20.500.12556/DKUM-71137 Medpredmetno povezovanje biologije in matematike Cross-Curricular integration of biology and mathematics Vseživljenjsko učenje postaja vse pomembnejši cilj sodobnega izobraževanja in s tem posega v metode, oblike in strategije poučevanja. Za dosego kompetenc vseživljenjskega učenja mora učitelj izbirati ustrezne učne strategije oz. didaktične pristope, ki vodijo do teh ciljev. Ena izmed učnih strategij za uresničevanje teh ciljev je medpredmetno povezovanje. V magistrski nalogi smo se osredotočili na medpredmetno povezovanje biologije in matematike. Raziskovali smo odnos dijakov do predmetov biologija in matematika, skušali ugotoviti, kaj bi se dalo v posamezen predmet še vključiti, da bi bil zanimivejši ter kako oz. na kakšen način bi dijaki povezovali biologijo in matematiko. V ta namen smo izdelali spletni vprašalnik, h kateremu je pristopilo 670 anketirancev. Po obdelavi podatkov smo ugotovili, da sodita biologija in matematika med priljubljene predmete. Prav tako smo ugotovili, da si večina dijakov želi aktivnejši pouk z več povezave z življenjem, s praktično uporabo, z več vajami, terenskim delom ipd. To pojasnjujejo z naslednjimi argumenti: pouk je zanimivejši, lažje predstavljiv, lažje razumejo snov, več si zapomnijo, več je povezave z življenjem ipd. Na vprašanje, kaj je pri biologiji zanimivega, so podali odgovore snov o človeku, naravi, živalih, laboratorijske vaje, uporaba v vsakdanjem življenju, profesor (njegova osebnost …) in njegova razlaga ipd. Na vprašanje, kaj je pri matematiki dobrega, so odgovorili pouk z računanjem, uporabnostjo, znanjem, profesor (njegova osebnost …) in njegova razlaga snovi, razumevanje snovi ipd. Pri predlogih za medpredmetno povezovanje so navedli aktivnejši pouk z računanjem (statistika), laboratorijskimi vajami, projektnimi dnevi, naravoslovnimi dnevi, terenom, učenjem matematike pri biologiji in obratno ipd. Za izboljšanje medpredmetne povezanosti med predmetoma bi morali učitelji podajati znanje preko različnih metod in oblik dela, vanj vključevati praktično delo ter vse to povezovati s primeri iz vsakdanjega življenja. Lifelong learning is becoming one of the key goals of modern education and is therefore influencing the methods, forms and strategies of teaching. To achieve the competences of lifelong learning a teacher has to choose appropriate teaching strategies and didactic approaches, which lead towards these goals. One of the teaching strategies for achieving these goals is cross-curricular integration. In the master thesis we focused on cross-curricular integration of biology and mathematics. We researched the student's attitude towards the subjects biology and mathematics and tried to establish what could be included into each subject to make it more attractive and how students could connect biology and mathematics. Therefore, we introduced an online questionnaire, which was taken by 670 respondents. The data results showed that biology and mathematics are among the favourite subjects. We also concluded that most students would prefer more active lessons, which are more integrated with real-life situations, with more practice and practical usage, field work etc. This is being argued by: the lessons are more interesting, more conceivable, the topics are easier to understand, students memorize things better, more real life situations etc. The answers about interesting things at biology classes included: teaching material about humans, nature, animals, laboratory classes, practical usage in everyday life, professor (his personality etc.) and his explanation etc. The answers about what makes mathematics interesting included calculating lessons, practical knowledge, knowledge, professor (his personality etc.) and his explanation of things, understanding lessons etc. Students' suggestions for cross-curricular integration included more active lessons with calculating (statistics), laboratory classes, project days, science days, field work, learning mathematics at biology and vice versa etc. To achieve a better cross-curricular integration between the subjects, teachers should pass knowledge through various methods and forms, include practical work and connect it with real-life situations. vseživljenjsko učenje medpredmetno povezovanje biologija matematika lifelong learning cross-curricular integration biology mathematics true true false [T. Gašparič] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2018-07-21 16:04:47 2018-09-20 07:57:56 2022-08-01 20:25:00 2019-07-11 18:31:35 2018 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:57/59:51(043.2) 24021000 URN:SI:UM:DK:6G5HQ3ST MAG_Gasparic_Tadeja_2018.pdf MAG_Gasparic_Tadeja_2018.pdf 1 ABB037B148AD0E51A14061ABD097886F 5fe12998a70815df4bd88abc0a644a369be40eb34fb7bacd87e8a068c7e205b6 2a6bc17c-7c10-11eb-bb7a-00155d0001ca 20.500.12556/dkum/7b6c1450-14a2-463e-a45e-d2c3aee7c764 https://dk.um.si/Dokument.php?lang=slv&id=127076 Fakulteta za naravoslovje in matematiko 0 0 0