20.500.12556/DKUM-77942 Razvoj razumevanja agregatnih stanj pri otrocih starih od 2 do 6 leta starosti The development of the understanding of concept of states of matter in children aged 2 to 6 years Diplomska naloga je sestavljena iz teoretičnega in empiričnega dela, katerega smo izvajali v vrtcu in na daljavo. V teoretičnem delu smo predstavili značilnosti začetnega naravoslovja za otroke, opisali smo lastnosti vode in njena agregatna stanja, prav tako pa tudi agregatna stanja drugih snovi. Ob tem smo predstavili razvoj mišljenja, kot ga je predstavil Piaget v štirih stopnjah. Ker pa Piaget ni bil edini raziskovalec svojega časa, smo navedli še kritike njegove teorije, ter kasnejše teoretike. ¬ V empiričnem delu smo predstavili raziskavo, ki smo jo izvedli s 45 otroki – v vrtcu in na daljavo. Z intervjujem smo želeli ugotoviti razvoj mišljenja otrok, v povezavi z agregatnimi stanji in določeno starostjo. Za vzorec smo si izbrali otroke, stare od 2 do 6 let. Z raziskavo smo ugotovili, da otroci v večini primerov prepoznajo vsa agregatna stanja vode. Pri tem so 2- in 3-letniki potrebovali nekaj pomoči za pravilen odgovor, tudi ponazorila z dejansko snovjo in s prehodi agregatnih stanj. Kljub temu pa pri snoveh »voda, blatna voda, sok, led in maslo« niso potrebovali ponazorila z dejansko snovjo ali eksperimenta s prehodom agregatnega stanja, za pravilen odgovor. 4- in 5-letniki so za pravilen odgovor potrebovali ustno pomoč, pri snoveh »voda« in »led« pa za pravilen odgovor niti ustne pomoči ne. Medtem pa so 6-letniki potrebovali ustno pomoč le pri snovi »voda«. The thesis consists of theoretical and empirical work, which was undertaken in kindergarten and remotely. In the theoretical part, we presented the characteristics of the initial science for children, and we described the properties of water and its physical states, as well as the physical forms of other substances. In doing so, we presented the development of thinking as presented by Piaget in four stages. However, since Piaget was not the only researcher of his time, we also cited critiques of his theory and theorists that appeared later. In the empirical part, we presented a study we conducted with 45 children - in kindergarten and by remote observation. With the interview, we wanted to find out the development of children's thinking, in connection with thephysical states and a certain age. We selected children aged 2 to 6 years as a sample. The research found that children, in most cases, recognise all the physical states of water. In doing so, 2- and 3-year-olds needed some help to answer correctly, such as illustrations of the actual substance and the transitions of the states of matter. Nevertheless, for the substances “water, muddy water, juice, ice and butter” they did not need an illustration of the actual substance or an experiment with the transition of the physical state, to give a correct answer. 4- and 5-year-olds needed verbalassistance to answer correctly, but not regarding "water" and "ice". Meanwhile, 6-year-olds needed verbal assistance only with the substance "water". agregatna stanja voda led para razvoj mišljenja razumevanje agregatnih stanj vrtec states of matter water ice steam children’s thinking development understanding the states of matter kindergarten true true false [T. Petek] Slovenski jezik Angleški jezik Diplomsko delo/naloga 2020-09-25 21:25:03 2020-10-27 12:22:23 2022-08-09 17:23:47 2020-10-28 03:22:31 2020 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2:54(043.2) 34170627 URN:SI:UM:DK:6RMQVZZG VS_Petek_Tamara_2020.pdf VS_Petek_Tamara_2020.pdf 1 E533AF41B842D9BC8514FDA266F86A7E 9c5b4d1750bc2fd6932a4f2707c34cd0bcd7acbb192c387d1f9bd84a17b49c40 f04592e2-7c11-11eb-bb7a-00155d0001ca 20.500.12556/dkum/dae49e9d-fff9-403c-b107-e33022f0b2f8 https://dk.um.si/Dokument.php?lang=slv&id=146852 Pedagoška fakulteta 0 0 0