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Title:Analiza slikovnih prikazov kemijskih informacij v slovenskih učbenikih za kemijo z vidika matematike
Authors:ID Horvat, Tea (Author)
ID Golob, Nikolaja (Mentor) More about this mentor... New window
ID Brezovnik, Simon (Comentor)
Files:.pdf MAG_Horvat_Tea_2019.pdf (1,94 MB)
MD5: 1D3017B6592DF91F419548BEAC817B35
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FNM - Faculty of Natural Sciences and Mathematics
Abstract:Namen raziskave pričujočega magistrskega dela je bila analiza slikovnih prikazov kemijskih informacij v slovenskih osnovnošolskih učbenikih za kemijo z vidika matematike. Analiza slikovnih prikazov je bila izvedena s pomočjo predhodno oblikovanega kriterija za analizo slikovnih prikazov kemijskih informacij z vključenim matematičnim konceptom. Zanimale so nas informacije o najpogosteje uporabljenih učbenikih naravoslovja in kemije v osnovni šoli ter zastopanosti slikovnih prikazov v njih. Pri slednjih so nas zanimali njihova opredelitev, opis, vključenost v besedilni del učbenika in ustreznost. S komparativno metodo proučevanja na nivoju primerjanja slikovnih prikazov za ugotavljanje podobnosti in razlik ter z metodo klasifikacije smo na 1761 slikovnih prikazih ugotovili raznolikost porazdelitve in prevlado modelov in shem. V povprečju se je z vidika matematike na posamezni strani analiziranega učbenika nahajal 1,32 slikovni prikaz. Prevladovali so prikazi z ustrezno opredelitvijo (47,81 %), njim pa so sledili prikazi brez opredelitve (42,31 %) in opredeljeni s sliko (8,46 %). Le 1,42 % je bilo neustrezno opredeljenih. Opis prikaza je vsebovalo 98,9 % prikazov, 1 % jih je bilo brez opisa in le en z neustreznim opisom. Vsi slikovni prikazi so bili vključeni v besedilni del učbenika. Zasledili smo 98,52 % ustreznih, 1,42 % pomanjkljivih in le en primer neustreznega prikaza.
Keywords:naravoslovje in kemija, osnovna šola, analiza, slikovni prikaz, vidik matematike
Place of publishing:Maribor
Publisher:[T. Horvat]
Year of publishing:2019
PID:20.500.12556/DKUM-73941 New window
UDC:54(075)(043.2)
COBISS.SI-ID:24837896 New window
NUK URN:URN:SI:UM:DK:NCIDXAAI
Publication date in DKUM:24.10.2019
Views:1135
Downloads:143
Metadata:XML DC-XML DC-RDF
Categories:FNM
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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:04.07.2019

Secondary language

Language:English
Title:The analysis of the image displays of the chemical information in Slovenian textbooks for chemistry from the aspect of mathematics
Abstract:The aim of this master's thesis was to analyse image displays of chemical information in Slovenian textbooks for chemistry from the point of view of mathematics. The analysis of them was carried out by using a preliminarily formed criterion for analysing image displays of chemical information with the inclusive mathematical concept. We were interested in information of most frequently used natural science and chemistry textbooks at elementary school, and representation of image displays in them. Above all, we were interested in their definition, description, engagement in textual part of textbooks and their relevance. With the comparable study method at the level of comparison of 1761 recognized image displays for determination of their similarities and differences, and by using the classification method too, we realized the diversity of distribution and dominance of models and schemes. From the point of view of mathematics, there was the average 1,32 pictorial representation on each page of the analyzed textbook. Impressions with an appropriate definition that were dominant (47,81 %), were followed by impressions without definition (42,3 %) and the ones that were defined by the picture (8,46 %). Only 1,42 % of them were inadequately identified. The description of the display contained 98,9 % of the impressions, 1 % were without them and only one was with an inadequate one. All impressions were included in the text of the textbook. We have followed 98,52 % of the relevant, 1,42 % of inadequate impressions and only one case of defective display.
Keywords:natural science and chemistry, elementary school, analys, image display, aspect of mathematics


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