Primjena kemijske konceptualne osnove pri rješavanju ispita iz biologije na državnoj maturi

master's thesis

• Title (english): Application of the chemical concepts of biology state graduation exam solving
• Author: Sara Brandić
• Mentor: Ines Radanović (mentor)
• Committee member: Ines Radanović (predsjednik povjerenstva)
• Committee member: Mirela Sertić Perić (član povjerenstva)
• Committee member: Iva Juranović Cindrić (član povjerenstva)
• Committee member: Vesna Petrović Peroković (član povjerenstva)
• Granter: University of Zagreb; Faculty of Science; (Department of Biology); Zagreb
• Defense date and country: 2017-11-17, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Biology

Abstract

Ovim radom željela se ispitati uspješnost upotrebe kemijskih koncepata u zadacima iz biologije kao interdisciplinarne potpore za objašnjenje bioloških koncepata uz utvrđivanje korelacije ukupne uspješnosti na ispitui pojedinog odgovora učenika. Kao dodatni cilj željela se utvrditi i sposobnost mladog nastavnika za uspješno uočavanje konceptualnih razlika pri interpretaciji odgovora učenika. Analizirana su odabrana pitanja otvorenog tipa sa ispita državne mature iz biologije provedenih u ljetnom roku 2014., 2015. i 2016. godine na uzorcima od po 250 učenika. Izdvojeno je 11 pitanja interdisciplinarnog karaktera, s naglaskom da ta pitanja nisu ciljano sastavljana kao integracijska. Analiza je provedena u skladu s Nastavnim programom za određeni razred i ispitnim katalozima za državnu maturu iz biologije i kemije kao referentnim točkama konceptualnog okvira i predviđenih ishoda učenja. Kognitivna kvaliteta odgovora učenika utvrđena je specifičnim kodiranjem u kategorije biološkog značenja razumijevanja svakog odgovora, pri čemu je uspoređeno kodiranje iskusnih nastavnika biologije i mladog nastavnika. Zbog potvrđenih problema u integraciji znanja pri obrazloženju bioloških procesa i pojava, odabrana su pitanja iz provedenih ispita državne mature uz koncepte difuzije i osmoze te je na uzorku 105 učenika iz 3 gimnazije provjerena usvojenost i s obzirom na namjeru pristupa ispitu državne mature. U odnosu na ostale učenike, učenici koji planiraju pisati ispit iz biologije su u većem broju ponudili odgovore za koje je utvrđeno konceptualno razumijevanje.

Abstract (english)

This work would like to examine the success of using chemistry concepts as interdisciplinary support in explaining biological concepts and determining the correlation of the overall success on the test and inidividual student answer.Additional goalwas to determine the young teacher's ability in perceiving conceptual differences in student's answers interpretation. Open - ended questions from biology state graduation exam conducted in summer exam period of 2014., 2015. and 2016. on samples of 250 students. 11 interdisciplinary questions were singled out, with emphasis to these questions are not specifically assembled as integration. The analysis was conducted in accordance with the Curriculum for a certain class and examination catalog for the final examination in biology and chemistry as reference points for the conceptual framework and anticipated outcomes. Student's answers cognitive quality was determined using specific coding of every student's answer into categories of biological understanding, where experienced and young teacher's specific coding were compared. Due to confirmed problems with knowledge integration in biological processes and phenomena explanation, diffusion and osmosis conceptual questions from biology state graduation exam were selected and a test was conducted on a 105 students sample from 3 gymnasium to assess knowledge depending on taking state graduation exam. Compared to other students, students who plan on taking biology offered answers that were determined to show conceptual understanding in larger percentage.

• Keywords: biološki koncepti; interdisciplinarni zadaci biologije i kemije; specifično kodiranje; odgovori učenika; interpretacija bioloških procesa i pojava
• Keywords (english): biological concepts; interdisciplinary tasks in biology and chemistry; specific coding; student answers; biological processes and phenomena interpretation
• Language: croatian
• URN:NBN: urn:nbn:hr:217:564296
• 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
• Created on: 2017-12-08 09:26:21