Učeničko razumijevanje oblika, pretvorbe i očuvanja energije

master's thesis

• Author: Iva Nikić
• Mentor: Ana Sušac (mentor)
• Committee member: Ana Sušac (predsjednik povjerenstva)
• Committee member: Petar Žugec (član povjerenstva)
• Committee member: Snježana Lubura Strunjak (član povjerenstva)
• Committee member: Matko Milin (član povjerenstva)
• Committee member: Boris Muha (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: 2019-09-25, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Physics

Abstract

Cilj ovog diplomskog rada bio je istražiti koliko su učenici osnovnih i srednjih škola upoznati s različitim energetskim konceptima te kako ih primjenjuju u različitim kontekstima. Pri konstrukciji testa korišteni su zadaci s web stranice projekta Američke udruge za napredak znanosti (AAAS- American Association for the Advancement of Science) Project 2061. Test je sadržavao 16 pitanja višestrukog izbora u kojima su učenici trebali primijeniti različite ideje vezane za energetske koncepte. Istraživanje je provedeno u Zagrebu na 252 učenika osmog razreda osnovne škole i 224 učenika trećeg razreda srednje škole. Analiza podataka dala je uvid u postotak točnih odgovora za učenike osnovnih i srednjih škola za svaki zadatak i za svako konceptualno područje, ali i postotak najčešće izabranih pogrešnih odgovora iz čega se dobiva uvid u učeničke miskoncepcije. Nadalje, uspoređeni su rezultati hrvatskih i američkih učenika čiji su podaci uzeti s web stranice AAAS projekta 2061. Učenici su najbolje riješili zadatke iz konceptualnog područja Oblici energije, zatim iz Pretvorbe energije, a najlošije su riješeni zadaci iz konceptualnih područja Unutarnja energija i Zakon očuvanja energije. Učenici osnovne škole su imali bolje rezultate na zadacima iz konceptualnog područja Oblici energije, dok su učenici srednje škole značajno bolje riješili zadatke sa zakonom očuvanja energije. U prosjeku su hrvatski učenici nešto bolje rješavali zadatke iz testa od američkih učenika, ali ta razlika je bila prisutna samo u nekim zadacima. U zadnje vrijeme u našem obrazovanju naglašava se aktivno sudjelovanje učenika u nastavi, međutim miskoncepcije, koje nije lako i jednostavno promijeniti, uvelike pridonose kako učenici prihvaćaju i savladavaju novo gradivo u fizici. Rezultati ovog diplomskog rada ukazuju da je u nastavi potrebno više pažnje posvetiti zakonu očuvanja energije kod svih oblika i pretvorbi energije, ali i pojmu unutarnje energije.

Abstract (english)

The aim of this graduate thesis was to explore how much the elementary and high-school students are familiar with different energy concepts and how they apply them in different contexts. The test was constructed using questions from the AAAS Project 2061 website. The test consisted of 16 multiple-choice questions in which students were asked to apply different ideas regarding energy concepts. The study was conducted in Zagreb on 252 eighth-grade elementary students and 224 third-grade high-school students. The data analysis gave an insight into the percentage of correct answers for both elementary and high-school students for each question and each conceptual domain, as well as the percentage of the most frequently chosen wrong answers, which gave an insight into student misconceptions. Furthermore, the results of Croatian and American students whose data were taken from the AAAS Project 2061 website were compared. The students solved questions in the conceptual domain Energy Forms best, then the questions about the Energy Transformation, and the worst solved are questions in the conceptual domains Thermal Energy and Energy Conservation. Elementary school students had better test results in the conceptual domain Energy Forms, while high-school students significantly better solved questions about energy conservation. On average, the Croatian students had somewhat better test results than the American students, however, this difference was apparent only for some test items. Recently in our education, there is an emphasis on the active participation of students in classes, but misconceptions, which are not easy or simple to change, greatly contribute to the students’ acceptance and mastering of the new ideas in physics. The results of this thesis indicate that more attention needs to be paid to the energy conservation in all forms and transformations of energy, as well as to the concept of thermal energy.

• Keywords: nastava fizike; osnovna škola; srednja škola; energetski koncepti; zakon očuvanja energije; Američka udruga za napredak znanosti
• Keywords (english): teaching physics; primary school; elementary school; high school; middle school; energy concepts; energy conservation; American Association for the Advancement of Science
• Language: croatian
• URN:NBN: urn:nbn:hr:217:901366
• 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: 2020-02-14 11:52:39