KONSTRUKTIVISTIČNI PRISTOP PRI POUČEVANJU FIZIKALNIH VSEBIN - TLAK IN VZGON

• Main Author: Kline, Jasmina
• Other Authors: Gerlič, Ivan
• Format: Bachelor Thesis
• Language: Slovenian
• Published: J. Kline 2010
• Subjects: tlak; vzgon; poučevanje; konstruktivistični pristop; tradicionalni pristop z elementi konstruktivizma; pressure; buoyancy; teaching; constructivist approach; traditional approach with elements of constructivism; info:eu-repo/classification/udc/53(043.2); sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=16463; https://dk.um.si/Dokument.php?id=18670&dn=; https://plus.si.cobiss.net/opac7/bib/17974792?lang=sl

Poučevanje v šolah ne poteka več le na tradicionalni način, pri katerem učitelj snov razloži, pokaže demonstracijski eksperiment ter uro zaključi z utrjevanjem in z računskimi nalogami. V zadnjih dveh desetletjih so se pedagoške raziskave usmerile v preučevanje intenzivnejšega in aktivnejšega vključevanja učenca v delo. Alternativni način aktivnega poučevanja, ki so ga imenovali pristop vodenega odkrivanja, temelji na skrbno načrtovanem izboru eksperimentalnih in miselnih nalog ter diskusiji med učenci. Eden takšnih pristopov je konstruktivistični pristop poučevanja. Pri njem učitelj vodi učence, ti pa sami z eksperimentiranjem in diskusijo pridejo do novih spoznanj. V diplomskem delu se osredotočamo na poučevanje osnovnošolske učne teme Tlak in vzgon, ki jo učenci obravnavajo v osmem razredu devetletne osnovne šole. Med seboj bomo primerjali dva razreda: v prvem bodo učenci spoznavali snov s konstruktivističnim pristopom, v drugem pa s tradicionalnim pristopom z elementi konstruktivizma. Diplomsko delo je razdeljeno na teoretični in empirični del. V teoretičnem delu predstavljamo razlike dveh načinov konstruktivističnega pristopa v učenju, poučevanju, izvajanju eksperimentov in zgradbi učnih ur. V empiričnem delu pa predstavljamo evalvacijo uspešnosti obeh načinov konstruktivističnih pristopov. Nowadays teachers do not use the traditional way when teaching anyway, which leans that they do not simply explain, show a demonstration experiment and finish a lesson by consolidation and some calculation tasks. In the past two decades pedagogical researches were focused on the study of intensely and actively involvement in a student’s work. An alternative method of active teaching, also called guided discovery, is based on a carefully planned selection of experimental and cognitive tasks, and discussion among students. One of such approaches is a constructivist teaching approach. In this approach the teacher leads the students, who learn on their own by experimentation and discussion. In the graduation thesis we have focused on teaching elementary topics, such as Pressure and Buoyancy, which students learn in the eighth grade of primary school. We will compare two classes: in the first there will be students taught by a constructivist approach, on the other hand, in the second class, the students will be taught by the traditional approach with elements of constructivism. The thesis is divided into a theoretical and an empirical part. The theoretical part includes the differences between two ways of constructivist approach in learning, teaching, conducting experiments and lessons structure. In the empirical part we present the efficiency of both constructivist approaches.