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Title:KONSTRUKTIVISTIČNI PRISTOP PRI POUČEVANJU FIZIKALNIH VSEBIN - TLAK IN VZGON
Authors:ID Kline, Jasmina (Author)
ID Gerlič, Ivan (Mentor) More about this mentor... New window
ID Repnik, Robert (Comentor)
Files:.pdf UNI_Kline_Jasmina_2010.pdf (1,96 MB)
MD5: BFD9EB9B8CED514B199CB84595C3ED3E
PID: 20.500.12556/dkum/d6595fdc-a132-4a46-bb6e-7773f683b04c
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:FNM - Faculty of Natural Sciences and Mathematics
Abstract:Poučevanje v šolah ne poteka več le na tradicionalni način, pri katerem učitelj snov razloži, pokaže demonstracijski eksperiment ter uro zaključi z utrjevanjem in z računskimi nalogami. V zadnjih dveh desetletjih so se pedagoške raziskave usmerile v preučevanje intenzivnejšega in aktivnejšega vključevanja učenca v delo. Alternativni način aktivnega poučevanja, ki so ga imenovali pristop vodenega odkrivanja, temelji na skrbno načrtovanem izboru eksperimentalnih in miselnih nalog ter diskusiji med učenci. Eden takšnih pristopov je konstruktivistični pristop poučevanja. Pri njem učitelj vodi učence, ti pa sami z eksperimentiranjem in diskusijo pridejo do novih spoznanj. V diplomskem delu se osredotočamo na poučevanje osnovnošolske učne teme Tlak in vzgon, ki jo učenci obravnavajo v osmem razredu devetletne osnovne šole. Med seboj bomo primerjali dva razreda: v prvem bodo učenci spoznavali snov s konstruktivističnim pristopom, v drugem pa s tradicionalnim pristopom z elementi konstruktivizma. Diplomsko delo je razdeljeno na teoretični in empirični del. V teoretičnem delu predstavljamo razlike dveh načinov konstruktivističnega pristopa v učenju, poučevanju, izvajanju eksperimentov in zgradbi učnih ur. V empiričnem delu pa predstavljamo evalvacijo uspešnosti obeh načinov konstruktivističnih pristopov.
Keywords:tlak, vzgon, poučevanje, konstruktivistični pristop, tradicionalni pristop z elementi konstruktivizma
Place of publishing:Maribor
Publisher:[J. Kline]
Year of publishing:2010
PID:20.500.12556/DKUM-16463 New window
UDC:53(043.2)
COBISS.SI-ID:17974792 New window
NUK URN:URN:SI:UM:DK:NVOV0TA9
Publication date in DKUM:18.11.2010
Views:4113
Downloads:537
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FNM
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Secondary language

Language:English
Title:CONSTRUCTIVIST APPROACH TO TEACHING OF PHYSICS TOPICS - PRESSURE AND BUOYANCY
Abstract:Nowadays teachers do not use the traditional way when teaching anyway, which leans that they do not simply explain, show a demonstration experiment and finish a lesson by consolidation and some calculation tasks. In the past two decades pedagogical researches were focused on the study of intensely and actively involvement in a student’s work. An alternative method of active teaching, also called guided discovery, is based on a carefully planned selection of experimental and cognitive tasks, and discussion among students. One of such approaches is a constructivist teaching approach. In this approach the teacher leads the students, who learn on their own by experimentation and discussion. In the graduation thesis we have focused on teaching elementary topics, such as Pressure and Buoyancy, which students learn in the eighth grade of primary school. We will compare two classes: in the first there will be students taught by a constructivist approach, on the other hand, in the second class, the students will be taught by the traditional approach with elements of constructivism. The thesis is divided into a theoretical and an empirical part. The theoretical part includes the differences between two ways of constructivist approach in learning, teaching, conducting experiments and lessons structure. In the empirical part we present the efficiency of both constructivist approaches.
Keywords:pressure, buoyancy, teaching, constructivist approach, traditional approach with elements of constructivism


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