Uporaba submikropredstavitev pri pouku kemije na dveh osnovnih šolah v Ljubljani

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2011
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[A. Kokić]
UDK:	54:373.3.016(043.2)
COBISS:	8971337
Št. ogledov:	844
Št. prenosov:	234
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	The use of submicrorepresentations in the chemistry lessons in two primary schools in Ljubljana
Sekundarni povzetek:	The ITLS model (interdependence of three level of science concepts), submicrorepresentations (particulate presentations of matter) and the meaning of the teacher in teaching chemistry are presented in the diploma thesis. The purpose of the study was to determine how teachers use submicropresentations in the teaching of chemistry in the ninth grade of primary school. An analysis of lesson observations, interviews with pupils and teachers and the analysis of the textbooks used in teaching are presented. The results of the interview analysis show that the teachers in the selected schools use submicropresentations in their work wherever possible. This is of course dependent on the chemistry content that they are teaching. Analysis of the textbooks also confirmed what the teachers stated about the use of submicropresentations. It is not possible to present each topic at the submicrolevel. Evaluation of the topic Acids, Bases and Salts in the textbook revealed far more submicrorepresentations at the submicrolevel than the topic of Organic Compounds with Oxygen, which had more presentations at the symbolic level. Pupils also claim that they are acquainted with submicropresentations and that they more or less understand them. Analysis of the observation of lessons showed that the teachers use various approaches to introduce learning materials. The teacher in the first primary school preferred the use of PowerPoint presentations for explaining teaching material; the teacher in the second primary school preferred a blackboard and chalk approach. The actual format of the lesson was similar in both schools. The lesson started with a short summary of the previously learned material, checking of the homework, followed by preliminary motivation. They both tried to include as many experiments as possible, mostly as demonstrations rather that students’ group experiments. Apart from experiments teachers also use models, animations, submicropresentations ... A short review of the learned material ended the lesson. It can be concluded that all the chemistry content in the upper primary school is more difficult to demonstrate with submicrorepresentations, but teachers use those that are easier or presented in textbooks. Because chemistry concepts are abstract for pupils, teachers are those who must provide for clear and understandable explanations, appropriate description and teaching tools (models, submicrorepresentations, animations).
Sekundarne ključne besede:	chemistry;teaching method;primary school;kemija;didaktična metoda;osnovna šola;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak.; Fak. za matematiko in fiziko; Fak. za kemijo in kemijsko tehnologijo; Naravoslovnotehniška fak., Kemija in fizika
Strani:	53 f.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	The use of submicrorepresentations in the chemistry lessons in two primary schools in Ljubljana
Ključne besede (ePrints):	STRP model
Ključne besede (ePrints, sekundarni jezik):	ITLS model
Povzetek (ePrints):	V diplomskem delu so predstavljeni STRP model (soodvisnost treh ravni naravoslovnega pojma), submikropredstavitve (sheme snovi na ravni delcev) in pomen učitelja pri poučevanju kemije. Namen diplomskega dela je ugotoviti, kako izbrana učitelja uporabljata submikropredstavitve pri poučevanju kemije v devetem razredu osnovne šole. Predstavljena je analiza opazovanja pouka, intervjujev z učenci in učiteljema ter učbenikov, ki jih učitelja uporabljata pri pouku. Rezultati analize kažejo, da učitelja na izbranih šolah uporabljata submikropredstavitve pri svojem delu, kadar je le mogoče. To je seveda odvisno od učne vsebine, ki jo poučujeta. Analiza učbenikov je pokazala, da avtorji učbenikov ne prikažejo vsake vsebine tudi na submikroravni. Analiza učne vsebine Kisline, baze in soli v učbeniku kaže, da ima ta vsebina veliko več slik na submikroravni kot pa vsebina Kisikova družina organskih spojin. Ta vsebina ima več slik na simbolni ravni in več modelov le ene molekule spojine oz. je kemijska reakcija prikazana z modeli. Tudi učenci navajajo, da so seznanjeni s submikropredstavitvami in jih bolj ali manj razumejo. Analiza opazovanja pouka kaže, da učitelja uporabljata različen pristop k podajanju učne vsebine. Učiteljica s prve osnovne šole raje uporablja PowerPoint predstavitve za razlago učne vsebine, učitelj z druge osnovne šole pa raje kredo in tablo. Sam potek učnih ur je podoben pri obeh. Učna ura se začne s kratko ponovitvijo prejšnje učne vsebine, pregledom domačih nalog, nato sledi uvodna zanimivost, ki naj bi pri učencih vzbudila interes za obravnavo nove učne vsebine. Učitelja se trudita vključevati v učne ure čim več eksperimentov. Pri tem prevladujejo demonstracijski eksperimenti, poskusov, ki bi jih učenci delali v skupinah, pa je manj. Poleg eksperimentov uporabljata tudi modele, animacije, submikropredstavitve itd. Na koncu šolske ure navadno sledi še kratka ponovitev obravnavane učne vsebine. Zaključiti je mogoče, da je vse vsebine, ki se obravnavajo pri pouku kemije v osnovni šoli, težko prikazati na ravni delcev. Tiste, ki so tudi v učbenikih predstavljene s submikropredstavitvami, pa tudi učitelja poučujeta s shemami na ravni delcev. Ker so kemijske vsebine za učence pogosto abstraktne, so učitelji tisti, ki morajo poskrbeti za jasne in razumljive razlage ter uporabljati učne pripomočke (modele, submikropredstavitve, animacije), ki učencem omogočajo razumevanje učne vsebine.
Povzetek (ePrints, sekundarni jezik):	The ITLS model (interdependence of three level of science concepts), submicrorepresentations (particulate presentations of matter) and the meaning of the teacher in teaching chemistry are presented in the diploma thesis. The purpose of the study was to determine how teachers use submicropresentations in the teaching of chemistry in the ninth grade of primary school. An analysis of lesson observations, interviews with pupils and teachers and the analysis of the textbooks used in teaching are presented. The results of the interview analysis show that the teachers in the selected schools use submicropresentations in their work wherever possible. This is of course dependent on the chemistry content that they are teaching. Analysis of the textbooks also confirmed what the teachers stated about the use of submicropresentations. It is not possible to present each topic at the submicrolevel. Evaluation of the topic Acids, Bases and Salts in the textbook revealed far more submicrorepresentations at the submicrolevel than the topic of Organic Compounds with Oxygen, which had more presentations at the symbolic level. Pupils also claim that they are acquainted with submicropresentations and that they more or less understand them. Analysis of the observation of lessons showed that the teachers use various approaches to introduce learning materials. The teacher in the first primary school preferred the use of PowerPoint presentations for explaining teaching material; the teacher in the second primary school preferred a blackboard and chalk approach. The actual format of the lesson was similar in both schools. The lesson started with a short summary of the previously learned material, checking of the homework, followed by preliminary motivation. They both tried to include as many experiments as possible, mostly as demonstrations rather that students’ group experiments. Apart from experiments teachers also use models, animations, submicropresentations ... A short review of the learned material ended the lesson. It can be concluded that all the chemistry content in the upper primary school is more difficult to demonstrate with submicrorepresentations, but teachers use those that are easier or presented in textbooks. Because chemistry concepts are abstract for pupils, teachers are those who must provide for clear and understandable explanations, appropriate description and teaching tools (models, submicrorepresentations, animations).
Ključne besede (ePrints, sekundarni jezik):	ITLS model
ID:	8308319