Razvoj razumevanja agregatnih stanj pri otrocih starih od 2 do 6 leta starosti

Petek, Tamara

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Title:	Razvoj razumevanja agregatnih stanj pri otrocih starih od 2 do 6 leta starosti
Authors:	ID Petek, Tamara (Author) ID Golob, Nikolaja (Mentor) More about this mentor...
Files:	VS_Petek_Tamara_2020.pdf (2,27 MB) MD5: E533AF41B842D9BC8514FDA266F86A7E PID: 20.500.12556/dkum/dae49e9d-fff9-403c-b107-e33022f0b2f8
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Diplomska naloga je sestavljena iz teoretičnega in empiričnega dela, katerega smo izvajali v vrtcu in na daljavo. V teoretičnem delu smo predstavili značilnosti začetnega naravoslovja za otroke, opisali smo lastnosti vode in njena agregatna stanja, prav tako pa tudi agregatna stanja drugih snovi. Ob tem smo predstavili razvoj mišljenja, kot ga je predstavil Piaget v štirih stopnjah. Ker pa Piaget ni bil edini raziskovalec svojega časa, smo navedli še kritike njegove teorije, ter kasnejše teoretike. ¬ V empiričnem delu smo predstavili raziskavo, ki smo jo izvedli s 45 otroki – v vrtcu in na daljavo. Z intervjujem smo želeli ugotoviti razvoj mišljenja otrok, v povezavi z agregatnimi stanji in določeno starostjo. Za vzorec smo si izbrali otroke, stare od 2 do 6 let. Z raziskavo smo ugotovili, da otroci v večini primerov prepoznajo vsa agregatna stanja vode. Pri tem so 2- in 3-letniki potrebovali nekaj pomoči za pravilen odgovor, tudi ponazorila z dejansko snovjo in s prehodi agregatnih stanj. Kljub temu pa pri snoveh »voda, blatna voda, sok, led in maslo« niso potrebovali ponazorila z dejansko snovjo ali eksperimenta s prehodom agregatnega stanja, za pravilen odgovor. 4- in 5-letniki so za pravilen odgovor potrebovali ustno pomoč, pri snoveh »voda« in »led« pa za pravilen odgovor niti ustne pomoči ne. Medtem pa so 6-letniki potrebovali ustno pomoč le pri snovi »voda«.
Keywords:	agregatna stanja, voda, led, para, razvoj mišljenja, razumevanje agregatnih stanj, vrtec
Place of publishing:	Maribor
Publisher:	[T. Petek]
Year of publishing:	2020
PID:	20.500.12556/DKUM-77942
UDC:	373.2:54(043.2)
COBISS.SI-ID:	34170627
NUK URN:	URN:SI:UM:DK:6RMQVZZG
Publication date in DKUM:	27.10.2020
Views:	1449
Downloads:	216
Metadata:
Categories:	PEF
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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:	25.09.2020

Secondary language

Language:	English
Title:	The development of the understanding of concept of states of matter in children aged 2 to 6 years
Abstract:	The thesis consists of theoretical and empirical work, which was undertaken in kindergarten and remotely. In the theoretical part, we presented the characteristics of the initial science for children, and we described the properties of water and its physical states, as well as the physical forms of other substances. In doing so, we presented the development of thinking as presented by Piaget in four stages. However, since Piaget was not the only researcher of his time, we also cited critiques of his theory and theorists that appeared later. In the empirical part, we presented a study we conducted with 45 children - in kindergarten and by remote observation. With the interview, we wanted to find out the development of children's thinking, in connection with thephysical states and a certain age. We selected children aged 2 to 6 years as a sample. The research found that children, in most cases, recognise all the physical states of water. In doing so, 2- and 3-year-olds needed some help to answer correctly, such as illustrations of the actual substance and the transitions of the states of matter. Nevertheless, for the substances “water, muddy water, juice, ice and butter” they did not need an illustration of the actual substance or an experiment with the transition of the physical state, to give a correct answer. 4- and 5-year-olds needed verbalassistance to answer correctly, but not regarding "water" and "ice". Meanwhile, 6-year-olds needed verbal assistance only with the substance "water".
Keywords:	states of matter, water, ice, steam, children’s thinking development, understanding the states of matter, kindergarten

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