Problemsko učenje kemije

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[P. Janc Vidic]
UDK:	54:373.5(043.2)
COBISS:	9974857
Št. ogledov:	1473
Št. prenosov:	190
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Problem-based learning in chemistry
Sekundarni povzetek:	The scope of the thesis was focused on evaluating the impact of pre-knowledge, self-efficacy and self-esteem on knowledge gained through problem-based learning. As an example of problem based learning a teaching unit “In the footsteps of crime” was used. An causal research method for pedagogical research was conducted. 85 students from three different high schools from dolenjska region participated in the study. For evaluating impact of problem based learning on knowledge gained by PBL strategy the following instruments were used: pre-test, post-test, worksheet, and questionnaires for self-efficacy and self-esteem. Results show that pre-knowledge, self-esteem and self-efficacy have a positive contribution on knowledge gained through PBL approach. Students who expressed high confidence in their capabilities achieved better results on pre-test, worksheet and post-test, but also students with week confidence in their capabilities achieved good results in filling in worksheet. No statistically significant differences in achievements were found between genders. Male and female achieved comparable results on all instruments.
Sekundarne ključne besede:	chemistry;learning;secondary education;self-concept;kemija;učenje;srednješolski pouk;samopodoba;
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:	V, 77 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Problemsko učenje kemije
Ključne besede (ePrints):	problemsko učenje
Ključne besede (ePrints, sekundarni jezik):	problem-based learning
Povzetek (ePrints):	Namen raziskave je bil ugotoviti vplive predznanja, samoučinkovitosti in samopodobe na kvaliteto znanja, pridobljenega s problemskim učenjem. Problemsko učenje je bilo izvedeno s pomočjo enote »Po sledeh zločina - forenziki na delu«. V raziskavi je bila uporabljena kavzalna metoda pedagoškega raziskovanja. Vključenih je bilo 85 dijakov 4. letnikov splošne gimnazije, tehniške gimnazije in srednje kemijske šole. Za vrednotenje vpliva problemskega učenja na znanje kemije so bili uporabljeni preizkusi znanja in vprašalnika za samoučinkovitost in samopodobo. Rezultati so pokazali, da imajo predznanje kemije, dobro mnenje dijakov o sposobnostih reševanja problemov in zaupanje v svoje sposobnosti bistveni vpliv na uspešnost problemskega učenja. Vendar pa se tudi dijaki s podpovprečno samoučinkovitostjo in negativno samopodobo po sposobnostih reševanja delovnega lista problemske enote niso razlikovali od dijakov z izrazito pozitivno samopodobo in samoučinkovitostjo. Med spoloma niso bile ugotovljene statistično pomembne razlike v dosežkih na vseh uporabljenih inštrumentih.
Povzetek (ePrints, sekundarni jezik):	The scope of the thesis was focused on evaluating the impact of pre-knowledge, self-efficacy and self-esteem on knowledge gained through problem-based learning. As an example of problem based learning a teaching unit “In the footsteps of crime” was used. An causal research method for pedagogical research was conducted. 85 students from three different high schools from dolenjska region participated in the study. For evaluating impact of problem based learning on knowledge gained by PBL strategy the following instruments were used: pre-test, post-test, worksheet, and questionnaires for self-efficacy and self-esteem. Results show that pre-knowledge, self-esteem and self-efficacy have a positive contribution on knowledge gained through PBL approach. Students who expressed high confidence in their capabilities achieved better results on pre-test, worksheet and post-test, but also students with week confidence in their capabilities achieved good results in filling in worksheet. No statistically significant differences in achievements were found between genders. Male and female achieved comparable results on all instruments.
Ključne besede (ePrints, sekundarni jezik):	problem-based learning
ID:	8327913