Motivacija učencev v procesu vnašanja sodobnih znanstvenih dognanj v pouk fizike osnovne šole

Robič, Dominik

| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font

First page > Show document

Show document

Title:	Motivacija učencev v procesu vnašanja sodobnih znanstvenih dognanj v pouk fizike osnovne šole
Authors:	ID Robič, Dominik (Author) ID Repnik, Robert (Mentor) More about this mentor... ID Grubelnik, Vladimir (Comentor)
Files:	MAG_Robic_Dominik_2017.pdf (2,28 MB) MD5: 5B2EBA25F1EF1510A463CB5A182C6034 PID: 20.500.12556/dkum/a82e82ef-9385-4f50-89cd-17808f09fe02
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FNM - Faculty of Natural Sciences and Mathematics
Abstract:	Fizika spada v eno izmed temeljnih ved, ki so skozi zgodovino spreminjale razvoj človeštva [1]. Žal je fizika kot predmet v osnovni šoli pri učencih manj priljubljena, tudi če njeno priljubljenost primerjamo samo z naravoslovnimi predmeti [2]. Zanimalo nas je, kako je mogoče povečati motivacijo učencev pri pouku fizike [3]. Raziskali smo razloge za nižjo motivacijo učencev pri pouku fizike ter preučili, katere metode ob uporabi frontalne oblike dela naj učitelj uporabi, da bo motivacija višja [4]. Motivacija pri pouku razlaga stopnjo zanimanja in napora, ki jo učenec vlaga v različna udejstvovanja, ki so lahko zaželena ali nezaželena pri njihovih učiteljih [5]. Kako se bo učenec odzval na določeno snov, je odvisno od njegove predispozicije in njegovih motivov [6]. Brophy trdi, da je v osnovi učenje za učence dolgočasno in frustrirajoče, saj učence najprej prisilimo, da pridejo k pouku in jih nato učimo stvari, v katerih ne vidijo uporabne vrednosti [7]. Da bi učencem snov približali in vzpodbudili lastno iniciativo k razmišljanju ter jih bolje motivirali, uporabimo različne metode. Zanimalo nas je, katere didaktične metode so pri učencih bolj motivirajoče in o katerih predlaganih temah izven vsebin učnega načrta si učenci želijo izvedeti več. Kimura ugotavlja, da smo moški in ženske glede na način razmišljanja različni, zato je bilo zanimivo preveriti, kako se motivacija pri pouku fizike razlikuje glede na spol [8]. Predvidevali smo tudi vpliv stratuma. Analizirali smo teme, ki niso sestavni del vsebin učnih načrtov za fiziko 8. in 9. razreda osnovne šole. Preučili smo, ali obstajajo razlike v motivaciji učencev glede na izbiro teme v povezavi s starostjo (vpeljava iste teme v 8. oziroma 9. razredu). V empiričnem delu naloge smo predstavili osnovne podatke o raziskavi, v katero je bilo v obdobju dveh šolskih let (2009/2010 in 2010/2011) zajetih 365 učencev iz sedmih slovenskih osnovnih šol [9]. Na podlagi zbranih podatkov smo opravili analize o spremembi stanja motivacije glede na stanje motivacije pred in po izvedbi učne ure. Stanje motivacije smo preučili glede na vpliv: didaktičnega pristopa (metoda razlage, delo z besedilom, uporaba IKT; vse v kombinaciji s frontalno obliko dela), stratuma (mestna, podeželska in primestna šola) razreda (8., 9. razred), spola (moški, ženski) in tematskega področja (energetika, svetloba, astronomija in drugo) [10] [11]. Z našo raziskavo smo ugotovili, kdaj vključiti določeno temo v pouk fizike, in preverili, katerega izmed izbranih treh pristopov je najbolj smiselno uporabiti za določeno temo, da bi pri učencih dosegli višjo motivacijo.
Keywords:	motivacija, energetika, svetloba, astronomija, vreme
Place of publishing:	Maribor
Publisher:	[D. Robič]
Year of publishing:	2017
PID:	20.500.12556/DKUM-67323
UDC:	37.091.3:53(043.2)
COBISS.SI-ID:	23289352
NUK URN:	URN:SI:UM:DK:JYK40RLV
Publication date in DKUM:	25.08.2017
Views:	1996
Downloads:	156
Metadata:
Categories:	FNM
:	Copy citation

Average score:	(0 votes)
Your score:	Voting is allowed only for logged in users.
Share:

Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.

Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	11.08.2017

Secondary language

Language:	English
Title:	Motivation of students in the process of introducing contemporary scientific discoveries within physics lessons in primary school
Abstract:	Physics belongs to one of the fundamental sciences that have changed the development of humanity through history [1]. Unfortunately, physics as a subject in elementary school is less popular among pupils, even if its popularity is compared only with other science subjects [2]. We were interested in how to increase students' motivation in physics lessons [3]. We also explored the reasons for lower students' motivation in physics lessons and examined which teaching methods teachers should use to motivate them [4]. Motivation in classroom explains the degree of interest and effort that the student invests in various activities that may be desirable or undesirable for their teachers [5]. How a student responds to a given topic depends on his predisposition and his motives [6]. Brophy argues that pupils find learning boring and frustrating, since pupils are firstly compelled to visit school and secondly they are forced to learn things in which they do not see useful values [7]. In order to bring students closer to the learning content and to stimulate their own initiative to think and to motivate them, we used different methods. We were interested in which didactic methods are more motivating for pupils and which topics proposed outside the curriculum content are more interesting for pupils. Kimura concludes that men and women are different in terms of thinking, so it is interesting to check how the motivation in physics classes differs according to gender [8]. We also anticipated the impact of the stratum. We will analyse topics that are not an integral part of the physics curriculum content for pupils in 8th and 9th grade of primary school. We examined whether there are differences in pupils’ motivation due to the topic and pupils age (the introduction of the same topic into 8th or 9th grade). In the empirical part of the task, we have presented the basic data on a study in which 365 pupils from seven Slovenian primary schools were enrolled in the period of two school years (2009/2010 and 2010/2011) [9]. Based on the collected data, we conducted analyses of the state of motivation before and after the conducted lesson. The state of motivation has been examined according to the impact of: a didactic approach (method of interpretation, work with texts, use of ICT, all in combination with the lecture method), stratum (urban, rural and suburban school) of age (8th, 9th grade), gender (men, women) and the thematic field (energy, light, astronomy) [10] [11]. With our research we found out when to incorporate a particular topic into physics lessons and verified which of the three chosen approaches is most appropriate for a particular topic in order to achieve higher motivation in students.
Keywords:	motivation, energy, light, astronomy, weather

Comments

Leave comment

You must log in to leave a comment.

Comments (0)

0 - 0 / 0

There are no comments!

Back