magistrsko delo
Debora Gorjan (Author), Mojca Juriševič (Mentor), Iztok Devetak (Co-mentor)

Abstract

V procesu učenja je zelo pomembno, da so učenci motivirani za učenje. Pri predmetu kemije je za učitelje velik izziv motivirati učence, saj naravoslovno področje zajema veliko abstraktnih pojmov in zahtevnejših učnih vsebin. Skozi izobraževalno vertikalo naraščata abstraktnost pojmov in zahtevnost učnih vsebin, kar zmanjšuje motiviranost učencev za učenje le-teh. V okviru mojega diplomskega dela je bilo ugotovljeno, da se fantje bolj zanimajo za naravoslovje, dekleta pa so kljub temu v povprečju uspešnejša pri naravoslovnih predmetih. Nekateri raziskovalci so raziskovali še druge notranje dejavnike, ki bi lahko vplivali na motivacijo za učenje naravoslovja. Ugotovili so, da je kognitivni stil posameznika boljši napovedovalec glede odločitve posameznika za učenje naravoslovja ali družboslovja; spol ima le posreden vpliv na motivacijo za učenje naravoslovja. Namen tega magistrskega dela je ugotoviti, kakšen je odnos med kognitivnim stilom, motiviranostjo in učno uspešnostjo dijakov in dijakinj pri predmetu kemija. Spoznanja so uporabna za učitelje kemije, da znajo prepoznati kognitivni stil učencev oziroma dijakov in stopnjo njihove motiviranosti za učenje kemije ter posledično izberejo najustreznejši učni pristop. Empirični del magistrskega dela vsebuje raziskavo, ki je bila izvedena na štirih slovenskih gimnazijah. Vključenih je bilo 518 dijakinj in dijakov povprečne starosti 16 let. Izpolnjevali so tri vprašalnike, in sicer Vprašalnik notranje motivacije za učenje kemije ter Vprašalnika kognitivnih stilov – sistematični in empatični kognitivni stil oziroma količnik. Zbrani podatki so bili kvantitativno analizirani s statističnim programom SPSS. Rezultati so pokazali, da so dijaki v povprečju srednje motivirani za učenje kemije. Najbolj so motivirani za učenje kemijskih pojmov na makroskopski ravni, stopnja motiviranosti se zmanjša pri prehodu na bolj abstraktni submikroskopsko ter simbolno raven. Izkazalo se je, da je med dijaki izražen bolj empatični kognitivni stil kot sistematični. Dijaki, ki so imeli bolj izražen sistematični kognitivni stil, so bili bolj motivirani za učenje kemije ter za učenje kemijskih pojmov na treh ravneh. Tisti, ki so bili motivirani za učenje kemije, so imeli boljši učni uspeh pri kemiji. Na osnovi rezultatov je mogoče zaključiti, da je kognitivni stil bolj posredno povezan z učno uspešnostjo, saj ni bilo odkritih statistično pomembnih odnosov med uporabljenimi spremenljivkami. Izkazalo se je tudi, da so dekleta, kljub večji izraženosti empatičnega kognitivnega stila, pri kemiji in drugih naravoslovnih predmetih učno bolj uspešna. Sledi pa lahko sklep, da je kognitivni stil v tesnejšem odnosu z motivacijo dijakov za učenje naravoslovja kot spremenljivka spola, saj so dijaki z bolj izraženim sistematičnim kognitivnim stilom pokazali večjo motiviranost za učenje naravoslovnih vsebin.

Keywords

učna motivacija;sistematičnost;empatičnost;učna uspešnost;razlike med spoloma;kemijsko izobraževanje;srednja šola;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [D. Gorjan]
UDC: 159.953:54(043.2)
COBISS: 11401033 Link will open in a new window
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Downloads: 154
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Other data

Secondary language: English
Secondary title: Motivation, cognitive style and successfulness of students in chemistry
Secondary abstract: Student motivation for learning is very important in the process of studying. As natural sciences cover many abstract concepts and because the level of difficulty is high, it is challenging for teachers to motivate their students. Later in the education process concepts get more and more complicated and the level of difficulty gets higher and higher, which causes a decrease in student’s motivation. In my bachelor’s thesis it was found that male students are on average more interested into, whereas female students are on average more successful in natural sciences. Some researchers were considering other inner factors that could affect the motivation to study natural sciences. They came to a conclusion that the cognitive style is a better indicator of the decision to learn natural or social sciences as gender, because gender can only indirectly influence the motivation to learn natural sciences. The purpose of this master’s thesis is to determine the relation between the cognitive style of learning, motivation and successfulness of male and female students in chemistry. Findings are useful for chemistry teachers to recognize the cognitive style of their pupils or students and the level of their motivation to learn chemistry, so they can then choose the most appropriate approach to teaching. The empirical part of the thesis consists of a research carried out at four slovene secondary schools. There were 518 female and male students with the average age of 16 participating in the research. Students filled in three questionnaires; Intrinsic motivation for learning science and two cognitive styles questionnaires (Systemizing Quotient and Empathy Quotient). The data that we gathered was then quantitatively calculated with a program for statistics, SPSS. Results showed that students are fairly motivated to learn chemistry. They are much more motivated to learn on the macroscopical level and less motivated to learn on the more abstract submicroscopical and symbol level. It was established that the empathical cognitive style is more frequent among students than systematical. Students with the systematical cognitive style were more motivated to learn the three levels of chemistry concepts and students that were motivated to learn chemistry were also more successful at the subject. Based on the results we can conclude that the cognitive style is more indirectly connected to the students’ successfulness, as we found no statistically important data to show connections between the used variables. It was also established that female students are more successful in chemistry and other natural sciences, although their cognitive style is more often emphatical. We can conclude that the cognitive style affects the motivation to learn natural sciences more than gender does, as students with the systematical cognitive style were more motivated to learn natural sciences.
Secondary keywords: chemistry;secondary education;motivation for studies;kemija;srednješolski pouk;motivacija za učenje;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Predmetno poučevanje biologije in kemije
Pages: 48 str.
ID: 9244653