20.500.12556/DKUM-81917 Predlogi za uporabo pametnega telefona kot merilne naprave pri pouku naravoslovnih predmetov v osnovni šoli magistrsko delo Proposals for the use of a smartphone as a measuring device in the science subjects in primary school Čeprav si dandanes le težko predstavljamo življenje brez pametnih mobilnih telefonov (PMT), njihov pomen in vloga pri pouku nista dorečena. Njihovo vključevanje v pouk je mnogokrat nezaželeno in celo prepovedano, čeprav sodobni PMT združujejo v eni napravi funkcije številnih naprav, ki so sicer neproblematični sestavni del poučevanja. Eden od možnih vzrokov za nevključevanje PMT v pouk naravoslovnih predmetov je pomanjkanje ustreznih didaktičnih zgledov. Zato smo pripravili preverjene zglede za laboratorijske vaje, kjer bi bilo mogoče pametni telefon vključiti v laboratorijsko in terensko delo naravoslovnih predmetov v vlogi merilne naprave. Za ta namen smo priredili obstoječe računalniško podprte laboratorijske vaje za izvedbo s PMT ob uporabi v telefonih vgrajenih merilnikov. Za delo smo uporabljali dva modela pametnih telefonov, in sicer LG G8S ThinkQ in Sony Xperia X Compact, ter aplikaciji Phyphox in ColorMeter, s katerimi smo izvedli več različnih vaj, ki bi jih bilo mogoče vključiti v pouk ali bi jih učenci lahko izvedli kot samostojno delo doma. V magistrskem delu smo podrobneje predstavili naslednjih pet vaj: zgradba celice, lastnosti živega, vpliv alkohola na celično membrano, delovanje katalizatorjev in terensko delo. Ugotavljamo, da bi lahko s takšno izvedbo vaj izboljšali pouk naravoslovnih predmetov v osnovni šoli in ga zaradi vseprisotnosti opreme približali učencem. S tem bi lahko spodbujali vseživljenjsko povezovanje naučenega v šoli s sposobnostjo reševanja problemov. S PMT je namreč omogočeno avtomatizirano zajemanje merskih podatkov, rezultati se sproti izpisujejo in izrisujejo na zaslonu, kar omogoča spremljanje hitrih in zelo počasnih sprememb. S stališča učitelja bi lahko na ta način dosegli aktivacijo učencev in hkrati doseganje višjih ciljev v izobraževanju, s stališča učencev pa večjo trajnost in kakovost znanja. Ob ekonomičnosti in racionalizaciji potrebne opreme lahko učitelji še dodatno ojačajo medpredmetne povezave med naravoslovnimi predmeti in sposobnost razreševanja kompleksnih problemov. Nowadays it is hard to imagine life without smartphones, however, their significance and role in classes have not been determined. The integration of smartphones in classes is often deemed undesirable or it is even forbidden, although modern smartphones incorporate the functionalities of many devices, which are otherwise an integral part of teaching, in one device. One of the possible reasons for not integrating smartphones in science classes is the lack of appropriate didactic examples. We therefore selected verified examples of laboratory exercises, where smartphones could be included in the laboratory and field work of science subjects as a measuring device. For this purpose, we adapted the existing computer assisted laboratory exercises and carried them out by using smartphones and their integrated meters. We used two smartphone models, the LG G8S ThinkQ and the Sony Xperia X Compact, and the apps Phyphox and ColorMeter to carry out different exercises that could be performed in classes or independently by pupils at home. In the Master’s thesis we presented in detail the following five exercises: the cell structure, the characteristics of living organisms, the effect of alcohol on cell membranes, the functioning of catalysts, and field work. We concluded that performing exercises in this way could improve science classes in elementary schools and, due to the pervasiveness of these devices, make science subjects more appealing to pupils. Thus, we could encourage pupils to apply what they learn in school to problem solving throughout their life. With smartphones it is possible to automatically record measured data and results are written or drawn on the display on a real time basis, which allows us to monitor quick and very slow changes. From the teacher’s standpoint, this could allow them to engage pupils, while simultaneously achieving higher goals in education, whereas from the pupil’s standpoint, it could increase the durability and quality of their knowledge. While being more cost-effective and rationalising the required equipment, teachers could further strengthen the links between science subjects, as well as the pupils’ ability to solve complex problems. didaktično gradivo laboratorijsko delo merilna naprava naravoslovje pametni telefon didactic material laboratory work measuring device science smartphone true true false [S. Gorenjak] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2022-06-17 21:56:13 2022-07-27 13:42:33 2022-08-10 00:59:19 0000-00-00 00:00:00 2022 0 Maribor 0 Maribor XI, 71 f. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 502/504:37.091.3:004.382.745(043.2) 116497411 MAG_Gorenjak_Sara_2022.pdf MAG_Gorenjak_Sara_2022.pdf 1 8961F38BD47CCB653B92B84DBB40FDAB 6bf52f38d6419d8e1533b90206fadbff01c3f8befac751e85daef02b8e29b649 6b06125b-015c-11ed-93eb-00155d000105 20.500.12556/dkum/c6560687-f583-46c1-bfa8-85ebd779d156 https://dk.um.si/Dokument.php?lang=slv&id=159323 Fakulteta za naravoslovje in matematiko 0 0 0