RAZVOJ SISTEMSKEGA MIŠLJENJA NA RAZREDNI STOPNJI IZOBRAŽEVANJA

Ozis - Oprešnik, Nives

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Title:	RAZVOJ SISTEMSKEGA MIŠLJENJA NA RAZREDNI STOPNJI IZOBRAŽEVANJA
Authors:	ID Ozis - Oprešnik, Nives (Author) ID Grubelnik, Vladimir (Mentor) More about this mentor... ID Marhl, Marko (Comentor)
Files:	UNI_Ozis_-_Opresnik_Nives_2011.pdf (3,18 MB) MD5: E55C30FD3412BCEB6B534F14CC300388 PID: 20.500.12556/dkum/b730caef-1697-4ef5-8e8e-561ce50503f3
Language:	Slovenian
Work type:	Undergraduate thesis
Organization:	PEF - Faculty of Education
Abstract:	Pri proučevanju sistemov v naravi in družbi imamo običajno opravka s kompleksnimi sistemi, ki zahtevajo skrbno obravnavo z vidika poznavanja teorije sistemov. Gre za proučevanja odnosov med posameznimi količinami tako z vidika matematičnega zapisa kot primerjave rezultatov matematičnega modela z rezultati eksperimenta. Pri tem je pomembno, da matematično modeliranje kot uspešno znanstvenoraziskovalno metodo prenesemo na področje izobraževanja. Na razredni stopnji izobraževanja to počnemo na kvalitativni ravni v smislu razvoja sistemskega mišljenja. Na osnovi tega so v diplomskem delu zbrani primeri obravnave kompleksnih sistemov. Primeri so razdelani po posameznih korakih v smislu postopne obravnave kompleksnih sistemov in so s tem v pomoč učitelju pri izvajanju pouka. Prikazana je kompleksnost sistemov, ločevanje sistemov od okolice, dinamika sistemov in celoten razvoj strukture sistemov. Poudarek je na vizualizaciji strukture in dinamike sistemov s tako imenovanimi »vzročno-posledičnimi diagrami«, ki v kvalitativnem smislu nakazujejo odnose med posameznimi členi znotraj sistema. Poudarjen je tudi pomen eksperimenta z vidika primerjave rezultatov modelnih napovedi z rezultati eksperimenta, kar v smislu ujemanja modelnih napovedi z eksperimentom vodi v razvoj strukture sistemov. Z zbranimi primeri smo pokazali, da lahko že na razredni stopnji izobraževanja obravnavamo kompleksnejše sisteme celovito. S tem postane obravnava sistemov realnejša, kar omogoča bistveno boljšo primerjavo z rezultati eksperimenta in učenca navaja na opazovanje realnih procesov v okolju.
Keywords:	Kompleksni sistemi, sistemsko mišljenje, modeliranje, dinamika sistemov, eksperimenti, razvoj strukture sistema.
Place of publishing:	Maribor
Publisher:	[N.O. Oprešnik]
Year of publishing:	2011
PID:	20.500.12556/DKUM-18785
UDC:	53(043.2)
COBISS.SI-ID:	18447624
NUK URN:	URN:SI:UM:DK:G5ZKRNDP
Publication date in DKUM:	14.06.2011
Views:	3041
Downloads:	404
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	DEVELOPMENT OF SYSTEMS THINKING SKILLS DURING PRIMARY LEVEL EDUCATION
Abstract:	When examining systems in nature and society we usually have to deal with complex systems that require careful consideration of systems theory. We are examining the relations between individual quantities in the light of mathematical sets, as well as comparing mathematical modelling results with experiment results. What is important here is the transfer of mathematical modelling as a successful scientific research method to the field of education. At primary education level, this is executed on the qualitative level in terms of development of systems thinking skills. On this basis, the thesis presents examples of complex systems treatment. Examples are structured as individual steps in terms of progressive treatment of complex systems, and can as such offer assistance to teachers in the classroom. Complexity of the systems, separation of the systems from the environment, system dynamics, and the complete development of system structure are demonstrated. Emphasis is given to the visualization of system structure and system dynamics through the so-called "cause-and-effect diagrams" which qualitatively represent the relations between individual links within the system. Emphasis is also given to the meaning of the experiment in terms of comparing the results of model predictions with the results of the experiment, which, should the results match, leads to the development of a system structure. The introduced examples show that already at junior primary education level, complex systems can be examined integrally. This makes the consideration of the systems more realistic, leading to significantly better comparison of experiment results, accustoming the student to the observation of real processes that take place in the environment.
Keywords:	Complex systems, systems thinking, modelling, system dynamics, experiments, development of system structure.

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