EVALVACIJA E-UČBENIKA ZA 5. RAZRED - VSEBINA: OBSEG

Merčnik, Maša

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Title:	EVALVACIJA E-UČBENIKA ZA 5. RAZRED - VSEBINA: OBSEG
Authors:	ID Merčnik, Maša (Author) ID Lipovec, Alenka (Mentor) More about this mentor... ID Antolin Drešar, Darja (Comentor)
Files:	UN_Mercnik_Masa_2016.pdf (3,12 MB) MD5: E1DA5DB3A380DA28EFCDFBC739ECB397
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	V diplomski nalogi Evalvacija e-učbenika - vsebina: Obseg smo se v teoretičnem delu najprej posvetili zgodovinskemu pregledu uporabe računalnika v izobraževanju. V nadaljevanju smo predstavili sodobno informacijsko-komunikacijsko tehnologijo v izobraževanju in e-učna gradiva ter podrobneje opisali e-izobraževanje, pri čemer smo opisali i-učbenik, ki smo ga v empiričnem delu tudi evalvirali in analizirali. V drugi polovici teoretičnega dela smo predstavili pristop k poučevanju obsega in metodične korake za poučevanje obsega ter obravnavano snov umestili v učni načrt. V empiričnem delu smo predstavili kavzalno-eksperimentalno metodo, zasnovano na pedagoškem eksperimentu. Zanimalo nas je, kakšen je vpliv uporabe i-učbenika pri pouku matematike. V raziskovalni vzorec smo vključili dva oddelka 5. razreda osnovne šole – kontrolna skupina je snov obdelala s pomočjo klasičnega, tiskanega učbenika, eksperimentalna skupina pa s pomočjo i-učbenika, ki je nastal v okviru projekta E-učbeniki s poudarkom naravoslovnih predmetov v osnovni šoli. Zanimalo nas je, ali bo eksperimentalna skupina dosegla boljše učne rezultate kot kontrolna skupina. Rezultati raziskave so pokazali, da razlika med eksperimentalno in kontrolno skupino sicer ni bila statistično značilna, pokazal pa se je statistični trend (napaka za zavrnitev ničelne hipoteze je manjša od 10 %). To pomeni, da so se učenci eksperimentalne skupine izkazali veliko bolje kot učenci kontrolne skupine, zato lahko sklepamo, da učenje z i-učbenikom prinaša boljše učne dosežke. Glede na odstopanja pri rezultatih smo ugotovili tudi, da i-učbenik ustreza tako slabšim kot tudi boljšim učencem in je primeren za uporabo v osnovnih šolah.
Keywords:	računalnik, informacijsko-komunikacijska tehnologija, e-učna gradiva, e-izobraževanje, i-učbeniki, obseg, pedagoški eksperiment
Place of publishing:	Maribor
Publisher:	[M. Merčnik]
Year of publishing:	2016
PID:	20.500.12556/DKUM-60755
UDC:	37.091.64:004(043.3)(043.2)
COBISS.SI-ID:	22508808
NUK URN:	URN:SI:UM:DK:UDV4OLAE
Publication date in DKUM:	12.09.2016
Views:	1657
Downloads:	121
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	THE EVALUATION OF A FIFTH GRADE E-TEXTBOOK - CONTENT: PERIMETER
Abstract:	The theoretical part of the graduation thesis The Evaluation of a Fifth Grade E-textbook - Content: Perimeter firstly focuses on the historical overview of computer use in education. Furthermore, the modern information and communications technology in education and e-learning materials are presented, e-learning is described in more detail, focusing on the description of the i-textbook that was evaluated and analysed in the empirical part. In the second half of theoretical part, the approach to teaching circumference and the methodical steps for teaching circumference are presented, and the addressed learning content is placed within the curriculum. In the empirical part, the causal-experimental method, which is based on the pedagogical experiment, is presented. The question was what impact does the use of an i-textbook have in mathematics lessons. Two fifth grade classes of a primary school were included in the research sample – the control group used a printed textbook while the experimental used an i-textbook developed in the framework of the project E-textbooks for Science Classes in Primary School. The question was whether or not the experimental group will achieve better learning results than the control group. The research results have shown that the difference between the experimental and the control group was not statistically significant, however, a statistical trend occurred (the error for the rejection of the null hypothesis was less than 10%). This means that the pupils in the experimental group have shown much better results than the pupils in the control group; it can thus be concluded that learning with an i-textbook gives better learning results. Based on the deviation of results, it has also been established that the i-textbook suits academically weaker pupils as well as advanced pupils, and is therefore suitable for use in primary schools.
Keywords:	computer, information and communications technology, e-learning materials, e-learning, i-textbooks, perimeter, pedagogical experiment

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