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Title:Kako učenci v 9. razredu razumejo in uporabljajo znanje o grafih pri reševanju nalog iz kemije
Authors:ID Podplatnik, Nejc (Author)
ID Golob, Nikolaja (Mentor) More about this mentor... New window
Files:.pdf MAG_Podplatnik_Nejc_2018.pdf (3,70 MB)
MD5: 08F44D16E821D6246D150638148BF641
PID: 20.500.12556/dkum/5fa1dc0a-4798-4f85-91fe-71580aaddf39
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FNM - Faculty of Natural Sciences and Mathematics
Abstract:Namen magistrskega dela je raziskati vse možne načine razmišljanja, razumevanja in povezovanja pojmov šolarjev v osnovnih šolah glede uporabe znanj o grafih pri kemiji. Z raziskavo želimo ugotoviti, ali učenci uspešno prenesejo znanje, povezano z grafi funkcij, in ali znajo stroge matematične definicije uspešno uporabiti pri kemijskih ter realnih življenjskih primerih. Metoda, ki je bila uporabljena pri raziskavi, je fenomenografija z intervjujem ob pisnem reševanju nalog, kjer je sodelovalo 30 učencev devetih razredov osnovnih šol iz šestih različnih oddelkov. Končna analiza je pokazala, da lahko rezultate razvrstimo v matematični in naravoslovni sklop. Pri matematičnem sklopu je šlo za sedem kategorij znanja z več podkategorijami, prav tako smo tudi pri naravoslovnem oziroma kemijskem sklopu uporabili sedem kategorij s podkategorijami. Učenci so bili tako pri enostavnejših primerih uspešni v približno 50-odstotkih. Težji primeri, po Gagneju problemskega znanja, pa učencem povzročajo nekaj več težav in je razumevanje zato slabše. Pri raziskavi smo naleteli na neskladje v učnih načrtih glede vpeljave termina neodvisne in odvisne spremenljivke, ki ga predstavimo in priporočamo, da se čimprej odpravi. Po odpravi neskladja bodo učitelji naravoslovnih in kemijskih vsebin imeli na področju grafov lažje delo, saj bodo učenci to znanje prenesli iz matematičnega področja in ga pri kemiji nadgradili. Učiteljem priporočamo, naj namenijo več pozornosti razumevanju grafov ne le izrisu in uporabi grafov kot ilustracij.
Keywords:osnovna šola, matematika, kemija, graf, funkcija, spremenljivka, fenomenografija, intervju, Gagnejeva taksonomija, učni načrt, kategorije razumevanja grafov
Place of publishing:Maribor
Publisher:[N. Podplatnik]
Year of publishing:2018
PID:20.500.12556/DKUM-71105 New window
UDC:37.091.3:54+51(043.2)
COBISS.SI-ID:24014344 New window
NUK URN:URN:SI:UM:DK:UFG1BYKG
Publication date in DKUM:21.09.2018
Views:1092
Downloads:135
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FNM
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:13.07.2018

Secondary language

Language:English
Title:How Students in the 9th Grade Understand and Use the Knowledge of Charts While Solving Chemistry Exercises
Abstract:The purpose of the master's thesis is to explore all possible ways of thinking, understanding and connecting the concepts of schoolchildren in elementary schools regarding the use of knowledge about charts. We want to find out whether students successfully transfer knowledge related to charts of functions and whether they can successfully apply strict mathematical definitions into chemical and real-life examples. The method used in the research was phenomenography with an interview during written task solving, involving 30 pupils from the ninth grade of elementary schools from six different school classes. The final analysis showed that the results can be classified into mathematical and natural sciences. There were seven categories of knowledge with several subcategories in the mathematical framework, as well as seven categories with subcategories in natural sciences and chemistry. The success rate of pupils solving simpler tasks was approximately 50%. More difficult tasks, problem-knowledge by Gagne, give students a little more difficulty and consequently understanding is worse. In the study, we encountered incompatibilities in the curriculum regarding the introduction of the terms independent and dependent variable, which we highlighted and recommend removing as soon as possible. After resolving the incompatibilities, science and chemistry teachers will have an easier job in the field of charts, since students will transfer this knowledge from the mathematical field and upgrade it in chemistry. Teachers are encouraged to focus the attention on understanding charts, rather than drawing and using charts as an illustration.
Keywords:Elementary school, mathematics, chemistry, chart, function, variable, phenomenography, interview, Gagne's taxonomy, curriculum, categories of understanding charts


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