Vpliv izvedbe eksperimentalne učne enote na kakovost in trajnost znanja

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2011
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[L. Janežič]
UDK:	54:37.091.313(043.2)
COBISS:	8972873
Št. ogledov:	895
Št. prenosov:	224
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	The impact of experimental approach on quality and permanence of knowledge
Sekundarni povzetek:	In the diploma work the impact of the hands-on approach as designed in teaching unit »Evaluation of efficiency of methods for removal copper ions from waste water« on the quality and sustainability of knowledge is discussed. The teaching unit was tested with students of 2nd and 3rd year high school Ledina in the year 2010/2011. Statistically significant difference in the quality and sustainability of knowledge between control and experimental group of students was confirmed. Nevertheless both groups proved to be inefficient in solving those test items where justification of decisions was expected. This result reflects the ongoing practice of teaching chemistry in Slovene schools, where teachers seldom elicit critical discussions in relation with the results of the experimental work. Experiments are too often not an integral part of theoretical explanations of chemical concepts.
Sekundarne ključne besede:	chemistry;experiential learning;knowledge level;kemija;izkustveno učenje;stopnja znanja;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak.; Biotehniška fak.; Fak. za kemijo in kemijsko tehnologijo,; Naravoslovnotehniška fak., Kemija in biologija
Strani:	80 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	The impact of experimental approach on quality and permanence of knowledge
Ključne besede (ePrints):	izkustveni pouk
Ključne besede (ePrints, sekundarni jezik):	inquiry based science teaching
Povzetek (ePrints):	V diplomskem delu so opisani rezultati izvedbe izkustvenega pristopa, zasnovanega v enoti »Ocena učinkovitosti metod odstranjevanja bakrovih ionov iz odpadnih vod« na trajnost in kakovost znanja. Enota je bila testirana z 99 dijaki 2. in 3. letnika gimnazije Ledina v šolskem letu 2010/2011. Trajnost in kakovost znanja eksperimentalne skupine je bila statistično pomembno na višji ravni od znanja kontrolne skupine. Vendar sta tako kontrolna, kakor eksperimentalna skupina dijakov, pri nalogah, kjer je bilo potrebno pravilne izbire utemeljevati, bili neuspešni, saj so bile utemeljitve dijakov nepopolne, ali celo napačne oz. jih ni bilo. Rezultat je odraz prakse poučevanja kemije v naših šolah, kjer učitelji zelo redko usmerjajo dijake v kritične pogovore, ki bi bili povezani z eksperimentalnim delom, ki je vse preveč pogosto ločeno od teoretične razlage.
Povzetek (ePrints, sekundarni jezik):	In the diploma work the impact of the hands-on approach as designed in teaching unit »Evaluation of efficiency of methods for removal copper ions from waste water« on the quality and sustainability of knowledge is discussed. The teaching unit was tested with students of 2nd and 3rd year high school Ledina in the year 2010/2011. Statistically significant difference in the quality and sustainability of knowledge between control and experimental group of students was confirmed. Nevertheless both groups proved to be inefficient in solving those test items where justification of decisions was expected. This result reflects the ongoing practice of teaching chemistry in Slovene schools, where teachers seldom elicit critical discussions in relation with the results of the experimental work. Experiments are too often not an integral part of theoretical explanations of chemical concepts.
Ključne besede (ePrints, sekundarni jezik):	inquiry based science teaching
ID:	8308544