20.500.12556/DKUM-78460 Vključevanje učencev v formativno spremljanje znanja pri pouku kemije magistrsko delo Student involvement in formative assessment in the chemistry classroom V magistrskem delu obravnavamo formativno spremljanje kot sodoben pristop k poučevanju in učenju. Posebno pozornost namenimo formativnemu spremljanju pri pouku kemije in predstavimo izkušnje dveh učiteljic Osnovne šole Brinje in Osnovne šole Neznanih talcev. Namen magistrskega dela je raziskati, kako in v kolikšni meri so učenci vključeni v pouk formativnega spremljanja ter kakšen odnos imajo do takšnega načina poučevanja. S predhodno oblikovanim instrumentarijem za spremljanje pouka analiziramo vključenost učencev pri oblikovanju kriterijev uspešnosti ter njihovo sodelovanje v času skupinskega dela. Za namen raziskave smo pripravili štiri preizkuse znanja iz tematskih sklopov Kemija je svet snovi in Kemijske reakcije. Raziskavo smo opravili na vzorcu 46 učencev osmih razredov dveh slovenskih osnovnih šol. Z analizo rezultatov preverjanj znanj posameznih učencev smo ugotovili, da je svoje znanje ob koncu obravnavanega učnega sklopa nadgradilo enajst učencev (24 %), 13 učencev (28 %) je ohranjalo približno enak nivo znanja, 22 učencev (48 %) pa je pokazalo slabše znanje. Po individualnem pogovoru s skupno 24 učenci smo ugotovili, da so preverjanja znanja učencem sicer pomagala pri spremljanju lastnega napredka, vendar jih niso izkoristili za sprotno nadgradnjo znanja. Učenci so kot pozitivno stran formativnega spremljanja pouka izpostavili sprotna preverjanja znanja, učinkovite povratne informacije, najbolj pa so jim pri nadzorovanju lastnega napredka znanja pomagali zapisani kriteriji uspešnosti. Učiteljem svetujemo, da pred začetkom in med obravnavo novega sklopa snovi natančno opredelijo kriterije uspešnosti z vključenostjo učencev ter jim večkrat podajo povratno informacijo, saj učenci tako lažje gradijo na razumevanju snovi in spremljajo lasten napredek. In the thesis, formative assessment as a modern approach to teaching and learning is addressed. Special attention is put on the formative assessment of chemistry lessons. The views and experiences of two teachers from the Primary School Brinje Grosuplje and the Primary school Neznanih talcev Dravograd are presented. The purpose of the thesis is to investigate how and to what extent are students involved in formative assessment lessons and what is their attitude towards such a way of teaching. Previously designed instruments for assessing lessons are used to analyse the involvement of students in the formation of performance criteria and their participation during group work. For the purpose of the research, four tests were prepared from the thematic sets, such as “Kemija je svet snovi” and “Kemijske reakcije”. The research was conducted with 46 students from the eighth grade of the two primary schools. By analysing the test results of individual students, it was found that at the end of the study, eleven students (24%) upgraded their knowledge, 13 students (28%) maintained approximately the same level of knowledge, while 22 students (48%) showed weaker knowledge. After an individual interview with 24 students, it was found that the tests helped the students monitor their own progress; however, the students did not use them to continuously upgrade their knowledge. As a positive side of formative assessment in the classroom, the students pointed out the regular tests, feedback from the teacher and classmates, while the written performance criteria helped them the most in monitoring their own learning progress. Teachers are advised to specify the performance criteria with the involvement of students before and during the discussion of the new thematic set, and to give them quality feedback several times, as this makes it easier for students to build on understanding the subject and monitor their own progress. formativno spremljanje pouk kemije odnos učencev do lastnega učenja aktivnost učencev elementi formativnega spremljanja formative assessment chemistry lessons students' attitude towards their own learning students' activity elements of formative assessment true true false [J. Feužer] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2021-01-06 19:25:13 2021-12-20 08:39:21 2022-08-09 19:10:53 2021-01-14 03:24:09 2021 0 Maribor 0 Maribor XIII, 177 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 54:373.3(043.2) 89873667 URN:SI:UM:DK:4CA046WH MAG_Feuzer_Janja_2021.pdf MAG_Feuzer_Janja_2021.pdf 1 C81944DF8B66B5E8ED37417174C67487 996997e88894136f6ecababbb0da7b4b3cc103b259bd002e1ad0b560356e601e 13c460ba-7c12-11eb-bb7a-00155d0001ca 20.500.12556/dkum/6a632782-7784-4ede-b632-d64c2af07c18 https://dk.um.si/Dokument.php?lang=slv&id=148384 Fakulteta za naravoslovje in matematiko 0 0 0