Izvedba in evalvacija eksperimenta za ponazoritev evapotranspiracije pri izbirnem predmetu organizmi v naravi in umetnem okolju

• Main Author: Žmavčič, Tea
• Other Authors: Torkar, Gregor
• Format: Master Thesis
• Language: Slovenian
• Published: T. Žmavčič 2018
• Subjects: evapotranspiracija; eksperimentalno delo; raziskovalno mišljenje; konstruktivizem; science education; naravoslovna vzgoja in izobraževanje; info:eu-repo/classification/udc/5:373.3(043.2); sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=104369; https://repozitorij.uni-lj.si/Dokument.php?id=114892&dn=; https://plus.si.cobiss.net/opac7/bib/12163657?lang=sl

Učenje predstavlja aktiven in učinkovit proces, pri katerem posameznik doživi trajno in svojevrstno spremembo v svojem obnašanju pod vplivom preteklih izkušenj (Ivanuš Grmek, Čagran in Sadek, 2009). Učenje naravoslovja je dinamičen proces spreminjanja, rekonstrukcije ter tvorjenja novih pojmov in vklapljanje novih informacij v obstoječe informacijske strukture (Krnel, 1993). Eden izmed didaktičnih pristopov, ki postaja v naravoslovju čedalje bolj zastopan, predstavlja praktično delo oziroma učenje z raziskovanjem. Tak pristop je za učence veliko bolj zanimiv, saj morajo sami zbrati dokaze, kar pa posledično poveča tudi njihovo motivacijo. Raziskave v zadnjih 50 letih so pokazale, da učenci najhitreje usvojijo znanje, ko so pri pouku aktivni ter sami iščejo odgovore na vprašanja, ki jih zanimajo, v primerjavi s predhodno podano razlago s strani učitelja (Furtak, 2006). Učenci se s pojmom transpiracija prvič srečajo v 6. razredu osnovne šole pri pouku naravoslovja. Pouk naravoslovja naj bi temeljil predvsem na odkrivanju in raziskovanju naravnih pojavov in njihovih zakonitosti. Zato je potrebno del frontalne oblike dela nadomestiti in dopolnjevati s praktičnim delom, iskanjem podatkov z uporabo IKT itd. (Učni načrt, 2011). Razumevanje evapotranspiracije je za učence težavno, saj gre za proces, ki ga je težko videti, kaj šele razumeti. Problem se pojavi že pri samem razumevanju procesov evaporacije ter transpiracije, saj ju je težko časovno ločiti. V magistrskem delu smo zato želeli predstaviti eksperiment, ki bi učencem približal proces evapotranspiracije in jim omogočil boljše razumevanje. Namen poskusa je bil spodbujanje raziskovalnega mišljenja ter interesa do naravoslovja. Ugotovili smo, da so učenci s pomočjo eksperimenta razumeli proces evapotranspiracija kot ključni del vodnega kroga ter razvijali svoje raziskovalne spretnosti. Prav tako pa se je zaradi takšne oblike dela dvignila motivacija po spoznavanju/raziskovanju novih stvari s strani učencev. Learning is a dynamic and never ending process,where an individual experiences a permanent and unique transformation in his or her behavior under the influence of his/her past experience. Changing, reconstructing and incorporating new ideas into already obtained knowledge, is also an essencial part when learning about Science. One of the newest didactic approaches, which is becoming more and more represented in Science courses, is Inquiry based teaching . This kind of approach is used especially when teaching about natural processes and concepts. It is also much more interesting for students as they are allegedly more active in class as they seek answers to questions all by themselves. They have to collect evidences, base a theory on it and present the results. Researches in the last 50 years have shown, that students acquire the most knowledge when they are active in the classroom, rather than listening to an already given theory from a teacher. Students are firts taught about evapotranspiration in the 6th grade of Elementary School. The process cannot be seen and it is quite difficult for studentds to understand it, especially because it consist of two different processes, which accure simuntaniously: transpiration and evaporation. For students to understand such complex processes, it is highly recommended for Science teachers to give active methods in teaching a try . In our thesis, we wanted to present an experiment that will bring the process of evapotranspiration to a better understanding among studends. The main purpose of this experiment was to involve students into research thinking and promote student's interest in Science. We found that our experiment helped students understand the process of evapotranspiration as a part of Earth's water cycle. Through this experiment, studends aquired a particular set of Scientific skills and at the same time, the motivation to learn new things has also increased.