Učenje s pomočjo e-učnih enot

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[R. Žagar]
UDK:	54:004(043.2)
COBISS:	9814857
Št. ogledov:	2373
Št. prenosov:	327
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Learning through e-learning units
Sekundarni povzetek:	The purpose of this study was to determine the extent to which primary school students are able to independently learn new chemical concepts by using e-unit “Ester” which is included in the chemistry portal E-chemistry, and how pre-knowledge affects the performance of self-directed learning. In addition we were interested in what kind of experience students have with the portal E- chemistry, how often are they using it, who is encouraging them to use it, what are they the missing when learning with E-chemistry, and which elements of the units they appreciate the most. In the research 92 students from two primary schools took part. For the determination of prior knowledge, a pre-test was used. After the work with the unit, a post-test was conducted, and a questionnaire submitted. Results were analyzed quantitatively and qualitatively. The results showed that students who have the appropriate pre-knowledge, and with responsibility worked with the e-unit, were able to learn independently new concepts without the support of teacher, while those with poor prior knowledge and unserious approach to e-unit, achieved poor results on the post-test. The majority of the students were familiar with the portal E-chemistry, but they are using it rarely for independent learning.
Sekundarne ključne besede:	chemistry;learning;primary school;kemija;učenje;osnovna šola;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak. Biotehniška fak. Fak. za kemijo in kemijsko tehnologijo, Naravoslovnotehniška fak., Kemija in biologija
Strani:	VIII, 85 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Learning through e-learning units
Ključne besede (ePrints):	e-učenje
Ključne besede (ePrints, sekundarni jezik):	e-learning
Povzetek (ePrints):	Namen raziskave je bil ugotoviti, v kolikšni meri so se učenci sposobni samostojno naučiti novih kemijskih pojmov s pomočjo že izdelane e-enote v portalu E-kemija z naslovom »Estri« in kako predznanje vpliva na uspešnost samostojnega učenja. Poleg tega smo želeli zvedeti, kakšne izkušnje imajo učenci s portalom E-kemija, kako pogosto ga uporabljajo pri učenju, kaj jih zlasti spodbuja k njegovi uporabi in kaj pri e-enotah pogrešajo. E-enota je bila testirana na 92 učencih devetih razredov dveh osnovnih šol. Za ugotavljanje predznanja so učenci rešili predpreizkus znanja, takoj po samostojnem delu izključno s pomočjo e-enote v E-kemiji pa so rešili popreizkus znanja ter vprašalnik o E-kemiji. Rezultati so bili analizirani kvantitativno in kvalitativno. Rezultati raziskave so pokazali, da so se učenci, ki imajo ustrezno predznanje, sposobni samostojno naučiti novih kemijskih pojmov izključno s pomočjo e-enote v E-kemiji ter da večina učencev portal E-kemija dobro pozna, vendar ga večina redko uporablja.
Povzetek (ePrints, sekundarni jezik):	The purpose of this study was to determine the extent to which primary school students are able to independently learn new chemical concepts by using e-unit “Ester” which is included in the chemistry portal E-chemistry, and how pre-knowledge affects the performance of self-directed learning. In addition we were interested in what kind of experience students have with the portal E- chemistry, how often are they using it, who is encouraging them to use it, what are they the missing when learning with E-chemistry, and which elements of the units they appreciate the most. In the research 92 students from two primary schools took part. For the determination of prior knowledge, a pre-test was used. After the work with the unit, a post-test was conducted, and a questionnaire submitted. Results were analyzed quantitatively and qualitatively. The results showed that students who have the appropriate pre-knowledge, and with responsibility worked with the e-unit, were able to learn independently new concepts without the support of teacher, while those with poor prior knowledge and unserious approach to e-unit, achieved poor results on the post-test. The majority of the students were familiar with the portal E-chemistry, but they are using it rarely for independent learning.
Ključne besede (ePrints, sekundarni jezik):	e-learning
ID:	8311829