Suvremena nastava fizike: učeničke miskoncepcije o temperaturi i toplini

master's thesis

• Author: Kristina Bacinger
• Mentor: Dalibor Paar (mentor)
• Committee member: Dalibor Paar (predsjednik povjerenstva)
• Committee member: Željko Skoko (član povjerenstva)
• Committee member: Bojan Basrak (član povjerenstva)
• Committee member: Tina Bosner (član povjerenstva)
• Committee member: Damir Pajić (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: 2019-11-26, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Physics

Abstract

Istraživanja su pokazala da postoje brojne učeničke miskoncepcije o temperaturi i toplini. Miskoncepcije se mogu ispraviti korištenjem prikladnih interaktivnih metoda na nastavi fizike. U ovom radu ukratko je opisana istraživačka nastava fizike, te interaktivna metoda izvođenja pokusa koja je korisna za uočavanje učeničkih prethodnih znanja i predodžba o fizikalnim pojavama, te ispravljanje miskoncepcija metodom kognitivnog konflikta. Definirani su koncepti temperature i topline, te toplinsko širenje i prijenos topline, na način koji je učenicima predstavljen u njihovom obrazovanju. Opisani su načini pojave miskoncepcija i vrste miskoncepcije. Detaljno su opisane učeničke miskoncepcije o temperaturi, toplini i prijenosu topline. U radu su opisani pokusi pomoću kojih se mogu ispraviti neke miskoncepcije o temperaturi i toplini. U izradi pokusa koristi se pribor koji je dostupan svima, kako bi se pokusi mogli izvoditi na nastavi fizike kada nema dovoljno pribora i kako bi ih učenici mogli izvoditi kod kuće.

Abstract (english)

Research has shown that there are numerous student misconceptions about temperature and heat. Misconceptions can be corrected by using appropriate interactive methods in physics teaching. This work briefly describes the research teaching of physics, as well as an interactive method of performing experiments that is useful for identifying students' prior knowledge and ideas about physical phenomena, and correcting misconceptions by the method of cognitive conflict. The concepts of temperature and heat, as well as thermal expansion and heat transfer, have been defined in a way that is presented to students in their education. Ways of occurrence of misconception and types of misconception are described. Student misconceptions about temperature, heat and heat transfer are described in detail. The paper describes experiments that can correct some misconceptions about temperature and heat. Materials that are use din described experiments are accessible to everyone so that the experiments can be performed in physics classes when there are not enough materials and that students can perform them at home.

• Keywords: temperatura; toplina; učeničke miskoncepcije; nastava fizike; interaktivne metode nastave; istraživačka nastava; metoda kognitivnog konflikta
• Keywords (english): temperature; heat; student misconceptions; teaching physics; interactive teaching methods; research teaching; cognitive conflict method
• Language: croatian
• URN:NBN: urn:nbn:hr:217:852350
• 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: 2020-07-01 11:27:08