplomskega dela smo ugotavljali namen in pomen medpredmetnega povezovanja ter predstavili holistično teorijo. Opredelili smo, kaj medpredmetno povezovanje je, v kakšnih oblikah se izvaja in prikazali, kako se konkretno lotiti njegove izvedbe. Medpredmetno povezovanje namreč še vedno ni pogosto uporabljana praksa podajanja učne snovi. V potrditev te teze smo pregledali raziskave na različnih nivojih šolanja in navedli primera dobre prakse. Preverili smo, kateri pristopi k medpredmetnemu povezovanju se uporabljajo na področjih biologije in matematike v gimnazijah, s kakšnimi težavami se učitelji in učenci soočajo ter predlagali načine, kako se z njimi spoprijeti. Pregledali smo, kako medpredmetno povezovanje predvidevajo učni načrti in predmetni izpitni katalogi obeh predmetov. V empiričnem delu smo poiskali in izpisali matematično-biološke medpredmetne povezave iz učnih načrtov, predmetnih izpitnih katalogov za maturo in matematičnih učbenikov iz zbirke Modrijan. Dobljene podatke smo zapisali v zbirne tabele, na podlagi katerih smo jih nato primerjali in jih podrobneje analizirali. Pozorni smo bili na pomanjkljivosti in poskušali poiskati predloge za izboljšanje le-teh. V praktičnem delu smo želeli učiteljem poiskati in pripraviti nekaj dodatnih medpredmetnih vsebin iz biologije in matematike kot predlog za uporabo pri pouku. Izbrali in predstavili smo biološke vsebine kot so na primer poglavja Metabolne reakcije in encimi, Populacijska ekologija in Naravni izbor. V njih smo s pomočjo matematike poskušali razložiti nekatera biološka dogajanja. Matematika v navedenih bioloških vsebinah je elementarnejše narave in večinoma s področja funkcij, vendar verjamemo, da bo za učitelje in dijake vseeno uporabna. Pregledali smo učna načrta iz matematike in biologije ter najdene vsebine v obliki predlogov vpisali v didaktična priporočila. Želeli bi si, da bi učitelji te vsebine tudi nadgradili, poiskali nove in tako k vsakdanjemu pouku dodali nekaj medpredmetne pestrosti s področij biologije in matematike.

Keywords

medpredmetno povezovanje;pouk;matematika;biologija;gimnazije;diplomska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UM FNM - Faculty of Natural Sciences and Mathematics
Publisher: [A. Breg]
UDC: 51:57/59:373.5(043.2)
COBISS: 22579464 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Intercurricular learning and teaching of mathematics and biology in gymnasium
Secondary abstract: Because of many separately treated subjects with which pupils come into contact during their schooling, most of their knowledge remains not connected. The pupils have a hard time to create a wholesome image and often do not see how what they have learned could be used in everyday life. Teachers should bring this connection to their teaching and with it its use in everyday life, but often, they do not do this. In the theoretic part, we made a research of the purpose and meaning of intercurricular learning and teaching and presented the holistic theory. We defined what intercurricular learning and teaching are, in what forms they are being carried out and we also demonstrated an example how to perform them. Intercurricular learning and teaching are still not used often when teaching certain subjects. To confirm this thesis, we examined researches on different schooling levels and stated two cases of good practice. We checked which approaches to intercurricular learning and teaching are being used in the field of biology and maths, what kind of problems do teachers and pupils face and how to cope with these problems. We checked how intercurricular learning and teaching are being used in curriculum and subject exam catalogues of both subjects. The empiric part is about occurrence of intercurricular learning and teaching of biology and maths in curriculum, subject exam catalogues for leaving examination in secondary school and school books for maths from the Modrijan collection. We included these data in summary tables and then compared and analysed them. We paid attention to imperfections and tried to find suggestions to improve them. In the practical part we wanted to find and prepare some additional intercurricular contents from biology and maths for teachers as a suggestion for use at teaching. We chose and presented biological contents, for example chapters like Metabolic Reactions and Enzymes, Population Ecology and Natural Selection. In them, we tried to explain some biological developments with the help of maths. Maths in the stated biological contents is of rather elementary nature and mostly from the field of functions, but we believe that it will still be useful for teachers and pupils. We examined curriculums of both maths and biology and transcribed found contents in form of suggestions to didactic recommendations. We wish that the teachers would upgrade these contents or find new additional contents to add some intercurricular variety to everyday teaching of biology and maths.
Secondary keywords: intercurricular learning and teaching;classes;maths;biology;gymnasiums;theses;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Fak. za naravoslovje in matematiko, Oddelek za matematiko in računalništvo
Pages: XI, 135 str.
ID: 9160384