diplomsko delo
Zala Poljanšek (Author), Mojca Čepič (Mentor)

Abstract

V diplomskem delu ugotavljam, ali in kako so povezane sposobnosti reševanja matematičnih nalog z reševanjem fizikalnih nalog z enakimi oziroma zelo podobnimi matematičnimi koraki. Za to tematiko sem se odločila, ker se marsikatero mnenje glasi, da imajo učenci pri fiziki težave zaradi neznanja matematike. Predstavljene raziskave so ugotavljale uspešnost reševanja konceptualno podobnih nalog linearnega grafa pri matematiki in fiziki. Ugotovitve vseh so, da znanje matematike ni edini pogoj za uspešno reševanje fizikalnih nalog. Predstavljene so podobnosti in razlike pri nacionalnem preverjanju znanja iz matematike in fizike, primerjava pripomočkov, vrednotenja ipd. V diplomskem delu so predstavljene analiza in ugotovitve primerjave konceptualno podobnih nalog na nacionalnem preverjanju znanja iz fizike in iz matematike v letu 2016, ki so pokazale, da so napake, storjene pri fizikalnih nalogah, v večini povezane z drugimi dejavniki in niso posledica neznanja matematike.

Keywords

nacionalno preverjanje znanja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [Z. Poljanšek]
UDC: 37.091.26(043.2)
COBISS: 11194185 Link will open in a new window
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Downloads: 147
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Other data

Secondary language: English
Secondary title: Comparison of students' approaches to conceptually similar physics and mathematics problems in the national assessment of knowledge
Secondary abstract: The purpose of the thesis is to establish whether and how the ability to solve mathematical problems relate to solving physical problems with the same or similar mathematical steps. I focused on this subject because general opinion is that physical problems appear as a due to ignorance of mathematic. Studies presented in the thesis established the effectiveness of solving conceptually similar linear graphs in the context of mathematics and physics. The findings of all included studies shows that mathematical knowledge is not the only condition for successful physical task solving. Presented are similarities and differences in National Assessment of Knowledge (NAK) in maths and physics, comparison of accessories, valuation, etc. The thesis also presents the analysis and findings of conceptually similar physics and mathematical problems in National Assessment of Knowledge 2016 that pointed out the mistakes, made in solving physical problems are in the majority of cases connected with other factors and are not a consequence to ignorance of mathematic.
Secondary keywords: physics;mathematics;assessment;knowledge level;fizika;matematika;vrednotenje;stopnja znanja;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Dvopredmetni učitelj: Fizika-matematika
Pages: IX, 31 str.
ID: 9174621