20.500.12556/DKUM-52177 The conceptual learning of physics in Slovenian secondary schools Konceptualni pouk fizike v slovenski srednji šoli In the last decade, educational researchers have been intensively searching for new, innovative teaching approaches. Information and Communication Technology (ICT) has a great didactic potential and project COLOS (Conceptual Learning of Science) encourages the use of ICT in the contemporary educational process. In this paper we present the conceptual learning of Physics. With experimental research we investigated the effectiveness of such learning in Slovenian secondary school. Two groups of third-year students who were enrolled in an introductory Physics course participated in the study. In the experimental group students were taught through the conceptual learning and in the control group a traditional expository instruction was used. We examined the knowledge of students after carrying out lessons specifically on the topic of Electricity. Five thinking processes were assessed - Knowledge (Recall), Analysis, Comparison, Inference and Evaluation. We found that the conceptual learning was more effective than the traditional instruction. V zadnjem desetletju številni raziskovalci na področju izobraževanja iščejo nove, inovativne pristope v poučevanju in učenju, take, ki bodo primernejši za nove generacije dijakov v današnjih šolah. Informacijsko komunikacijska tehnologija (IKT) ima ogromen didaktični potencial in projekt COLOS (Conceptual Learning Of Science) spodbuja uporabo IKT v sodobnem izobraževalnem procesu. V prispevku predstavljamo konceptualno učenje fizike. S pedagoškim eksperimentom smo raziskali učinkovitost takega pouka v slovenski srednji šoli. V raziskavi sta, v okviru učnih ur fizike, sodelovali dve skupini dijakov tretjega letnika gimnazije. Eksperimentalno skupino dijakov smo poučevali skozi konceptualno učenje, v kontrolni skupini dijakov smo uporabili tradicionalne metode poučevanja. Po izvedbi učnih ur, katerih vsebine so zajemale področje Elektrike, smo znanje dijakov ocenili. Preverjali smo pet miselnih procesov dijakov - poznavanje, analizo, sklepanje, primerjavo in ovrednotenje. Ugotovili smo, da je bilo konceptualno učenje učinkovitejše od tradicionalnega pouka. traditional instruction conceptual learning physics ICT simulations physlets Slovenija srednje šole pouk fizika konceptualno učenje IKT informacijsko komunikacijska tehnologija simulacije fizleti true true true Univerza v Mariboru. Fakulteta za organizacijske vede Angleški jezik Slovenski jezik Znanstveno delo 2015-07-10 17:10:27 2015-07-10 17:10:27 2025-09-15 15:02:11 2021-05-10 03:11:48 2012 0 0 str. 140-144 št. 3 Letn. 45 maj-jun. 2012 0000-00-00 Zaloznikova Objavljeno NiDoloceno 2011-12-13 2012-02-04 2012-03-28 1318-5454 37.091.33:53 7020307 19205384 10.2478/v10051-012-0015-3 1318-5454 URN:SI:UM:DK:1KFFMUIX Organizacija_2012_Ulen,_Gerlic_The_Conceptual_Learning_of_Physics_in_Slovenian_Secondary_Schools.pdf Organizacija_2012_Ulen,_Gerlic_The_Conceptual_Learning_of_Physics_in_Slovenian_Secondary_Schools.pdf 1 F041ACE12BC1671BFC641728A4FF6B92 815de01fa9cd09c1973741a52a6be9b1758377ce85a7661800e818b9456bca97 9bdbd2f5-7c0f-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=121424 http://www.degruyter.com/view/j/orga.2012.45.issue-3/v10051-012-0015-3/v10051-012-0015-3.xml 1 https://dk.um.si/Dokument.php?lang=slv&id=76737 Fakulteta za naravoslovje in matematiko Organizacija 0 0 0