diplomsko delo
Barbara Zaman (Avtor), Iztok Devetak (Mentor), Miha Slapničar (Komentor)

Povzetek

Kemija je naravoslovni predmet, ki mnogim učencem predstavlja težave in izzive. Veliko znanstvenikov raziskuje, kako bi učno vsebino tega predmeta približali učencem, dijakom in študentom, da bi jo laže razumeli in se je učili z večjim zanimanjem. Velikokrat ni problem v razumevanju pojmov, ampak v načinu poučevanja. Vse dosedanje raziskave kažejo, da morajo učitelji kemije opustiti tradicionalni način poučevanja vsebin in začeti v učni proces uvajati aktivni pouk, ki temelji na učenju v kontekstu, eksperimentalnem delu, informacijsko-komunikacijski tehnologiji, igri vlog, projektnem učnem delu idr. Če bo učitelj pri poučevanju uporabljal te metode in oblike dela že v osnovni šoli, bodo učenci pri pouku motivirani za učenje in raziskovanje. Če jim je učna vsebina podana tako, da jo bodo laže in trajneje razumeli, jim pri nadaljnjem izobraževanju ne bo povzročala učnih težav in bodo pokazali zanimanje zanjo. Tako bodo učenci notranje motivirani in bodo svoje znanje povezovali s svojimi interesi, izkušnjami in okoljem, v katerem živijo. Od učitelja je odvisno, katere učne strategije bo uporabil, koliko se bo angažiral pri pouku, da razumevanje kemijskih učnih vsebin ne bo več problem. Namen diplomskega dela je bil ugotoviti, kakšno mnenje imajo študenti Pedagoške fakultete Univerze v Ljubljani različnih študijskih smeri prvostopenjskega študijskega programa dvopredmetni učitelj o srednješolski kemiji. V raziskavi je v študijskem letu 2014/2015 in 2015/2016 sodelovalo 126 študentov. Analizirani podatki so kot rezultati smiselno podani v sedmih sklopih. Ugotovljeno je bilo, da je anketiranim študentom kemija zanimiva in da se zavedajo njene povezave z vsakdanjim življenjem. Kljub temu pa je bila njihova notranja motivacija šibka, saj niso radi reševali kemijskih problemov, ki so jim predstavljali izziv. Kemije so se učili predvsem zaradi zunanjih dejavnikov (npr. želje drugih, želja po dobri oceni). Rezultati kažejo, da študentom samostojno eksperimentiranje in uporaba informacijsko-komunikacijske tehnologije pomaga pri lažjem razumevanju kemijskih učnih vsebin. Vsi podatki kažejo, da ima pri učenju in poučevanju pomembno vlogo tudi učitelj, ki načrtuje pouk in usmerja učence. Če bo učitelj v pouk vključeval aktivne metode in oblike dela, bodo tudi kemijske učne vsebine zanimivejše in laže razumljive.

Ključne besede

odnos;metode dela;oblike dela;učna motivacija;eksperimentalno delo;informacijsko-komunikacijska tehnologija;aktivni pouk;kemijske učne vsebine;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [B. Zaman]
UDK: 54:373.5(043.2)
COBISS: 11316297 Povezava se bo odprla v novem oknu
Št. ogledov: 615
Št. prenosov: 179
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: Faculty of Education students´views about high school chemistry
Sekundarni povzetek: Chemistry is a branch of physical science which presents difficulties and challenges to many students. Several researchers have been exploring the ways to bring the contents of this school subject closer to primary school children, high school and university students - in order to make it more understandable and to encourage learners to study it with more interest. Usually, it is not the understanding of concepts which is problematic, but the style of teaching. Research shows that chemistry teachers should desist from the traditional way of teaching the syllabus and start introducing active teaching methods into the classrooms. Such methods are based on learning through contextualization, experimental work, information and communication technology, role play, project work, etc. If a teacher uses these methods and ways of learning as early as the primary school, his or her pupils will be motivated for studying and research. If the syllabus is presented to students in a way which makes their undestanding easier and permanent, then chemisty will not present a problem in their later school years and they will study it with genuine interest. This makes the students intrinsically motivated, relating their knowledge with their interests, experience and the environment they live in. The choice of learning strategies and his/her engagement in the classroom are up to the teacher; this is of utmost importance in making the understanding of chemistry syllabus non-problematic for students. The aim of this thesis was to find out the students' opinion at the Faculty of Education, University of Ljubljana, on secondary school chemisty. The survey includes the students of the first-cycle double major programme, from different fields of study. 126 students participated in the survey in the academic years of 2014/2015 and 2015/2016. The analyzed data have been systematically presented in 7 topical sets. It has been established that the students find chemisty interesting and that they are aware of its connection with everyday life. However, their intrinsic motivation for studying it was weak; they did not like solving chemistry problems, which presented a challenge to them. These students learned chemistry mainly because of the external factors (other people's wishes, their wish to get a good grade). The results show that independent experimental work as well as the use of information and communication technology help students to better understand chemistry syllabus. The analyzed data show that teachers, who plan the teaching process and guide their students, have an important role in the process of learning and teaching. If a teacher includes active methods and strategies for studying into his/her teaching process, the chemistry syllabus will become more interesting and easier to comprehend.
Sekundarne ključne besede: student;chemistry;secondary education;študent;kemija;srednješolski pouk;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Gospodinjstvo in kemija
Strani: IV f., 29 str., [3] str. pril.
ID: 9225499