Problemski pristop pri poučevanju fizike s spremljavo mrežnih interakcij med učenci

Žigart, Marko

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Title:	Problemski pristop pri poučevanju fizike s spremljavo mrežnih interakcij med učenci
Authors:	ID Žigart, Marko (Author) ID Marhl, Marko (Mentor) More about this mentor... ID Grubelnik, Vladimir (Comentor)
Files:	MAG_Zigart_Marko_2016.pdf (9,61 MB) MD5: 906FF4B0C2BC9011A043FA228F550CC7
Language:	Slovenian
Work type:	Master's thesis
Typology:	2.09 - Master's Thesis
Organization:	FNM - Faculty of Natural Sciences and Mathematics
Abstract:	V magistrskem delu smo z analizo socialnih mrež, ki temelji na teoriji grafov, raziskali pomen interakcij med učenci za uspešno reševanje fizikalnih problemov različnih težavnosti. Uporabili smo didaktični model obrnjenega učenja, s poudarkom na skupinskem reševanju problemov. Analizirali smo vpliv pretoka informacij na uspešnost reševanja med učno šibkimi in učno močnimi učenci. Ugotovili smo, da je stopnja sodelovanja odvisna od težavnosti problema in je močneje izražena pri lažjih problemih. Pri reševanju težjih problemov se sodelovanje zgosti okrog učencev z boljšimi učnimi dosežki. Vzpostavi se poudarjen pretok informacij od učno močnejših k učno šibkejšim učencem, zaradi česar lahko slednji dosežejo boljše rezultate. Ugotovitev, da zaradi socialnih interakcij pridobijo vsi učenci in da ima skupina za uspešno reševanje boljše izhodišče kot posameznik, so v skladu z načeli sodelo-valnega učenja. Dodatno pa ugotavljamo, da je za uspešno uporabo sodobnih sodelovalnih oblik pouka potrebno v učna okolja vključiti analitična orodja za spremljanje učeče se skupine. V ta namen predlagamo vključitev informacijsko-komunikacijskih tehnologij, ki so prilagojena personalizaciji in individualizaciji pouka v smislu celostne podpore pri konstruiranju lastnega znanja. V magistrskem delu je izdelano analitično orodje, ki bi ga v prihodnosti lahko implementirati v obliki učne platforme, ki bi zagotavljala enostavnejšo in še bolj učinkovito spremljanje učencev in njihovih interakcij v skupini, hkrati pa bi učiteljem zagotavljala učinkovit prikaz rezultatov analitike in omogočala pripravo na delo v razredu.
Keywords:	didaktika fizike, problemski pouk, obrnjeno učenje, sodelovalno učenje, analiza socialnih mrež, analitika in nove IKT, personalizacija učenja
Place of publishing:	Maribor
Publisher:	[M. Žigart]
Year of publishing:	2016
PID:	20.500.12556/DKUM-58637
UDC:	37.091.31-059.2:004:53(043.2)
COBISS.SI-ID:	22470152
NUK URN:	URN:SI:UM:DK:WNX7HUNC
Publication date in DKUM:	26.08.2016
Views:	1875
Downloads:	231
Metadata:
Categories:	FNM
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Secondary language

Language:	English
Title:	Problem-based-teaching of physics with tracing the network interactions
Abstract:	The master’s thesis presents research on the importance of interactions among students for the successful solving of physics problems at different levels of difficulty. The research is based on social network analysis and uses the flipped classroom pedagogical model with an emphasis on group problem solving. The analysis focuses on the impact of the information flow among students with different learning abilities on the effectiveness of problem solving. The findings of the research show that the level of cooperation depends on the difficulty of the problem and is stronger in solving easier problems. In solving more difficult problems, the interactions aggregate around students with a better solving performance. When the information flow from stronger to weaker students is enhanced, the latter may improve their results. These findings confirm the principles of cooperative learning, according to which a group is more successful in solving problems than an individual, and social interactions benefit all the students. Furthermore, the research findings suggest that for successful use of modern collaborative techniques in teaching it is necessary to incorporate analytical tools for monitoring the learning group. For this purpose, information and communication technologies which are adapted for personalization and individualization of instruction should be used to support the students’ building of their own knowledge. As part of this master’s thesis, an analytical tool was developed which enables a simpler and more effective way of monitoring students and their interactions within the group. In the future, this tool could be implemented as a learning platform which could provide teachers with important analytics and thus help them in effective class preparation.
Keywords:	didactics of physics, problem-based learning in physics, flipped classroom, cooperative learning, social network analysis, analytics and new ICT, personalization of learning

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