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Title:Izvedba praktičnega dela pri predmetih biologija in kemija v slovenskih osnovnih šolah - primerjava pred in med šolanjem na daljavo : magistrsko delo
Authors:ID Hajdinjak, Tamara (Author)
ID Špernjak, Andreja (Mentor) More about this mentor... New window
ID Majer Kovačič, Janja (Mentor) More about this mentor... New window
Files:.pdf MAG_Hajdinjak_Tamara_2023.pdf (1,90 MB)
MD5: 56E2A96593A97337A44B5CEA13C38E2A
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FNM - Faculty of Natural Sciences and Mathematics
Abstract:Pri pripravi vprašalnikov za magistrsko delo smo prišli do dileme o najprimernejšem izboru pojmov: praktično, laboratorijsko ali eksperimentalno delo. V nalogi so uporabljeni vsi trije izrazi, najpogosteje pa praktično delo, saj je vsako laboratorijsko in eksperimentalno delo tudi praktično delo, obratno pa zmeraj ne velja. Ne glede na poimenovanje imajo vse tri oblike dela pozitiven vpliv na učence. Praktično delo je z vidika aktivnosti učencev med poukom izredno pomembno in ima veliko prednosti pred ostalimi metodami dela, kjer učenci niso aktivni v tolikšni meri. Praktično delo je učinkovitejše s stališča trajnosti znanja, saj vpliva na lažje in boljše sklepanje, kritično mišljenje, razumevanje znanosti, uporabo znanja, razlage opažanj ter definiranje novega problema. Posledično učenci s pomočjo praktičnega dela dosegajo višje kognitivne nivoje, praktično delo pa omogoča tudi lažje povezovanje teorije s prakso. Prav tako praktično delo omogoča razvijanje ročnih spretnosti, ki so pomembne v vsakdanjem življenju. Praktično delo je glede na učne načrte predmetov z naravoslovnimi vsebinami s strani stroke in zakonodajalcev priporočljivo že od začetka šolanja. Samostojnost učencev pri aktivnostih praktičnega dela pa naj bi se od prvega razreda dalje postopoma povečevala. Kljub pomembnosti praktičnega dela učitelji v praksi pogosto naletijo na težave – v šolah ni zadostne opreme, učitelja skrbi izpolnitev ciljev predmeta iz učnega načrta, potrebnega je več časa za izvedbo ure s praktičnim delom kot za izvedbo ure z drugimi, manj aktivnimi metodami dela. Glede na naše ugotovitve učitelji praktično delo, kljub oviram, izvajajo v veliki meri. Med epidemijo COVID-19 (2020-2022) se je izobraževanje na daljavo v osnovni šoli bistveno povečalo, kar je močno otežilo izvedbo praktičnega dela pri predmetih z naravoslovnimi vsebinami, saj učitelji z izvedbo praktičnega dela na daljavo niso imeli izkušenj. Učitelji so praktično delo, kljub oviram, ki jih je prineslo izobraževanje na daljavo, poskušali izvajati v čim večji meri. Učencem so dali samostojne naloge za izvedbo praktičnega dela ali pa so jim praktično delo prikazali s pomočjo demonstracije. Učitelji so se glede na podana mnenja zavedali prednosti praktičnega dela, kljub temu pa so izzivi in problematika pogosto bili tako veliki, da so prevladali nad prednostmi. Posledično je bila izvedba praktičnega dela med šolanjem na daljavo manjša kot pred šolanjem na daljavo. Zaradi prednosti praktičnega dela bi si učitelji želeli več možnosti usposabljanja in izobraževanja glede praktičnega dela na daljavo, saj bi tako učenci tudi pri izobraževanju na daljavo v največji možni meri pridobili veščine praktičnega dela.
Keywords:praktično delo, naravoslovni predmeti, biologija, kemija, praktično delo na daljavo, osnovnošolsko izobraževanje, izobraževanje v času COVID-19
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[T. Hajdinjak]
Year of publishing:2023
Number of pages:XIV f., 127 str.
PID:20.500.12556/DKUM-83986 New window
UDC:57:54:37.018.43:004 (043.2)
COBISS.SI-ID:148654851 New window
Publication date in DKUM:13.04.2023
Views:601
Downloads:66
Metadata:XML DC-XML DC-RDF
Categories:FNM
:
HAJDINJAK, Tamara, 2023, Izvedba praktičnega dela pri predmetih biologija in kemija v slovenskih osnovnih šolah - primerjava pred in med šolanjem na daljavo : magistrsko delo [online]. Master’s thesis. Maribor : T. Hajdinjak. [Accessed 5 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=83986
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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:22.03.2023

Secondary language

Language:English
Title:Implementation of practical work in the subjects of biology and chemistry in Slovenian primary schools - comparison before and during distance learning
Abstract:When preparing the questionnaires for the master's thesis, we reached a dilemma about the most appropriate selection of concepts: practical, laboratory or experimental work. All three terms are used in the assignment, practical work being most often since every laboratory and experimental work is also practical work, but this does not always apply the other way around. Regardless of the name, all three forms of work have a positive impact on students. Practical work is extremely important from the point of view of student activity during lessons and has many advantages over other methods of work in which students are not active to such an extent. Practical work is more effective from the durability of the knowledge point of view, as it influences easier and better reasoning, critical thinking, understanding of science, application of knowledge, interpretation of observations and definition of a new problem. As a result, students achieve higher cognitive levels with practical work, which also makes it easier to connect theory with practice. Practical work also facilitates the development of manual skills that are important in everyday life. According to the curricula of subjects with natural science content, practical work is recommended by professionals and legislators from the beginning of schooling. Independence of students in practical work activities should gradually increase from the first grade onwards. Despite the importance of practical work, teachers often encounter problems in practice – there is insufficient equipment in schools, teacher are concerned about attaining the objectives of the curriculum subject, it takes more time to conduct a lesson with practical work than to conduct a lesson with other, less active, methods of work. According to our findings, teachers carry out practical work to a large extent, despite the obstacles. During the COVID-19 epidemic (2020 – 2022), distance education in primary schools increased significantly, which made implementation of practical work in subjects with natural science content more difficult, as teachers did not have experience in carrying out practical work remotely. Teachers tried to carry out practical work as much as possible, despite the obstacles brought by distance education. Students were given independent tasks for practical work, or practical work was demonstrated to them. According to the provided opinions, teachers were aware of the advantages of practical work, however, the challenges and problems were often so great that they outweighed the advantages. As a result, the performance of practical work during distance learning was lower than before distance learning. Because of the advantages of practical work, teachers would like more opportunities for training and education regarding distance practical work, because in this way students would acquire the skills of practical work to the greatest extent possible even in distance education.
Keywords:practical work, natural science subjects, biology, chemistry, distance practical work, primary education, education in the time of COVID-19


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