magistrsko delo
Mateja Balant (Avtor), Saša Ziherl (Mentor)

Povzetek

Fizikalne vsebine se v učnem načrtu pojavijo že na razredni stopnji v okviru predmetov spoznavanje okolja ter naravoslovje in tehnika, ki jih poučujejo razredni učitelji. Učitelj je pri svojem poučevanju avtonomen, zato način poučevanja izbere sam. Fizikalne vsebine pri naravoslovju učitelj lahko obravnava prek eksperimentalnega dela, projektnega dela, interdisciplinarnega učenja, učenja z uporabo tehnologije in digitalnih orodij, z razpravo in pogovorom ali na kakšen drug način, za katerega meni, da bo najbolj uspešen. Nihanje je fizikalna tema, ki je učencem blizu zaradi nihanj v naravi in nihajnih gugalnic, vendar delovanje nihal težje razumejo in razložijo. Za teme, ki so učencem težje razumljive, je smiselno, da jih učitelj obravnava prek praktičnih primerov oz. z metodo, ki ni le frontalna. V magistrskem delu smo raziskali, kateri izmed načinov podajanja nove učne snovi je najbolj učinkovit in kako vpliva na znanje učencev, dolgotrajno znanje in motivacijo med učno uro. Primerjali smo poučevanje, pri katerem smo uporabili obliko eksperimentalnega dela, in poučevanje s pomočjo tehnologije in digitalnih orodij, v našem primeru prek videoposnetkov. Priprava je tako zajemala tudi snemanje videoposnetkov, pripravo eksperimentov, preverjanje znanja in ankete o motivaciji. Učne ure smo izvedli prek ene in druge učne metode v dveh oddelkih petih razredov. V raziskavi smo ugotovili, da se rezultati močno razlikujejo od predpostavk, kjer smo sklepali, da bodo uspešnejši učenci tisti, ki so snov obravnavali prek eksperimentalnega dela, ti pa naj bi učno uro ocenili kot motivacijsko boljšo. Rezultati so bili boljši pri skupini učencev, ki je snov o nihanju in nihajni gugalnici obravnavala prek videoposnetkov. Ugotovili smo, da je z vidika učne motivacije učencem treba prilagoditi učno metodo, ki upošteva njihove lastne učne preference.

Ključne besede

eksperimentalno delo;motivacija;nihanje;nihajna gugalnica;videoposnetki;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Balant]
UDK: 373.3(043.2)
COBISS: 226288899 Povezava se bo odprla v novem oknu
Št. ogledov: 45
Št. prenosov: 482
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Teaching the concept of oscillation in 5th grade primary school
Sekundarni povzetek: Physics-related content is introduced into the Slovene school curriculum as early as primary school, through subjects such as Environmental Studies and Science and Technology. Teachers have the autonomy to choose their own teaching methods. When addressing physics-related topics in Science classes, teachers can approach these topics through experimental work, project-based learning, interdisciplinary teaching, technology-enhanced learning using digital tools, discussion and dialogue, or any other methods they deem most effective. The concept of oscillation is familiar to students due to its presence in nature and their experience with swings, yet they often find it difficult to understand and explain the functioning of pendulums. When dealing with more challenging topics, teachers are encouraged to use practical examples or alternative methods beyond traditional frontal instruction. In this master’s thesis, I have examined which approaches to introducing new educational content are most effective and how they affect students’ knowledge, long-term retention, and motivation during lessons. I compared teaching approaches that incorporated experimental work with those that used technology and digital tools, specifically video recordings. The preparation phase included recording videos, designing experiments, creating assessments of students’ knowledge, and developing a motivation survey. Lessons were conducted using both teaching approaches across two fifth-grade classes. The findings of the research diverged significantly from my initial assumptions. I had hypothesized that students taught through experimental work would achieve better results and find the lessons more motivating. Contrary to these expectations, the group of students who learned about oscillation and pendulum swings through video recordings performed better. The results suggest that, from the perspective of learning motivation, it is essential to adapt teaching methods to align with students’ individual learning preferences.
Sekundarne ključne besede: experimental work;motivation;oscillation;pendulum swing;video recordings;Osnovnošolsko izobraževanje;Fizika;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje
Strani: 1 spletni vir (1 datoteka PDF (84 str.))
ID: 25913276