Učinkovitost metode konceptualne spremembe pri poučevanju fotosinteze v biotehniških izobraževalnih programih

Gobec, Katja (avtor), Strgar, Jelka (mentor)

Fotosinteza je najpomembnejši biokemijski proces na Zemlji in ena najbolj zahtevnih tem za poučevanje, saj je široka in konceptualno zapletena. Učenci si procese pri fotosintezi težko predstavljajo, ker so abstraktni in potekajo na molekularni ravni. V nalogi smo želeli raziskati znanje o fotosintezi, spoznati stališča do biologije in fotosinteze ter ugotoviti pojmovanje hrane med udeleženci biotehniškega izobraževanja ter na osnovi tega pripraviti model učne enote o fotosintezi, s katero bi izboljšali tako znanje o fotosintezi kot tudi stališča do biologije in fotosinteze. V raziskavi je sodelovalo 1014 dijakov in študentov s treh biotehniških šol in trinajstih biotehniških izobraževalnih programov v Sloveniji. Podatke smo zbrali s preizkusi znanja o fotosintezi in vprašalniki o stališčih. Pripravili smo učno enoto o fotosintezi ter jo izvedli na vzorcu 330 dijakov in študentov, in sicer po klasični metodi (kontrolna skupina) in po metodi konceptualne spremembe (eksperimentalna skupina). Ugotovili smo, da se udeleženci zavedajo pomena fotosinteze za življenje na Zemlji, njihovo znanje o fotosintezi pa ni zadovoljivo (manj kot 60 % doseženih točk), še posebej glede glavne funkcije fotosinteze. Ugotovili smo, da je z ustrezno načrtovano učno enoto po metodi konceptualne spremembe možno doseči boljše znanje o fotosintezi kot s klasično učno metodo. Dosežek dijakov in študentov se je po klasični učni metodi izboljšal za 6,1 %  po učni metodi s konceptualno spremembo za 24,3 %  in je bil statistično značilno višji pri vseh testnih vprašanjih. Tudi njihova stališča do biologije in pouka biologije so bila po pouku z metodo konceptualne spremembe statistično značilno bolj pozitivna kot po klasični metodi.

• Jezik: Slovenski jezik
• Ključne besede: fotosinteza, znanje, stališča, konceptualna sprememba, biotehniško izobraževanje
• Vrsta gradiva: Doktorsko delo/naloga
• Tipologija: 2.08 - Doktorska disertacija
• Organizacija: BF - Biotehniška fakulteta
• Založnik: [K. Gobec]
• Leto izida: 2019
• PID: 20.500.12556/RUL-113267
• UDK: 581.132:373.5(043.3)
• COBISS.SI-ID: 942455
• Datum objave v RUL: 18.12.2019

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Effectiveness of teaching photosynthesis through the method of conceptual change in biotechnical education programmes

Izvleček

Photosynthesis is the most important biochemical process on Earth and, given its broadness and conceptual complexity, one of the most challenging topics to teach. Students have difficulties understanding the photosynthesis processes because they are abstract and take place at the molecular level. The aim of this thesis was to explore the knowledge of photosynthesis, to discover the attitudes towards biology and photosynthesis, and to identify the conception of food among students of biotechnical education. That was the basis for preparing a model of a unit on photosynthesis to improve both knowledge about photosynthesis and attitudes towards biology and photosynthesis. The study involved 1014 students from three biotechnical schools and from thirteen biotechnical education programs in Slovenia. Data were collected through photosynthesis knowledge tests and attitude questionnaires. We have prepared a teaching unit on photosynthesis and conducted it on a sample of 330 students, using the classical teaching method (control group) and the method of conceptual change (experimental group). We found that participants are aware of the importance of photosynthesis for life on Earth, but their knowledge of photosynthesis is not satisfactory (less than 60% of points achieved), especially regarding the main function of photosynthesis. We have found that with an appropriately planned learning unit about photosynthesis, a better knowledge of photosynthesis can be achieved than with the classical teaching method. The classical teaching method improved the achievement of students by 6.1%, while according to the method of conceptual change the achievement of students improved by 24.3% and was statistically significantly higher in all issues. Their attitudes towards biology and biology lessons were also statistically significantly more positive after the method of conceptual change than after the classical teaching method.

• Ključne besede: photosynthesis, knowledge, attitudes, conceptual change, biotechnical education