Neja Nahtigal (Author), Jerneja Pavlin (Author)

Abstract

O učinkovitosti učenja z vrstniki poročajo številni avtorji. Na učenje z vrstniki se nanaša tudi tehnika imenovana poučevanje s sošolčevo razlago (ang. Peer Instruction), ki jo je razvil profesor fizike Eric Mazur z namenom, da bi študenti bolje razumeli fizikalne pojme in pojave in odpravili morebitne napačne predstave. Elektrika in magnetizem sta temi, s katerima se vsakodnevno srečujejo tudi učenci, obsežnejša obravnava tem je predvidena v 4. razredu osnovne šole pri predmetu naravoslovje in tehnika, ko učenci raziskujejo in pojasnjujejo osnovne pojme povezane z elektriko in magnetizmom. Raziskave kažejo, da je razumevanje pojmov povezanih z elektriko in magnetizmom za učence nižjih razredov osnovne šole zahtevno. V raziskavi smo proučevali uspešnost tehnike vrstniškega učenja pri obravnavi elektrike in magnetizma v 4. razredu osnovne šole. V raziskavi je sodelovalo 19 učencev izbrane osnovne šole, s katerimi smo izvedli po dve šolski uri za posamezno temo, ter tri učiteljice, s katerimi smo izvedli polstrukturirane intervjuje. Vsako učno uro smo učencem zastavili 6 vprašanj in podatke zbrali z dvema glasovalnima listoma. Raziskava je pokazala, da je bila uporaba tehnike poučevanja s sošolčevo razlago uspešna, saj je po prvi in po drugi učni uri na zastavljena vprašanja v povprečju pravilno odgovorilo 78 % vseh učencev. Po tretji učni uri je v povprečju pravilni odgovor podalo 94 % vseh učencev in po četrti uri 89 % vseh učencev. Učiteljice na izbrani osnovni šoli tehnike poučevanja s sošolčevo razlago niso poznale. Raziskava je pokazala, da lahko omenjeno tehniko s posebnimi prilagoditvami uporabimo v 4. razredu osnovne šole.

Keywords

elektrika;

Data

Language: Slovenian
Year of publishing:
Typology: 1.06 - Published Scientific Conference Contribution (invited lecture)
Organization: UL PEF - Faculty of Education
UDC: 37.091.3:53
COBISS: 11408713 Link will open in a new window
Views: 1047
Downloads: 172
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Peer instruction in teaching science and technology - electricity and magnetism
Secondary abstract: Several authors report about the effectiveness of learning with peers. Professor of physics Eric Mazur developed the technique called Peer Instruction in order to help university students to achieve better understanding of physical concepts and phenomena and eliminate misconceptions. Electricity and magnetism are topics students daily face with. Basics of electricity and magnetism are explained to students in the 4th grade of primary school (age 10) at subject Natural Science and Technology. Researches show that the understanding of concepts related to electricity and magnetism for students of lower grades of primary school is complex. We present the research investigating the effectiveness of Peer Instruction techniques for teaching about electricity and magnetism in the 4th grade of primary school. The study involved 19 pupils from the selected primary school. Two lessons for each topic were conducted. With 3 teachers we carried out the semi-structured interviews. During each lesson students were asked 6 questions, data was collected by two voting sheets. The study showed that the use of teaching technique Peer Instruction is successfully implemented because after the first and the second lesson on average 78 % of students gave correct answer, after the third lesson 94 % and after the fourth hour 89 %. Teachers from the selected primary school were not familiar with the Peer Instruction technique. The research showed that the technique can be used already in the 4th grade of primary school with specific adaptations.
Secondary keywords: science education;engineering;learning;naravoslovna vzgoja in izobraževanje;tehnika;učenje;
File type: application/pdf
Type (COBISS): Other
Pages: Str. 1075-1086
ID: 9250739