Vnos informacijsko komunikacijske tehnologije in e-preverjanja znanja pri predmetu kemija

Černelč, Klavdija

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Title:	Vnos informacijsko komunikacijske tehnologije in e-preverjanja znanja pri predmetu kemija
Authors:	ID Černelč, Klavdija (Author) ID Krajnc, Majda (Mentor) More about this mentor... ID Petek, Aljana (Comentor) ID Kovačič Lukman, Rebeka (Comentor)
Files:	MAG_Cernelc_Klavdija_2015.pdf (3,59 MB) MD5: 19422A88290EBCE19430B98436BE706E
Language:	Slovenian
Work type:	Master's thesis
Typology:	2.09 - Master's Thesis
Organization:	FKKT - Faculty of Chemistry and Chemical Engineering
Abstract:	Živimo v času globalizacije in hitrih sprememb na področju informacijsko komunikacijske tehnologije (IKT). Tako na svetovnem kot tudi slovenskem področju se IKT hitro širi v vse stopnje vzgojno-izobraževalnega procesa. IKT omogoča e-učenje (e-izobraževanje), ki vnaša v učni proces inovativnost in možnost širjenja znanja učitelja in učenca. Za učinkovito izvedbo je potrebno usvojiti nova znanja in spretnosti, saj tak način dela zahteva skrbno načrtovanje. Za kakovostno e-preverjanje znanja je potrebno kreirati banko nalog oziroma vprašanj na različnih taksonomskih ravneh, oblikovati kviz, seznaniti učence z izvajanjem e-preverjanja znanja ter pripraviti strojno in programsko opremo za izvedbo. V prvem letu mora učitelj vložiti veliko truda, časa in dodatnega dela v nov način poučevanja, vendar se ta trud povrne v naslednjih letih. Pri delu je izrednega pomena povezanost skupine ljudi, ki so odgovorni za učinkovito e-preverjanje znanja. Skupina naj bi sestavljali računalničar, laborant in učitelj. V nalogi je predstavljena sistematična pot vnosa IKT in e-preverjanja znanja v devetem razredu Osnovne šole Šmarje pri Jelšah pri predmetu kemija. Raziskava je potekala dve šolski leti. Prvo leto sta v raziskavi sodelovala dva oddelka, drugo leto pa štirje oddelki devetega razreda. V raziskavi smo se prednostno osredotočili na elektronsko preverjanje znanja, ki smo ga izvedli s pomočjo spletne učilnice Moodle, dejavnosti Kviz. Svoje mnenje o novem načinu preverjanja znanja so učenci podali v anketnem vprašalniku ob koncu obeh, v raziskavo vključenih, šolskih let.
Keywords:	IKT, e-učenje, e-učno okolje, e-preverjanje znanja, spletna učilnica, Moodle, kemija
Place of publishing:	Maribor
Publisher:	[K. Černelč]
Year of publishing:	2015
PID:	20.500.12556/DKUM-54024
UDC:	66:37.018.43:004(043)
COBISS.SI-ID:	19060246
NUK URN:	URN:SI:UM:DK:C42UMSVG
Publication date in DKUM:	29.10.2015
Views:	2442
Downloads:	335
Metadata:
Categories:	KTFMB - FKKT
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Secondary language

Language:	English
Title:	Introduction of information communication technology and e-assessment of knowledge in the chemistry subject
Abstract:	We live at a time of globalization and rapid changes within the field of information and communication technologies (ICT). Recently, ICT usage within the educational process has spreading rapidly across the world, as also in Slovenia. ICT enables e-learning (e-education), which brings innovation and possibilities of expanding teachers' and pupils’ knowledge within the learning process. For an effective performance of e-learning, it is necessary to acquire new knowledge and skills, so this way of working demands accurate planning. The quality e-assessment of knowledge requires a wide set of tasks or questions on different taxonomic levels. Teachers have to create quizes, pupils have to be introduced to e-assessment, and hardware and software have to be prepared to perform it. In the first year, it is necessary for a teacher puts a lot of effort, time and extra work into the new way of learning but it pays off over the following years. Cooperation between the members of a team, who are responsible for e-assessment of knowledge, is of utmost importance. The team should be composed of a computer expert, a laboratory assistant, and a teacher. This master thesis represents a systematic method of integrating ICT within the educational process in the Šmarje pri Jelšah elementary school by the pupils in the 9th grade. The research lasted for two school years. In the first year, two classes were involved in the research, whilst in the second year four classes of ninth graders participated. In the research, emphasis was placed on the electronic assessment of knowledge, carried out with the virtual tool »classroom Moodle«, and the activity Quiz. The pupils, who participated in the research, expressed their opinions about e-learning in a questionnaire at the end of the school years
Keywords:	ICT, e-learning, e-learning environment, e-assessment of knowledge, virtual classroom, Moodle, chemistry

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