Razumijevanje kontroliranih eksperimenata i modela u nastavi fizike

master's thesis

• Author: Ivana Luburić
• Mentor: Ana Sušac (mentor)
• Committee member: Ana Sušac (predsjednik povjerenstva)
• Committee member: Željka Milin-Šipuš (član povjerenstva)
• Committee member: Darko Androić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Science; (Department of Mathematics); Zagreb
• Granter: University of Zagreb; Faculty of Science; (Department of Physics); Zagreb
• Defense date and country: 2017-09-27, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Physics

Abstract

Ovim diplomskim radom željela sam istražiti koliko su učenici u osnovnim i srednjim školama upoznati s konceptima kontrole varijabli i modela te kako ih primjenjuju u različitim kontekstima. Pri konstrukciji testa koristila sam zadatke s web stranice projekta Američke udruge za napredak znanosti (AAAS- American Association for the Advancement of Science) Project 2061. Test se sastojao od 15 pitanja višestrukog izbora u kojima su učenici trebali primijeniti različite ideje vezane za kontrolu varijabli i modele. Istraživanje sam provela u Zagrebu na 171 učeniku sedmog i osmog razreda osnovne škole te 196 učenika prvog i drugog razreda srednje škole. Analizom podataka dobila sam uvid u uspjeh na testu za osnovne i srednje škole te za svaki pojedini razred, postotak točnih odgovora pojedinog zadatka, ali i postotak najčešće izabranih pogrešnih odgovora iz čega dobivamo uvid u učeničke miskoncepcije. Nadalje, usporedila sam rezultate hrvatskih i američkih učenika čije sam podatke uzela s web stranice AAAS projekta 2061. Rezultati su pokazali da su učenici osnovne škole lošije riješili test od srednjoškolaca te da su učenici drugog razreda najbolje riješili test. Također, rezultati su pokazali da su učenici imali veći napredak u razumijevanju kontrole varijabli nego modela te da postoje poteškoće u razumijevanju nekih osnovnih fizikalnih koncepata koje se javljaju među učenicima neovisno radi li se o učenicima u osnovne ili srednje škole. U prosjeku su hrvatski učenici nešto bolje rješavali zadatke iz testa od američkih učenika, ali ta razlika je bila prisutna samo u nekim zadacima. Iako se danas nastavnici trude postići aktivno sudjelovanje učenika u nastavi, miskoncepcije nije lako i jednostavno promijeniti. Rezultati ovog diplomskog rada ukazuju da je u nastavi potrebno više pažnje posvetiti značenju i upotrebi modela te boljem razumijevanju kontroli varijabli.

Abstract (english)

With this graduate thesis, I wanted to explore how familiar the elementary and high school students are with the concepts of the control of variables and models and how they apply these concepts in different contexts. In the test construction, I used test items from Project 2061 from the American Association for the Advancement of Science (AAAS) project website. The test consisted of 15 multiple choice questions where students had to apply different ideas related to control of variables and models. I conducted the research in Zagreb on 171 seventh and eighth grade elementary school students and 196 first and second grade high school students. By analyzing the data, I gained an insight into the test results for both elementary and high school, for each particular grade, the percentage of correct answers for each given task, and also the percentage of the most commonly chosen wrong answers which give an insight into the student misconceptions. Furthermore, I compared the results of Croatian and American students whose data I took from the AAAS Project 2061 website. The results showed that the students from elementary school scored lower than the student from high school, and that the second-grade students had the best test results. Additionally, the results showed that the students had greater progress in understanding control of variables than understanding of models, and that there are difficulties in understanding of some basic physics concepts that occur among students irrespective of whether they are in elementary or high school. On average, the Croatian students had somewhat better test results than the American students, however, this difference was apparent only for some test items. While teachers today are struggling to achieve active participation of students in classes, it is not easy or simple to change the misconceptions. The results of this graduate thesis suggest that more attention in teaching should be devoted to the meaning and use of models, and better understanding control of variables.

• Keywords: nastava fizike; osnovna škola; srednja škola; kontrola varijabli i modela; miskoncepcije
• Keywords (english): teaching physics; elementary school. high school; control of variables and models; misconceptions
• Language: croatian
• URN:NBN: urn:nbn:hr:217:418504
• Study programme: Title: Mathematics and Physics Education; specializations in: Mathematics and Physics Education; Course: Mathematics and Physics Education; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra edukacije matematike i fizike (magistar/magistra edukacije matematike i fizike)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2018-02-02 12:52:57