magistrsko delo
Eva Bevk (Avtor), Katarina Susman (Mentor)

Povzetek

Učenci se v 5. razredu osnovne šole ponovno in konkretneje srečajo s pojmoma temperatura in toplota. Ker sta pojma abstraktna, učitelji pogosto zaznajo, da imajo učenci težave pri razumevanju in razlikovanju teh dveh pojmov. Učiteljeva vloga pri premostitvi napačnih predstav je izredno pomembna. Učitelj je namreč tista oseba, ki mora napačne predstave učencev prepoznati in vedeti, katere učne pristope uporabiti, da bodo učenci pojma temperatura in toplota ustrezno usvojili. Po obdobju pouka na daljavo so analize telesnega in gibalnega razvoja pokazale, da učenci niso gibalno napredovali in posledično se je mnogim povečala telesna teža. Poučevanje z didaktičnimi igrami omogoča vključevanje gibanja v standardno ne-gibalne vsebine, zato smo za namen magistrskega dela zasnovali tri didaktične igre, ki pri obravnavi učne vsebine toplota in temperatura vključujejo tudi spodbujanje telesne aktivnosti učencev. Zanimalo nas je, kakšne so predstave učencev o pojmih toplota in temperatura. V primeru, ko so učenci imeli napačne predstave, nas je zanimalo, ali so jih uspeli premostiti po obravnavani snovi. Ugotavljali smo tudi napredek v znanju učencev. Naš namen je bil ugotoviti, kakšno je mnenje in občutki učencev, ki so jih doživljali ob igranju igre, ki je vključevala gibanje v primerjavi z učenci, ki gibanja niso imeli. Zanimalo pa nas je tudi, kako učenci ocenjujejo odigrane didaktično-gibalne igre. V raziskavi je sodelovalo 38 učencev dveh oddelkov izbrane podeželske osnovne šole. Podatke smo zbirali s preizkusi znanja (pred- in potesti), sprotnimi preverjanji znanja in anketnimi vprašalniki. Pri namizni didaktični igri smo razdelili razreda na pol, tako je imela ena polovica vključeno gibanje, druga pa je bila brez vključenega gibanja. Vsi učenci so najprej rešili preizkus znanja (predtest), da smo dobili vpogled v njihovo predznanje in možne napačne predstave. V naslednjih treh šolskih urah naravoslovja in tehnike so sledile didaktično-gibalne igre. Po vsaki igri so učenci rešili sprotno preverjanje znanja in anketni vprašalnik. Za zaključek pa so vsi učenci ponovno rešili preizkus znanja (potest), s katerim smo določili napredek v znanju ter preverili, ali so učenci uspeli premostiti napačne predstave o toploti in temperaturi. Izsledki raziskave kažejo, da imajo nekateri učenci napačne predstave o pojmu toplota in temperatura Pri pouku, ki je vključeval didaktične igre, ki so spodbujale gibanje učencev, so učenci v povprečju dosegli večji napredek v znanju kot učenci brez vključenega gibanja. Učenci so izkazali pozitivna mnenja in občutke ob vseh treh igrah. Večina učencev je uspela premostiti napačne predstave, a kljub temu je ostalo nekaj posameznikov, ki jim to ni uspelo.

Ključne besede

naravoslovje in tehnika;toplota in temperatura;didaktična igra;gibanje in napačne predstave;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [E. Bevk]
UDK: 373.3(043.2)
COBISS: 149834243 Povezava se bo odprla v novem oknu
Št. ogledov: 9
Št. prenosov: 1
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 contents of temperature and heat with didactic games in the 5th grade of elementary school
Sekundarni povzetek: In the 5th grade of primary school, pupils are again and more concretely confronted with the concepts of temperature and heat. Because these two concepts are abstract, teachers often perceive that pupils have difficulty understanding and distinguishing between them. The teacher's role in overcoming misconceptions is extremely important. The teacher must recognize students' misconceptions and know which teaching approaches to use to help pupils properly assimilate the concepts of temperature and heat. Analysis of physical development and movement patterns during distance learning revealed that students were not progressing in movement, and as a result, they were increasing their body weight. Teaching with didactic games allows the integration of movement into standard non-movement content. Therefore, for the purpose of the master's degree, we have created three didactic games, which also included the promotion of pupils' physical activity when considering the learning content of heat and temperature. We wanted to know what the pupils' conceptions of the terms heat and temperature were. If pupils had misconceptions, we wondered if they were able to overcome them after engaging with the teaching material and didactic game as a teaching method. We also noted the progress in pupils' knowledge. Our intent was also to determine the pupils' opinions and feelings they experienced while playing the didactic game, which included movement compared to pupils who did not. We were also interested in how pupils rated the didactic movement games. Thirty-eight pupils from two sections of the selected village primary school participated in the survey. Data were collected through knowledge tests (pretests and posttests), real-time knowledge tests, and questionnaires. In the didactic board game, we divided the classes into two halves so that the teaching process of one half included movement, and the other half was without movement. All the pupils first solved the knowledge test (pretest) to get insight into their knowledge and possible misconceptions. Three school hours of science and technology were followed by didactic motion games. After each game, the pupils completed a real-time test and questionnaire. Finally, all pupils completed the knowledge test again (posttest), which determined whether pupils had made progress in their knowledge and had succeeded in overcoming misconceptions about heat and temperature. The results of the study show that some pupils have misconceptions about the concepts of heat and temperature. The didactic movement game allowed pupils to improve their knowledge. On average, pupils who moved made greater gains in their knowledge than pupils who did not move. Pupils showed positive opinions and feelings in all three games. Most students were able to overcome the misconceptions, but there were still a few who had failed or had not managed to completely overcome the misconceptions.
Sekundarne ključne besede: science and technology;heat and temperature;didactic games;movement and misconceptions.;Osnovnošolsko izobraževanje;Didaktične igre;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 (IX, 107 str.))
ID: 18648228