magistrsko delo
Janja Feužer (Avtor), Nika Golob (Mentor)

Povzetek

V magistrskem delu obravnavamo formativno spremljanje kot sodoben pristop k poučevanju in učenju. Posebno pozornost namenimo formativnemu spremljanju pri pouku kemije in predstavimo izkušnje dveh učiteljic Osnovne šole Brinje in Osnovne šole Neznanih talcev. Namen magistrskega dela je raziskati, kako in v kolikšni meri so učenci vključeni v pouk formativnega spremljanja ter kakšen odnos imajo do takšnega načina poučevanja. S predhodno oblikovanim instrumentarijem za spremljanje pouka analiziramo vključenost učencev pri oblikovanju kriterijev uspešnosti in njihovo sodelovanje v času skupinskega dela. Za namen raziskave smo pripravili štiri preizkuse znanja iz tematskih sklopov Kemija je svet snovi in Kemijske reakcije. Raziskavo smo opravili na vzorcu 46 učencev osmih razredov dveh slovenskih osnovnih šol. Z analizo rezultatov preverjanj znanj posameznih učencev smo ugotovili, da je svoje znanje ob koncu obravnavanega učnega sklopa nadgradilo enajst učencev (24 %), 13 učencev (28 %) je ohranjalo približno enak nivo znanja, 22 učencev (48 %) pa je pokazalo slabše znanje. Po individualnem pogovoru s skupno 24 učenci smo ugotovili, da so preverjanja znanja učencem sicer pomagala pri spremljanju lastnega napredka, vendar jih niso izkoristili za sprotno nadgradnjo znanja. Učenci so kot pozitivno stran formativnega spremljanja pouka izpostavili sprotna preverjanja znanja, učinkovite povratne informacije, najbolj so jim pri nadzorovanju lastnega napredka znanja pomagali zapisani kriteriji uspešnosti. Učiteljem svetujemo, da pred začetkom in med obravnavo novega sklopa snovi natančno opredelijo kriterije uspešnosti z vključenostjo učencev ter jim večkrat podajo povratno informacijo, saj učenci tako lažje gradijo na razumevanju snovi in spremljajo lasten napredek.

Ključne besede

magistrska dela;formativno spremljanje;pouk kemije;odnos učencev do lastnega učenja;aktivnost učencev;elementi formativnega spremljanja;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UM FNM - Fakulteta za naravoslovje in matematiko
Založnik: [J. Feužer]
UDK: 54:373.3(043.2)
COBISS: 89873667 Povezava se bo odprla v novem oknu
Št. ogledov: 227
Št. prenosov: 27
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: Student involvement in formative assessment in the chemistry classroom
Sekundarni povzetek: In the thesis, formative assessment as a modern approach to teaching and learning is addressed. Special attention is put on the formative assessment of chemistry lessons. The views and experiences of two teachers from the Primary School Brinje Grosuplje and the Primary school Neznanih talcev Dravograd are presented. The purpose of the thesis is to investigate how and to what extent are students involved in formative assessment lessons and what is their attitude towards such a way of teaching. Previously designed instruments for assessing lessons are used to analyse the involvement of students in the formation of performance criteria and their participation during group work. For the purpose of the research, four tests were prepared from the thematic sets, such as “Kemija je svet snovi” and “Kemijske reakcije”. The research was conducted with 46 students from the eighth grade of the two primary schools. By analysing the test results of individual students, it was found that at the end of the study, eleven students (24 %) upgraded their knowledge, 13 students (28 %) maintained approximately the same level of knowledge, while 22 students (48 %) showed weaker knowledge. After an individual interview with 24 students, it was found that the tests helped the students monitor their own progress; however, the students did not use them to continuously upgrade their knowledge. As a positive side of formative assessment in the classroom, the students pointed out the regular tests, feedback from the teacher and classmates, while the written performance criteria helped them the most in monitoring their own learning progress. Teachers are advised to specify the performance criteria with the involvement of students before and during the discussion of the new thematic set, and to give them quality feedback several times, as this makes it easier for students to build on understanding the subject and monitor their own progress.
Sekundarne ključne besede: master theses;formative assessment;chemistry lessons;students' attitude towards their own learning;students' activity;elements of formative assessment;Vzgoja in izobraževanje;Osnovne šole;Kemija;Učenci;Učenje;Slovenija;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Mariboru, Fak. za naravoslovje in matematiko, Oddelek za biologijo
Strani: XIII, 177 str.
ID: 12348025