Procesnodidaktični pristop pri poučevanju matematične vsebine merjenje v osnovni šoli

Žakelj, Amalija

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Title:	Procesnodidaktični pristop pri poučevanju matematične vsebine merjenje v osnovni šoli
Authors:	ID Žakelj, Amalija (Author)
Files:	Revija_za_elementarno_izobrazevanje_2011_Zakelj_Procesnodidakticni_pristop_pri_poucevanju_matematicne_vsebine_merjenje_v_osnovni_soli.pdf (78,26 KB) MD5: 3E3275854C6D35026230253826D63E49 PID: 20.500.12556/dkum/4be7f3b4-e349-4a0c-af72-2adfad0a6c19 http://rei.pef.um.si/images/Izdaje_revije/2011/2011_04_st_3_revija.pdf
Language:	Slovenian
Work type:	Article
Typology:	1.01 - Original Scientific Article
Organization:	PEF - Faculty of Education
Abstract:	Merjenje je pomembna matematična vsebina v osnovni šoli. Z namenom, da bi pri učencih dosegli kakovostno znanje o merjenju, smo za pouk matematike razvili procesnodidaktični pristop ter ga evalvirali z vidika učinkov kakovosti znanja učencev. Na osnovi teoretskega poznavanja miselnega razvoja otrok, vključno z novejšimi spoznanji o otrokovem mišljenju, ter poznavanja socialne kognicije, učenja in poučevanja smo izdelali procesnodidaktični pristop za poučevanje matematike (merjenja v osnovni šoli), ki posebno pozornost namenja izkustvenemu učenju, refleksiji, razvijanju miselnih navad, postavljanju primernih spodbud s strani učitelja, kognitivnemu oz. socialno-kognitivnemu konfliktu. Na vzorcu 137 učencev četrtega razreda iz slovenskih osnovnih šol smo izvedli empirično raziskavo. V eksperimentalno skupino je bilo vključenih 67 učencev, v kontrolno skupino pa 70 učencev. V eksperimentalni skupini je pouk potekal po procesnodidaktičnem pristopu, v kontrolni skupini je imel pouk značilnosti transmisijskega pristopa. S teoretično zasnovo testov, ki smo jih priredili kot merski instrument, smo ob izbranih vsebinah o merjenju količin v četrtem razredu osnovne šole testirali znanja na različnih taksonomskih ravneh. Evalvacija rezultatov glede kakovosti izkazanega znanja učencev je pokazala, da med eksperimentalno in kontrolno skupino obstajajo statistično pomembne razlike v znanju merjenja količin v korist eksperimentalne skupine.
Keywords:	metodika, učne metode, matematika, osnovne šole, procesnodidaktični pristop, izkustveno učenje, merjenje, relativna enota, konstantna nestandardna enota, standardna enota
Publication status:	Published
Publication version:	Version of Record
Year of publishing:	2011
Number of pages:	str. 35-50
Numbering:	Letn. 4, št. 3
PID:	20.500.12556/DKUM-68541
ISSN:	1855-4431
UDC:	37.091.3:51
ISSN on article:	1855-4431
COBISS.SI-ID:	1732732
NUK URN:	URN:SI:UM:DK:YW5PYINV
Publication date in DKUM:	26.09.2017
Views:	2176
Downloads:	213
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Categories:	Misc.
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Record is a part of a journal

Title:	Revija za elementarno izobraževanje
Publisher:	Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakultete Univerze, Univerza na Primorskem, Pedagoška fakulteta, Univerzitetna založba Univerze v Mariboru
ISSN:	1855-4431
COBISS.SI-ID:	239555072

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:	26.09.2017

Secondary language

Language:	English
Title:	The process-didactic approach to teaching the mathematical topic of “measuring” in primary schools
Abstract:	Measuring belongs to the science of mathemats in primary schools. In order to improve knowledge about measuring, we created a process-didactic approach for mathematical instruction and evaluated it by determining the quality of knowledge that the pupils gained. Based on our theoretical knowledge about the mental development of children, including new findings on children’s thinking and our knowledge of social cognition and learning and teaching, we prepared a process-didactic approach for teaching mathematics (measuring in Primary Schools). The process-didactic approach particularly focuses on experiential learning, reflection, the development of mental habits, setting adequate incentives on the part of teachers, cognitive conflict and socio-cognitive conflict. We carried out an empirical research on a sample of 137 pupils from the fourth grade of Slovenian primary schools. The experimental group included 67 pupils and the control group 70 pupils. The process for the experimental group was conducted according to the process-didactic approach, and the control group was conducted using the transmission approach. Using theoretically conceived tests, which were modified to function as a measuring instrument, we tested the knowledge of the pupils at different taxonomic levels by carefully selecting the contents of the measuring quantities. The evaluation the of results, regarding the quality of pupil-knowledge, shows that there are statistically significant differences in the knowledge of measuring quantities between the experimental and the control group in favour of the experimental group.
Keywords:	methodology, teaching methods, mathematics, primary schools, instructions for mathematics, process-didactic approach, experiential learning, acquisition of mathematical concepts, measuring, relative unit, constant non-standard unit, standard unit

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Revija za elementarno izobraževanje

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