Uporaba pojmovnih zemljevidov za poučevanje naravoslovja v 6. razredu osnovne šole

Kalc, Nina (author), Torkar, Gregor (mentor)

V svojem magistrskem delu sem preučevala uporabo pojmovnih zemljevidov za izboljšanje učnega procesa pri pouku naravoslovja v 6. razredu osnovne šole. Pouk naravoslovja zajema mnogo pojmov, ki jih je potrebno v samem procesu učenja med seboj povezovati v smiselne celote. Zato so učencem v pomoč različni diagrami in drugi prikazi. Eden od teh so tudi pojmovni zemljevidi (ali mreže), pri katerih učenci smiselno povezujejo pojme med sabo. Raziskava, ki sem jo naredila, je potekala v osnovni šoli v Ilirski Bistrici. Vanjo sta bila vključena dva oddelka učencev šestega razreda osnovne šole, pri čemer je bil en oddelek eksperimentalni, drugi pa kontrolni. Kontrolno skupino je poučevala učiteljica s frontalno razlago, eksperimentalno pa jaz s pomočjo pojmovnih zemljevidov. Raziskava ni prikazala statistično značilnih razlik v znanju med eksperimentalno in kontrolno skupino. Učenci so se različno odzvali. Nekateri so to metodo poučevanja sprejeli pozitivno, drugi nad njo niso bili navdušeni. Na šolah, kjer je potekala raziskava, učitelji še niso uporabljali pojmovnih zemljevidov. V zaključku ugotavljam, da bi za vpeljavo metode potrebovala več ur, saj sta bila zadovoljstvo in rezultat na preizkusu znanja pogojena s pravilno uporabo pojmovnega zemljevida.

• Language: Slovenian
• Keywords: pojmovni zemljevidi
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2020
• PID: 20.500.12556/RUL-119843
• COBISS.SI-ID: 28013059
• Publication date in RUL: 14.09.2020

Secondary language

• Language: English
• Title: Concept maps at science lessons in the sixth grade of elementary school

Abstract

In my dissertation I examine the use of concept maps to improve learning process in year six Science class in primary school. Science class includes a variety of terms that have to be associated with one another during the learning process. Therefore, students use different diagrams and other graphical displays. One of them is the concept map where pupils connect particular conceptions. The survey was carried out at primary school in Ilirska Bistrica. Two year six classes were included in the survey, one class being experimental and the other control class. The control class was taught by the teacher using frontal method while the experimental class was taught by me using concept maps. The survey showed no significant statistical difference in the knowledge of the experimental and control group. Students showed diverse enthusiasm for this method of teaching. Some pupils had positive feedback, others were not overwhelmed by it. Concept maps had not been used at the primary school in question prior to the survey. In the conclusion I establish that more lessons would be necessary to implement this method as general contentment and assessment results are dependent on the accurate use of the concept map.

• Keywords: concept map