Projektno učno delo pri pouku kemije

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[T. Smrdel]
UDK:	54:373.3(043.2)
COBISS:	9790793
Št. ogledov:	1329
Št. prenosov:	247
Ocena:	0 (0 glasov)
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Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Project-based learning in chemistry teaching
Sekundarni povzetek:	Project-based learning is a teaching method which helps students learn by researching interesting issues and problems from everyday life. With this method students acquire and upgrade their knowledge, develop different skills, abilities and talents and strengthen their social skills. The execution of project-based learning consists of several stages, each with specific characteristics. The role of the teacher in this method is primarily directing the learning process through encouragement, guidance, networking, etc. The evaluation of the project work in the classroom presents a great challenge for the teacher, since the process of gaining knowledge, not merely the final product, is of fundamental importance, which must be appropriately taken into account in the evaluation. The teacher/Teachers can use descriptive criteria for evaluating the individual stages of project learning. The descriptive criteria/criterions contain exactly elaborated descriptors that describe the student's progress toward the learning objectives. In my thesis I focus primarily on the evaluation of project-based learning and the formation of descriptive criteria for project work in the field of chemistry.
Sekundarne ključne besede:	chemistry;kemija;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Kemija in biologija
Strani:	26 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Project-based learning in chemistry teaching
Ključne besede (ePrints):	projektno učno delo
Ključne besede (ePrints, sekundarni jezik):	project – based learning
Povzetek (ePrints):	Projektno učno delo je učni pristop, v katerem učenci usvajajo znanje s preučevanjem zanimivih problemov oz. pojavov iz vsakdanjega življenja. Ob projektnem učnem delu učenci pridobivajo in nadgrajujejo svoje znanje, razvijajo spretnosti, zmožnosti in talente ter krepijo svoje socialne spretnosti. Izvedba projektnega dela je sestavljena iz več stopenj s specifičnimi značilnostmi. Vloga učitelja pri projektnem učnem delu je predvsem usmerjanje učnega procesa s spodbujanjem, svetovanjem, povezovanjem ipd. Velik izziv za učitelja predstavlja predvsem vrednotenje projektnega dela pri pouku, saj je za projektno delo bistven proces pridobivanja znanja in ne le končni izdelek, kar je potrebno ustrezno upoštevati tudi pri ocenjevanju. Pri ocenjevanju učitelj lahko uporabi opisne kriterije za ocenjevanje posameznih stopenj projektnega učnega dela. Opisni kriteriji vsebujejo natančno razdelane opisnike, ki opisujejo učenčev napredek pri doseganju izbranih učnih ciljev. V diplomski nalogi sem se posvetila predvsem vrednotenju projektnega učnega dela in snovanju opisnih kriterijev za projektno učno delo s področja kemije.
Povzetek (ePrints, sekundarni jezik):	Project-based learning is a teaching method which helps students learn by researching interesting issues and problems from everyday life. With this method students acquire and upgrade their knowledge, develop different skills, abilities and talents and strengthen their social skills. The execution of project-based learning consists of several stages, each with specific characteristics. The role of the teacher in this method is primarily directing the learning process through encouragement, guidance, networking, etc. The evaluation of the project work in the classroom presents a great challenge for the teacher, since the process of gaining knowledge, not merely the final product, is of fundamental importance, which must be appropriately taken into account in the evaluation. The teacher/Teachers can use descriptive criteria for evaluating the individual stages of project learning. The descriptive criteria/criterions contain exactly elaborated descriptors that describe the student's progress toward the learning objectives. In my thesis I focus primarily on the evaluation of project-based learning and the formation of descriptive criteria for project work in the field of chemistry.
Ključne besede (ePrints, sekundarni jezik):	project – based learning
ID:	8311735