20.500.12556/RUL-184089 Vpliv pandemije Covid-19 na uspešnost reševanja nalog iz elektrike na nacionalnem preverjanju znanja iz fizike magistrsko delo Impact of the COVID-19 pandemic on student performance in electricity-related physics tasks on the national assessment of knowledge Pandemija COVID-19 je vplivala na številne vidike izobraževanja, med drugim tudi na kakovost znanja učencev pri naravoslovnih predmetih. Ena od večjih sprememb je bil prehod na pouk na daljavo, ki je zmanjšal možnosti za praktično delo in neposredno razlago, kar je ključnega pomeni pri razumevanju fizikalnih konceptov. V magistrskem delu raziskujemo, kako se je znanje učencev o temi elektrika v 9. razredu osnovne šole po pandemiji spremenilo glede na znanje pred pandemijo. V nalogah, povezanih z vsebino električni tok v okviru nacionalnega preverjanja znanja fizike iz let 2016, 2019, 2023 in 2024, raziščemo odgovore učencev, ki so v vseh štirih preverjanjih dosegli podoben skupni rezultat znotraj druge tretjine vseh možnih točk. Uporabljamo kvantitativno analizo, pri kateri so odgovori kategorizirani glede na vrsto napak in uporabo fizikalnih zakonov. Za preverjanje razlik med skupinama uporabljamo hi kvadrat test in na nekaj izbranih primerih podobnih nalog pokažemo statistično pomemben upad znanja po pandemiji. Polega upada znanja v smislu manjše uspešnosti reševanja nalog v delu osvetlimo tudi konkretne napake, ki se po pandemiji pojavljajo pogosteje kot pred pandemijo. Magistrsko delo tako prispeva k boljšemu razumevanju težav učencev pri temi električni tok po pandemiji in s tem nudi oporo učiteljem fizike pri izbiri poudarkov med obravnavo te teme pri pouku fizike. The COVID-19 pandemic has affected many aspects of education, including the quality of students’ knowledge in science subjects. One major change was the transition to distance learning, which reduced opportunities for practical work and direct explanation, both of which are crucial for understanding physics concepts. This thesis examines how students’ knowledge of the topic of electricity at the end of nine year primary school changed after the pandemic compared to their knowledge before the pandemic. In tasks related to the content of electric current in the national assessment of knowledge tests from 2016, 2019, 2023, and 2024, we analyse the answers of students who achieved a similar total score – within the second third of the maximum possible points in all four tests. We use quantitative analysis, categorising the answers according to the type of errors and the application of physical laws. To test the differences between the two groups, we use the chi-square test and, in a few selected examples of similar tasks, demonstrate a statistically significant decline in knowledge after the pandemic. In addition to the decline in knowledge, as shown by lower task-solving success, the thesis also highlights specific errors that occur more frequently after the pandemic than before. The thesis thus contributes to a better understanding of students’ difficulties with the topic of electric current after the pandemic and provides support to physics teachers in choosing areas of emphasis when addressing this topic in physics lessons. elektrika izobraževanje na daljavo nacionalno preverjanje znanja pandemija fizika pouk na daljavo electricity national assessment of knowledge pandemic physics remote learning true false false N. Seražin Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-06-26 08:30:55 2026-06-26 08:31:02 2026-06-29 13:46:33 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 44 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 537:373.3(043.2) 205432 282972419 52025.pdf 52025.pdf 1 1E8764259A755C0CA7D81C4B36C56815 971714c79451fc775437587b5aae37869e34d1c99cf4b1c103b211b59775573e 83af2056-7128-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=236554 Pedagoška fakulteta 0 0 0