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1.
METRIČNA DIMENZIJA GRAFA
Mateja Žuželj, 2011, undergraduate thesis

Abstract: V prvem poglavju diplomskega dela predstavimo osnovne pojme iz teorije grafov, podamo definicije in preproste primere grafov. V drugem poglavju definiramo metrično dimenzijo grafa. V tretjem poglavju se posvetimo grafom z majhno metrično dimenzijo. Poti so edini grafi z metrično dimenzijo ena. Ogledamo si lastnosti, ki so značilne za grafe z metrično dimenzijo dva. Ob koncu tega poglavja se seznanimo še z metrično dimenzijo ciklov, ki so predstavniki grafov z metrično dimenzijo dva. V četrtem poglavju obravnavamo metrično dimenzijo različnih primerov grafov. Najprej spoznamo metrično dimenzijo polnih grafov, nato dreves in na koncu še mrež pri katerih kot poseben primer pogledamo hiperkocke. Za drevesa podamo tudi enostaven algoritem za postavitev baznih vozlišč. V zadnjem poglavju se ukvarjamo z uporabo metrične dimenzije. Podamo primere uporabe metrične dimenzije v miselnih problemih in igrah, navigaciji, računalništvu in kemiji.
Keywords: Metrična dimenzija, razdalja v grafih, NP-težek problem, pot, cikel, polni graf, drevo, mreže, hiperkocke, Hammingov graf.
Published: 27.09.2011; Views: 1943; Downloads: 139
.pdf Full text (607,74 KB)

2.
DELO Z MODELI PRI POUKU KEMIJE Z UPORABO GEOMETRIJSKEGA ZNANJA
Mateja Žuželj, 2012, undergraduate thesis

Abstract: Modeli v kemiji so sredstvo za razumevanje in obravnavo kemijskih problemov, ki omogočajo hitro in razumljivo usvajanje abstraktnih pojmov in prikazovanje človeškemu očesu nevidnih struktur. Imajo velik pomen za razvijanje formalnega mišljenja na prehodu iz konkretne na formalno stopnjo intelektualnega razvoja s čimer pripomorejo k razvijanju logičnega mišljenja in sklepanja. Cilj tega diplomskega dela je povečati vlogo modelov v kemijskem izobraževanju, še posebej z vidika še boljšega učenčevega razumevanja kemijskih pojmov. Poseben poudarek je namenjen ne zgolj pridobivanju, pač pa tudi razvijanju bolj kompleksnih kompetenc. V ta namen smo razvili novo učno strategijo, imenovano učenje s samoizdelavo kemijskih modelov. To pomeni, da se učenci/dijaki sami učijo ob lastnih modelih, izdelanih iz dosegljivih, cenovno ugodnih materialov. Opravljena je bila raziskava metodološkega pristopa dijakove samoizdelave kemijskih modelov. Posebej nas je zanimala uspešnost učenja, ki se kaže v trajnosti razumljeno usvojenega dijakovega znanja. Izhajajoč iz rezultatov statistične obdelave pridobljenih podatkov smo ugotovili, da samoizdelava modelov, kot inovativni pristop omogoča boljše razumevanje in posledično trajnejše dijakovo znanje. Tako postajajo dijaki bolj kompetentni v obvladanosti tudi bolj kompleksnih kemijskih vsebin. Zlasti je treba poudariti vrednejši vidik kompetenc (samostojnost, odgovornost, iznajdljivost, notranja motivacija, še posebej pa ročne spretnosti) dijakov kot samoizdelovalcev modelov v primerjavi z dijaki, zgolj kot sestavljavci modelov.
Keywords: kemijski model, vrste modelov, samoizdelava modela, kompetence, poučevanje in učenje z modeli
Published: 26.11.2012; Views: 1332; Downloads: 136
.pdf Full text (3,80 MB)

3.
Using chemical models for developing natural science competences in teaching chemistry
Darinka Sikošek, Mateja Žuželj, 2013, original scientific article

Abstract: Chemical models are indispensable tool in chemistry class and enable secondary school pupils to develop complex thought processes and spatial concepts, both of which are necessary to improve their understanding of chemical concepts. In this research, special emphasis is given to complex competencies not only their acquisition, but rather how pupils develop them. For this purpose, a learning strategy has been developed, called learning by self-generating chemical models. Pupils learn individually on their own models, which are made from easily accessible, low-cost materials. The impact of workable models was investigated (assembly of commercial models and production of self-made models) on the (1) learning success using simple molecule shapes and (2) the degree of competence development which realized through the implemented activities. The study involved first-year secondary school-pupils, defined as self-creators of paper- and -wire models (experimental group) and assemblers of commercial models (called the control group). The appearance of the molecules being studied took the form of geometric shapes and structures, which pupils present by making of ball-, called wire-models from plasticine and wire or paper created, called paper models. Based on the results of statistical processing of the data, we found that self-creation of models (as an innovative approach) leads to better understanding and to subsequently sustained knowledge for the pupil. It should also be noted that pupils who were self-generators in comparisons to those who merely assembled the models, generally developed many complex skills in the areas of problem solving, practical competence, mathematical competence and critical thinking skills. The knowledge so acquired was also better understood.
Keywords: education, chemical models, competencies, chemistry, self-made models
Published: 19.12.2017; Views: 254; Downloads: 19
.pdf Full text (734,46 KB)
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