Primjena istraživačkog učenja pri poučavanju učenika gimnazije o transportu vode u biljci

master's thesis

• Title (english): Implementation of inquiry based learning in teaching high school students about water transport in plants
• Author: Paula Babić
• Mentor: Ines Radanović (mentor)
• Committee member: Ines Radanović (predsjednik povjerenstva)
• Committee member: Vesna Petrović Peroković (član povjerenstva)
• Committee member: Jasna Lajtner (član povjerenstva)
• Committee member: Iva Juranović Cindrić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Science; (Department of Biology); Zagreb
• Defense date and country: 2018-09-27, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Biology

Abstract

Cilj ovog istraživanja je identificirati probleme s kojima se učenici susreću prilikom analiziranja grafički prikazanih podataka vezanih uz transport vode u biljci te utvrditi hoće li primjena istraživačkog pristupa u poučavanju pozitivno utjecati na uklanjanje problema. Provedeno je inicijalno testiranje te je na osnovu uočenih problema pripremana nastava uz zadatke tijekom kojih su učenici istraživanjima uz pripremu grafičkih prikaza dolazili do zaključaka i ostvarili neophodno učenje, koje je provjereno završnom provjerom. Analizom odgovora utvrđeno je da učenici znaju pročitati vrijednosti s grafičkog prikaza, ali se problemi pojavljuju kad trebaju objasniti donesene zaključke i ponuditi objašnjenje odgovora. Utvrđene su i miskoncepcije prilikom čitanja grafičkih prikaza vezanih uz transport vode u biljci. Nakon provedbe istraživačkog poučavanja učenici su u prosjeku bolje rješavali pitanja s grafičkim prikazima. Visoka razina angažiranosti učenika pri rješavanju istraživačkih zadataka odrazila se na uspjeh u rješavanju radnog listića uz pokuse te na riješenost druge provjere nakon provedbe istraživačke nastave. Angažiranost učenika ukazuje na visoku motiviranost za sudjelovanjem u ovakvim aktivnostima. Rezultati dobiveni istraživanjem ukazuju na potrebu ispravljanja greški počinjenih tijekom istraživanja kako bi se dobila jasnija slika utjecaja istraživačke nastave na uspjeh učenika.

Abstract (english)

The aim of this study is to identify the problems students encounter when analyzing graphically presented data related to water transport in the plant and to determine whether the use of inquiry-based learning will eliminate the problems. Initial testing was carried out and based on the problems noted, the course was prepared with the tasks during which the students came to the conclusions of the inquiry and the preparation of the graphic representations and accomplished the necessary learning, which was verified by the final examination. The analysis showed that students can read values from graphs, but have problems when they have to explain the conclusions. Also, the analysis showed that some students have misconception related to water transport in the plants. After the implementation of the inquiry-based learning students were better in dealing with graphs. The high level of engagement of students in solving inquiry tasks reflected on the success in solving the worksheets with experiments and on solving the second exam after the implementation of the inquiry-based teaching. Student’s engagement shows high motivation for participating in such activities. The results of the study point the need to correct the mistakes made during the study to gain a clearer picture of the impact of the inquiry-based teaching on student success.

• Keywords: grafički prikazi; transpiracija; prirodoslovna pismenost
• Keywords (english): graphs; transpiration; scientific literacy
• Language: croatian
• URN:NBN: urn:nbn:hr:217:845955
• Study programme: Title: Integrated undergraduate and graduate university study of Biology and Chemistry Education; specializations in: Integrated undergraduate and graduate university study of Biology and Chemistry Education; Course: Integrated undergraduate and graduate university study of Biology and Chemistry Education; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra edukacije biologije i kemije (magistar/magistra edukacije biologije i kemije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access; Embargo expiration date: 2020-09-27
• Created on: 2018-10-30 13:26:57