20.500.12556/DKUM-75823 Uporaba analogije pri poučevanju verjetnosti v osnovni šoli Using analogy in teaching probability at elementary schools Analogija je kognitivni proces prenosa informacij ali pomena z določenega objekta na drug objekt. V magistrski nalogi preizkušamo uporabo analogije pri poučevanju verjetnosti v osnovni šoli, pri čemer analogijo razumemo kot posebni primer transferja znanja. Vzorec je sestavljalo 66 učencev devetih razredov osnovne šole. Za namen raziskave smo uporabili dve igri s področja verjetnosti, pri katerih učenci določajo vsoto/razliko padlih pik dveh igralnih kock. Prva igra je predstavljala vir analogije, druga pa tarčo analogije. Z vidika poučevanja je verjetnost zelo zahtevna, saj pri učencih pogosto prihaja do neskladja med intuitivnimi in kognitivnimi zaznavami ter posledično do napačnih predstav. Za učence osnovnih šol spada verjetnost med eno izmed najbolj zahtevnih snovi z vidika razumevanja. Zaradi tega je pomembno, da se jim snov predstavi izkušenjsko preko »igre« in izvajanja poskusov, saj si učenci tako pridobivajo izkušnje z napovedovanjem dogodkov in njihovih verjetnosti. Rezultati naloge povedo, da večina učencev sklepanja z analogijo ni uporabila, prav tako se le v majhni meri prikazuje transfer znanja med virom in tarčo. V delu podamo tudi nekaj primerov nalog, preko katerih bi pri vsebini verjetnosti lahko spodbujali uporabo analogije. An analogy is a cognitive process of transferring information or meaning from a particular object to another object. In the master's thesis, we test the use of analogy in teaching probability in elementary school, with analogy being understood as a specific example of transfer of knowledge. The sample consisted of 66 students from ninth grade of primary school. For the purpose of the research, we used two probability games, where students determine the sum/difference of the dots of two frown dices. The first game represented the source of the analogy and the second the target of the analogy. From a teaching point of view, probability is very challenging, as students often experience a mismatch between intuitive and cognitive perceptions and, consequently, misconceptions. For elementary school students, probability is one of the most challenging subject matters to understand. For this reason, it is important for the subject matter to be presented experientially through “play” and experimentation, as students gain experience in predicting events and their probabilities. The results of the assignment say that most students did not use reasoning by analogy and that transfer of knowledge between source and target is shown to a small extent. In the master`s thesis we also give some examples of tasks through which the content of probabilities could encourage the use of analogy. verjetnost analogija transfer znanja didaktične igre probability analogy transfer of knowledge didactic games true true false [M. Capl] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2020-02-12 23:29:53 2020-03-02 15:50:28 2022-08-09 11:48:13 2020-03-03 03:11:20 2020 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:519.2(043.2) 25149448 URN:SI:UM:DK:IPCOX0TQ MAG_Capl_Marjeta_2020.pdf MAG_Capl_Marjeta_2020.pdf 1 BECD142D5052AF5E666405F4CF64341F 50fb810a3942363d05535acf0b3c7f7c129f53c19fdbefab5b74544237d3827e 38db11d6-7c11-11eb-bb7a-00155d0001ca 20.500.12556/dkum/7b03c407-a39d-442a-8b42-e9a3a18ead54 https://dk.um.si/Dokument.php?lang=slv&id=140635 Fakulteta za naravoslovje in matematiko 0 0 0