DELO Z MODELI PRI POUKU KEMIJE Z UPORABO GEOMETRIJSKEGA ZNANJA

• Main Author: Žuželj, Mateja
• Other Authors: Sikošek, Darinka
• Format: Bachelor Thesis
• Language: Slovenian
• Published: M. Žuželj 2012
• Subjects: kemijski model; vrste modelov; samoizdelava modela; kompetence; poučevanje in učenje z modeli; chemistry models; types of models; self-attained model; competencies; teaching and learning with models; info:eu-repo/classification/udc/54(043.2); sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=38814; https://dk.um.si/Dokument.php?id=52117&dn=; https://plus.si.cobiss.net/opac7/bib/19501064?lang=sl

Modeli v kemiji so sredstvo za razumevanje in obravnavo kemijskih problemov, ki omogočajo hitro in razumljivo usvajanje abstraktnih pojmov in prikazovanje človeškemu očesu nevidnih struktur. Imajo velik pomen za razvijanje formalnega mišljenja na prehodu iz konkretne na formalno stopnjo intelektualnega razvoja s čimer pripomorejo k razvijanju logičnega mišljenja in sklepanja. Cilj tega diplomskega dela je povečati vlogo modelov v kemijskem izobraževanju, še posebej z vidika še boljšega učenčevega razumevanja kemijskih pojmov. Poseben poudarek je namenjen ne zgolj pridobivanju, pač pa tudi razvijanju bolj kompleksnih kompetenc. V ta namen smo razvili novo učno strategijo, imenovano učenje s samoizdelavo kemijskih modelov. To pomeni, da se učenci/dijaki sami učijo ob lastnih modelih, izdelanih iz dosegljivih, cenovno ugodnih materialov. Opravljena je bila raziskava metodološkega pristopa dijakove samoizdelave kemijskih modelov. Posebej nas je zanimala uspešnost učenja, ki se kaže v trajnosti razumljeno usvojenega dijakovega znanja. Izhajajoč iz rezultatov statistične obdelave pridobljenih podatkov smo ugotovili, da samoizdelava modelov, kot inovativni pristop omogoča boljše razumevanje in posledično trajnejše dijakovo znanje. Tako postajajo dijaki bolj kompetentni v obvladanosti tudi bolj kompleksnih kemijskih vsebin. Zlasti je treba poudariti vrednejši vidik kompetenc (samostojnost, odgovornost, iznajdljivost, notranja motivacija, še posebej pa ročne spretnosti) dijakov kot samoizdelovalcev modelov v primerjavi z dijaki, zgolj kot sestavljavci modelov. Models in chemistry are means for understanding and treatment of chemical problems, enabling us quick and comprehensive acquisition of abstract concepts and showing the human eye invisible structures. They have a great meaning for the development of formal thinking in transition from concrete to formal degree of intellectual development and with this they contribute to the development of logical thinking and concluding. Goal of this thesis is to increase the role of models in education of chemistry, especially in terms of further improving students' understanding of chemical concepts. Particular emphasis is not only on gaining, but also on developing more complex competencies. For this purpose, we developed a new teaching strategy called learning with »self-attained« chemical models. This means that students themselves learn from their own models, made out of available, inexpensive materials. We conducted a survey, about methodological approach of student's self-attained chemical models. We were especially interested in learning performance, which is reflected in the permanency of students' knowledge. Starting from the results of statistical processing of the data, we conducted, that self-attained models as an innovative approach, enable better understanding and therefore long lasting knowledge. Therefore, students are becoming more competent in dealing with more complex chemical content. In particular, we should emphasize more valuable aspects of student's competence as »self-attained« model makers (independence, responsibility, resourcefulness, inner motivation and especially crafts) in comparison with students as assemblers of models.