Uporaba modela pljuč pri pouku biologije v osnovni šoli

• Main Author: Posavec, Ana
• Other Authors: Strgar, Jelka
• Format: Master Thesis
• Language: Slovenian
• Published: 2019
• Subjects: model pljuč; lung model; Ure; sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=110703; https://repozitorij.uni-lj.si/Dokument.php?id=122389&dn=; https://plus.si.cobiss.net/opac7/bib/12590921?lang=sl

Učitelji se pri pouku biologije večkrat srečujejo s pojmi ali procesi, pri katerih je potrebna dodatna in nazorna razlaga, da bi jih učenci bolje razumeli. Učitelji lahko s pomočjo modelov prepoznajo mentalne modele učencev in z njihovo pomočjo premostijo napačne predstave, ki jih imajo učenci. Modeli namreč spodbujajo preiskovanje, razumevanje in komunikacijo, zaradi česar so ključna orodja za razmišljanje in znanstveno delovanje. Z raziskavo smo želeli ugotoviti, ali uporaba modela pljuč pri pouku biologije izboljša znanje učencev o dihalih in dihanju ter ali je znanje učencev odvisno tudi od tega, ali sami sestavijo model ali pa dobijo že izdelanega. V raziskavo je bilo vključenih 115 učencev 8. razreda treh osnovnih šol. Pripravili smo dve učni uri, ki sta bili razdeljeni na tri glave dele: uvod, obravnavo učne snovi in zaključek. Uvod in zaključek sta bila pri obeh urah enaka, razlika pa je bila v osrednjem delu, saj so učenci pri »Učni uri 1« dobili sestavljen model pljuč, pri »Učni uri 2« pa so model (s pomočjo pripravljenih pripomočkov) sestavili sami. Podatke smo zbrali s testom znanja o dihalih ter z anketnim vprašalnikom. Rezultati raziskave so pokazali, da so učenci po izvedeni učni uri uspešneje reševali test znanja o dihalih. Uporaba modela se je večini učencev zdela koristna, z njim so tudi bolje razumeli snov učne ure. Ugotovili smo tudi, da učenci, ki so sami sestavili model pljuč, niso dosegli boljših rezultatov pri reševanju testa znanja o dihalih. Prav tako ni bilo statistično pomembnih razlik med učenci, ki so dobili pripravljen model, in tistimi, ki so ga sestavili sami, pri nalogah, ki so se nanašale na zgradbo dihalne poti, vdih in izdih, ter pri nalogah, ki so preverjale višje kognitivne ravni po Bloomu (uporaba in sinteza). Z magistrsko nalogo smo poglobili svoje razumevanje modelov in modeliranja. Naše ugotovitve so lahko v pomoč vsem, ki pri načrtovanju pouka različnih strok razmišljajo o uporabi modelov. Many times during biology classes teachers encounter certain concepts or processes that require additional and illustrative explanation in order for students to comprehend them. With the help of models, teachers may recognize students’ mental models and overcome existing wrong ideas. This is so because models actually encourage investigation, understanding and communication, which makes them essential tools for thinking and scientific action. In our research, we wanted to assess whether the usage of a lung model improves students’ knowledge about respiratory system and breathing, and whether students’ knowledge also depends on the model – if they have assembled it themselves or acquired a pre-assembled one. 115 eighth grade students from three different elementary schools have been surveyed. We prepared two lessons that were divided into three main parts: introduction, examination of the learning material and conclusion. Introduction and conclusion remained the same during both lessons. What differed was the examination. Students of “Lesson 1” received an already assembled lung model, while students of “Lesson 2” had to assemble the model by themselves with the help of learning material. We collected our data by testing the students’ knowledge about the respiratory system, and a survey questionnaire. Results of the survey have shown that after the conducted lesson students performed better on the test about the respiratory system. Most students found the usage of a lung model useful, and they also had better understanding of the lesson. We also concluded that students who had to assemble the lung model by themselves did not in fact achieve better results at the test about the respiratory system. There were also no statistically significant differences between students that did receive a pre-assembled lung model and those who did not in tasks, relating to the structure of the respiratory tract, inhalation, exhalation, and tasks that examined higher cognitive level, established by Bloom (use and synthesis). With this master thesis we have enhanced our understanding of models and modelling. Our findings may now help anyone who considers using a model when planning lessons of different disciplines.