Učenje fizike za učence z nižjo uspešnostjo pri fiziki kot pri drugih predmetih

• Main Author: Jelen, Nataša
• Other Authors: Čepič, Mojca
• Format: Master Thesis
• Language: Slovenian
• Published: 2019
• Subjects: učenci; pupils; sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=105758; https://repozitorij.uni-lj.si/Dokument.php?id=116435&dn=; https://plus.si.cobiss.net/opac7/bib/12241993?lang=sl

Skoraj v vsakem višjem razredu osnovne šole je mogoče najti učence, ki imajo pri fiziki slabe ocene, čeprav so pri ostalih predmetih zelo dobri ali celo odlični. Ti učenci, pogosto pa tudi njihovi starši, so mnenja, da je fizika predmet, ki se ga ne da naučiti. Ker takšen odnos do učenja fizike te učence vodi do nizkih rezultatov, v nalogi obravnavam nov pristop, posebej primeren zanje. Izbrano skupino učencev, ki je slabše uspešna zgolj pri fiziki, sem spodbudila k učenju določenih temeljnih vsebin na pamet. V študiji primera sem nato zasledovala, kako so učenci to osnovno znanje uporabljali, ga sami nadgrajevali ter kako je začetno učenje na pamet vplivalo na njihovo razumevanje fizikalnih vsebin in na učni uspeh pri fiziki, pa tudi na njihov odnos do fizike. Ti učenci so namreč sebi in tudi drugim pokazali, da se fiziko lahko naučijo, jo razumejo in svoje znanje uspešno pokažejo. Almost every upper grade of elementary school can be found by pupils who have poor grades in physics, although they are very good or even excellent in other subjects. These pupils, and often their parents, believe that physics is an object that can not be learned. Since this attitude toward learning physics leads to low results, I deal with a new approach in the task, which is especially suitable for them. The selected group of pupils, which is less successful solely in physics, has encouraged the learning of certain basic contents by heart. In the case study, I followed the way in which students used this basic knowledge, upgraded themselves and how the initial learning of the brain influenced their understanding of physical content and the learning success in physics, as well as their attitude to physics. These students have demonstrated to themselves and to others that physics can be learned, understood, and successfully demonstrated their knowledge.