magistrsko delo
Tina Gregorič (Avtor), Jerneja Pavlin (Mentor), Mojca Čepič (Komentor)

Povzetek

Decembra 2019 so na Kitajskem prvič prepoznali novo nalezljivo koronavirusno bolezen COVID-19. Da bi zajezili širjenje te bolezni, je približno 192 držav po vsem svetu marca 2020 uvedlo karanteno in posledično zaprlo vse vzgojno-izobraževalne institucije. V Sloveniji je prvič prišlo do zaprtja vseh vzgojno-izobraževalnih institucij 16. 3. 2020. Učenje se ni zaustavilo, ampak se je preselilo na splet. Klasično izobraževanje se je prekinilo in začelo se je obdobje izobraževanja na daljavo. Brez enotnih in jasnih navodil, kako naj bo izobraževanje v tem času organizirano, so se šole in učitelji podali v neznano. Pouk fizike običajno temelji na izvajanju poskusov. Fizikalne učilnice so večinoma polne pripomočkov za njihovo izvajanje. S prehodom na poučevanje na daljavo pa so se učitelji morali znajti s tem, kar so imeli doma. Tako so bili primorani najti alternativne oblike, ki so nadomestile eksperimentalno delo, ter spremeniti in prilagoditi metode, oblike in tempo poučevanja, saj se učno okolje in dinamika na spletu povsem razlikuje od učnega okolja in dinamike v učilnici. Tudi dijaki so doma morali prilagoditi svoje okolje tako, da je bilo primerno za učenje. Oboji so bili v kratkem času postavljeni v nov položaj in s tem pred številne izzive. Vse to pa je lahko vplivalo na znanje in razumevanje fizike srednješolcev, kar smo želeli raziskati. Glavna cilja raziskave sta bila ugotoviti, v kolikšni meri je izobraževanje na daljavo v času pandemije COVID-19 vplivalo na znanje in razumevanje fizike slovenskih dijakov, ter identificirati vsebinske teme, ki jih slovenski dijaki po izobraževanju na daljavo pomanjkljivo razumejo. Izvedli smo kvantitativno raziskavo, na priložnostnem vzorcu, ki je zajemal 167 dijakov iz vse Slovenije, ki so v šolskem letu 2019/20 obiskovali 1., 2. oz. 3. letnik in so se od marca 2020 dalje izobraževali na daljavo. Podatke smo pridobili s spletnim preizkusom znanja. Za vsak letnik smo sestavili preizkus znanja, ki je vseboval dvajset fizikalnih nalog izbirnega tipa, ki so prevodi hrvaških nalog za maturo. Pridobljene podatke smo uredili in jih na podlagi različnih kriterijev analizirali. Primerjali smo jih s pridobljenimi podatki iz preteklih hrvaških matur. Ugotovili smo, da so bili slovenski dijaki, ki so se v šolskem letu 2019/20 del šolskega leta izobraževali na daljavo, v splošnem manj uspešni pri reševanju nalog kot dijaki, ki so reševali naloge na hrvaški maturi. Izkazalo se je, da ne moremo oblikovati smiselnih ugotovitev o uspešnosti reševanja nalog na preizkusu znanja glede na obdobje obravnave vsebinske teme, ki jo naloga preverja. Ugotovili pa smo, katere vsebinske teme je največ dijakov obravnavalo na daljavo ter katere vsebinske teme slovenski dijaki pomanjkljivo razumejo po izobraževanju na daljavo. Prav na te teme je pri nadaljnji organizaciji poučevanja fizike treba dati največji poudarek.

Ključne besede

srednja šola;fizika;pandemija COVID-19;šolanje na daljavo;preverjanje znanja;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [T. Gregorič]
UDK: 53(043.2)
COBISS: 158925827 Povezava se bo odprla v novem oknu
Št. ogledov: 8
Št. prenosov: 2
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: Impact of the COVID-19 epidemic on Slovenian students' knowledge and understanding of physics
Sekundarni povzetek: In December 2019, a new infectious coronavirus disease, COVID-19, was first identified in in China. In order to curb the spread of this disease, some 192 countries around the world have imposed a quarantine in March 2020 and subsequently closed all educational institutions. The first closure of all educational institutions in Slovenia took place on 16 March 2020. Yet learning has not stopped, and has instead moved online. Conventional education has been interrupted and the period of remote schooling has begun. Without consistent and clear guidance on how education should be organised during this period, schools and teachers have undertaken a journey into the unknown. Physics lessons are usually based on experiments and physics classrooms are mostly full of the tools to carry them out. However, with the move to remote schooling, teachers had to work with what they had at home. They had to find alternative formats to replace experimental work and to change and adapt their teaching methods, formats and pace, as the learning environment and dynamics online are completely different from those in the classroom. At home, students also had to adapt their environment to make it suitable for learning. Both students and teachers were placed in a new situation and faced many challenges in a short period. All of this may have had an impact on the knowledge and understanding of physics of secondary school pupils, which was the topic of this master's thesis. The main objectives of the study were to determine to what extent distance education during the COVID-19 pandemic affected Slovenian high school students' knowledge and understanding of physics, and to identify the content topics that Slovenian high school students lack understanding of after remote schooling. A quantitative survey was carried out using a convenience sample of 167 students from all over Slovenia who attended 1st, 2nd or 3rd year of school in the 2019/20 school year and who have been schooling remotely from March 2020 onwards. The data was collected through an online knowledge test. For each year of study, a knowledge test was set up, which included 20 optional physics tasks, which are translations of the Croatian Matura tasks. The data obtained was edited and analysed based on different criteria. The data was compared with the data obtained from previous Croatian Matura examinations. Results showed that Slovenian students who were distance learners for part of the 2019/20 school year were generally less successful in solving the tasks than students who solved the Croatian Matura tasks. It appears that no meaningful conclusions can be drawn about the performance of the tasks in the examination in relation to the period of the substantive topic covered by the task. However, the results show, which content topics were, covered most by distance education students and which content topics Slovenian students have a lack of understanding of after receiving remote schooling. These topics should be given the most emphasis in the future organisation of physics education.
Sekundarne ključne besede: high school;physics;pandemic COVID-19;distance learning;assessment;Srednješolsko 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 (XIII, 172 str.))
DOI: 20.500.12556/RUL-147822
ID: 19542390