magistrsko delo
Dora Martinc (Avtor), Iztok Devetak (Mentor)

Povzetek

Upadanje zanimanja mladih za naravoslovje predstavlja enega od pomembnih problemov današnjega izobraževanja. Kemijske vsebine velikokrat predstavljajo problem zaradi svoje abstraktnosti, zaradi katere učenci težje razumejo vsebino in oblikujejo napačna pojmovanja, to pa vodi do neuspeha, pomanjkanja interesa, negativnega odnosa do vsebine ali predmeta. Učenci med šolanjem pridobijo osnove naravoslovne pismenosti, z učenjem naravoslovja namreč razvijajo razumevanje pojmov in izrazoslovja. Razvoj pojmov je povezan z razvojno stopnjo otrokovega mišljenja, zato se mora učenec s pomembnejšimi pojmi srečati večkrat, saj se ti oblikujejo postopno in v daljšem časovnem obdobju. Možen je nastanek nepopolnih in napačnih pojmovanj zaradi poenostavljanja, posploševanja in uporabe napačnega izrazoslovja. Napačna pojmovanja so lahko prisotna tudi pri odraslih, zato je pri preoblikovanju pomembna vloga učitelja. Njegov profesionalni razvoj naj bi vodil k pridobivanju kompetenc, s katerimi bi prepoznal nepopolna in napačna pojmovanja tako pri učencih kot tudi v učnih gradivih ter jih znal učinkovito odpravljati. Pri pripravi učnih ur pa je pomembno tudi poznavanje odnosa učencev do naravoslovnih vsebin, saj učitelj s svojim pristopom pri učencih vzbuja in razvija interes, radovednost in tudi kritično mišljenje, s tem pa spodbuja oblikovanje pozitivnega odnosa do naravoslovja. Raziskovalni problem študije magistrskega dela je prikaz stanja razumevanja pojmov, povezanih z raztapljanjem, pri učencih 5. razreda v povezavi z njihovim odnosom do naravoslovja. Neustrezna uporaba strokovnega izrazoslovja lahko vpliva na učenčevo nadgrajevanje naravoslovnega znanja in oblikovanje stališč ter odnosa do narave, zato je bila pozornost namenjena ugotavljanju morebitnih napačnih pojmovanj. Rezultati raziskave so pokazali, da je razumevanje pojmov, povezanih z raztapljanjem snovi v vodi, nadpovprečno, imajo pa učenci vseeno oblikovana napačna pojmovanja. Ugotovljeno je bilo, da individualni interes in učna samopodoba pri naravoslovju nista pogojena z dosežkom na preizkusu znanja, so pa učenci izrazili pozitiven odnos do predmeta. Pojavile so se razlike med spoloma, in sicer so dekleta v primerjavi s fanti pokazala pozitivnejši odnos, dosežki fantov na preizkusu znanja pa so bili boljši kot dosežki deklet.

Ključne besede

osnovnošolci;naravoslovje in tehnika;odnos učencev do naravoslovja;razumevanje pojmov raztapljanja;napačna pojmovanja;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [D. Martinc]
UDK: 5:373.3(043.2)
COBISS: 12584521 Povezava se bo odprla v novem oknu
Št. ogledov: 293
Št. prenosov: 41
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: 5th grade students' understanding of dissolving concepts in primary school
Sekundarni povzetek: Decreasing interest of students in science is one of the preferential problems of current education system. Chemistry for instance often represents a specific issue in primary schools due to its abstract features which make it difficult for students to understand the basic concepts and therefore they develop misconceptions. This leads to failure, lack of interest and negative attitude towards certain topics or school subjects. During schooling, students obtain the basic concept of scientific literacy and by learning natural science they develop a proper understanding of concepts and terminology. The development of concepts is related to students’ reasoning abilities; and since they are formed gradually and over a longer period of time, students have to be acquainted with the basic concepts several times. Possible misconceptions can be formed because of simplifying, generalizing and using the wrong terminology. Misconceptions may also be present in adulthood, which means the teacher's role in concept transformation is of great importance. Teacher’s professional development should also encompass the development of competences which help them to recognize misconceptions within different learning topics, in order to be able to effectively diminish them. Specific attention has to be directed to lessons preparations which stimulate and develop students' interest, curiosity and critical thinking. Therefore, it is important for teachers to know their students' attitude towards a particular topic or subject. With the right teaching approach, the teacher can also encourage students to develop a more positive attitude towards science. The research aim of this master's thesis is to present how 5th grade students understand the concept of dissolving and how this relates to their attitude towards science. Inappropriate use of science terminology can influence students’ science knowledge, and the formation of their beliefs and attitudes towards nature; therefore, it is important to pay attention and to identify possible misconceptions. The results of the research have shown that understanding of the concept of dissolving is above average, but some misconceptions were identified nonetheless. It was found individual interest and self-concept in science learning are not correlated to academic achievement. The students generally showed a positive attitude towards science, but there were some gender differences - the girls showed a more positive attitude towards science than boys, and the boys showed higher science achievement.
Sekundarne ključne besede: science education;primary education;naravoslovna vzgoja in izobraževanje;osnovnošolski pouk;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Strani: 74 str, [7] str. pril.
ID: 11226195