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Title:Značilnosti učnega pogovora pri učenju matematike z apleti
Authors:ID Repolusk, Samo (Author)
ID Lipovec, Alenka (Mentor) More about this mentor... New window
ID Ivanuš Grmek, Milena (Comentor)
Files:.pdf DR_Repolusk_Samo_2013.pdf (4,66 MB)
MD5: 913D55F73D1FF9AA8EB55E8AEF803C03
PID: 20.500.12556/dkum/375c067a-97a5-4bcc-8659-898fbdd29bfb
 
Language:Slovenian
Work type:Dissertation
Typology:2.08 - Doctoral Dissertation
Organization:FNM - Faculty of Natural Sciences and Mathematics
Abstract:V zadnjem obdobju smo priča vedno bolj razširjene uporabe apletov kot mediatorjev pri izgradnji matematičnega znanja, s katerimi lahko oblikujemo takšno učno okolje, v katerem lahko učenci doživijo izkušnjo uspeha ob ukvarjanju z matematiko. Zaradi aktualnosti uporabe apletov smo se v naši disertaciji odločili kritično raziskati nekatere karakteristike učnega pogovora pri učenju matematike z apleti. Doktorska disertacija je razčlenjena na teoretični in empirični del. V teoretičnem delu smo najprej predstavili temeljna izhodišča raziskave, teorije učenja, ki posebej poudarjajo pomen komunikacije med udeleženci učnega procesa, opredelili komunikacijo, učni pogovor in na izvirni način interaktivnost v procesu komunikacije, temeljne pojme elektronskih učnih medijev s poudarkom na apletih (opredelitev, klasifikacije, pedagoška vrednost) in nekatera dosedanja empirična spoznanja o uporabi apletov in drugih vizualnih reprezentacij pri pouku matematike ter njihovo vlogo pri spodbujanju učnega pogovora. V empiričnem delu smo predstavili raziskavo, zasnovano na pedagoškem eksperimentu kot študijo primera. Zanimal nas je vpliv uporabe apletov na učni pogovor med učenci ter med učiteljem in učenci pri skupinski obliki dela in metodi preiskovanja pri pouku matematike. Primerjali smo delo med skupino, kjer so učenci preiskovali z uporabo apletov (eksperimentalna skupina) in skupino, kjer so učenci preiskovali z uporabo slik (kontrolna skupina). V opazovanih primerih je bila pri učenju z apleti pogostost pojavljanj interakcij v učnem pogovoru višja kot pri učenju brez apletov. Prav tako so se na zunaj opazni nenadni uvidi rešitev problemov (aha-efekt) pojavili v veliki večini učnih pogovorov pri učenju matematike z apleti in v nobenem primeru učnega pogovora pri učenju matematike brez apletov. Pojav aha-efekta je bil vedno povezan s sočasnim upravljanjem apleta. Pri učenju z apleti so učenci kot mediator pri argumentaciji svojih trditev običajno uporabili aplet. Zaznali smo razlike med fanti in dekleti pri spontani uporabi apletov pri preiskovanju, in sicer so se fantje pogosteje usmerili k neciljni uporabi apletov, na primer k preizkušanju tehničnih zmožnosti in omejitev apletov. Učitelju in učencem so apleti pomagali pri premiku njihovih vlog, in sicer se je zmanjšala učiteljeva vloga pri vpeljavi novih pojmov (vlogo odkrivanja je prepustil učencem z apleti, sam pa ohranil predvsem vlogo koordinatorja aktivnosti), poudarila pa pri povzemanju spoznanj in korektnem oblikovanju sklepov. Ob sklepu smo kritično ovrednotili dobljene rezultate in na podlagi ugotovitev predlagali nekatere smernice za smiselno vključevanje apletov, kot učinkovitih mediatorjev pri izgradnji znanja, v neposredno učno prakso.
Keywords:aha-efekt, apleti, e-izobraževanje, interaktivni diagrami, interaktivnost, matematični diskurz, matematično izobraževanje, računalniško podprto izobraževanje, učni pogovor
Place of publishing:[Maribor
Publisher:S. Repolusk]
Year of publishing:2013
PID:20.500.12556/DKUM-40081 New window
UDC:37.091.3:51(043.3)
COBISS.SI-ID:19831560 New window
NUK URN:URN:SI:UM:DK:HN2UB3Y3
Publication date in DKUM:26.04.2013
Views:3059
Downloads:374
Metadata:XML DC-XML DC-RDF
Categories:FNM
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Secondary language

Language:English
Title:Characteristics of the Learning Discourse in Learning Mathematics with Applets
Abstract:There is continual growth in the use of interactive diagrams (applets) as mediators in the construction of mathematical knowledge, which can help create such learning environment where students can experience success with mathematics. Thus, the current use of interactive diagrams encouraged us for critical study of characteristics of mathematical learning discourse in learning with interactive diagrams. The doctoral dissertation consists of theoretical and empirical part. In the theoretical part, we presented the basic theoretical foundations of our research, theories of learning, which especially emphasize the importance of communication in learning process, we defined the concepts of communication, learning discourse and originally of interactivity in communication process, and also some basic terms of e-learning media, with an emphasis on interactive diagrams or applets (definition, classifications, educational value). We outlined some previous empirical research findings on the use of interactive diagrams and other visual representations in mathematics classes and their role in promoting learning discourse. In the empirical part we presented our research designed as pedagogical experiment: it involved summative evaluation in an extended case study and consisted of mixed form (i.e., naturalistic inquiry, statistical analysis, and discourse analysis). We were interested in the impact of the interactive diagrams on learning discourse while working in small groups with the method of mathematical discovery. The survey was carried out in mathematics classes in elementary and secondary schools. There were compared two groups of students: in the experimental group students learned with the interactive diagrams and in the control group students learned with the images as non-interactive visual representations. The frequency of interaction occurrence in learning discourse was higher in learning with the interactive diagrams than in learning with the non-interactive diagrams. Also, the visible sudden insights (Aha! effects) usually occurred in learning with the interactive diagrams, but never in learning with the non-interactive diagrams. Aha! effect phenomenon has always been associated with the simultaneous manipulation of interactive diagram and students often used the interactive diagrams as a mediator for argumentation. We identified differences between boys and girls in the spontaneous use of interactive diagrams, namely the boys often turned to unintended use of interactive diagrams, such as testing their technical capabilities and limitations. Interactive diagrams also supported the shift in teacher’s and students’ roles: teacher became facilitator and coordinator of investigative activities and had crucial role in summarizing findings, students were more actively involved in investigation process, cooperative learning and peer-to-peer learning discourse. Finally, we critically evaluated our research findings and suggested some guidelines for meaningful integration of interactive diagrams as effective knowledge mediators into a teaching practice.
Keywords:Aha! effect, applets, computer assisted learning, e-learning, interactive diagrams, interactivity, learning discourse, mathematical discourse, mathematics education


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