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Title:Vpliv vodenega poučevanja naravoslovja z raziskovalnim poukom na učenčevo načrtovanje preproste raziskave : magistrsko delo
Authors:ID Volmajer, Valentina (Author)
ID Golob, Nika (Mentor) More about this mentor... New window
Files:.pdf MAG_Volmajer_Valentina_2024.pdf (1,53 MB)
MD5: 76C5FFC558471E4A7F9A6ADF2A2A9448
 
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 proučiti izvedbo cikla vodenega poučevanja z raziskovalnim poukom pri naravoslovju in uvajanje učencev v korake naravoslovno znanstvenega raziskovanja. Pri tem so nas zanimali napredek, interpretacija podatkov in dokazov ter načrtovanje raziskave glede na zastavljeno raziskovalno vprašanje. Pripravili smo cikel 6-urnega uvajanja poučevanja z raziskovalnim poukom, ki smo ga izvedli v okviru predmeta naravoslovje v 6. razredu ene izmed osnovnih šol (število učencev: 25). Učenci so ob eksperimentalnem delu iz sklopa snovi pri predmetu naravoslovje razvijali naravoslovne veščine in spretnosti, potrebne za uspešno načrtovanje in izvajanje preprostih raziskav. Z raziskavo smo želeli ugotoviti, ali ta cikel vpliva na rezultate razumevanja poštenega poskusa. Učenci 6. razreda druge osnovne šole (število učencev: 15) so predstavljali primerjalno skupino in niso bili deležni pripravljenega vodenega poučevanja z raziskovalnim poukom. Ugotovili smo, da je voden raziskovalni pouk, v katerem so učenci 6. razreda izvajali eksperimente in se učili o poštenih poskusih, privedel do boljšega razumevanja konceptov poštenih poskusov. Učenci, ki so bili deležni tega cikla, so uspešneje načrtovali in izvajali preproste raziskave, vključno z določitvijo raziskovalnih vprašanj, odvisnih in neodvisnih spremenljivk ter konstant. V magistrskem delu je podrobno predstavljen cikel vodenega poučevanja z raziskovanim poukom.
Keywords:raziskovalni pouk, pošten poskus, raziskovalno vprašanje, spremenljivke
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[V. Volmajer]
Year of publishing:2024
Number of pages:VII, 54 f.
PID:20.500.12556/DKUM-87217 New window
UDC:50(043.2)
COBISS.SI-ID:196092931 New window
Publication date in DKUM:21.05.2024
Views:157
Downloads:27
Metadata:XML DC-XML DC-RDF
Categories:FNM
:
VOLMAJER, Valentina, 2024, Vpliv vodenega poučevanja naravoslovja z raziskovalnim poukom na učenčevo načrtovanje preproste raziskave : magistrsko delo [online]. Master’s thesis. Maribor : V. Volmajer. [Accessed 23 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=87217
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Licences

License:CC BY 4.0, Creative Commons Attribution 4.0 International
Link:http://creativecommons.org/licenses/by/4.0/
Description:This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.
Licensing start date:07.03.2024

Secondary language

Language:English
Title:The impact of guided inquiry-based science teaching on students' planning of simple investigation
Abstract:The aim of the master thesis is to study the implementation of a cycle of guided inquiry-based learning in science and to introduce students to the steps of scientific inquiry. In doing so, we were interested in progression, interpretation of data and evidence, and research design in relation to the research question. We developed a 6-hour cycle of introductory inquiry-based teaching, which we implemented in the context of a 6th grade science course (25) in one primary school. The pupils worked experimentally to develop the science skills needed to successfully plan and carry out simple investigations. Our study aimed to find out whether this cycle affects the results of understanding a fair experiment. The Year 6 pupils in Primary 2 (15) were a comparison group and had not received any prepared guided inquiry instruction. We found that guided exploratory instruction in which Year 6 pupils conducted experiments and learned about fair trials led to a better understanding of fair trial concepts. Students who received this cycle were more successful in designing and carrying out simple investigations, including the identification of research questions, dependent and independent variables and constants. An example of a guided cycle with research-based instruction is given in the master thesis.
Keywords:inquiry based learning, fair test, research question, variables


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