Poučevanje fizikalnih vsebin ob spoznavanju hidrogelov v 8. in 9. razredu osnovne šole : magistrsko delo

Ozebek, Viktorija (author), Pavlin, Jerneja (mentor)

Z razvojem znanosti in tehnologije je močan napredek opazen tudi na področju raziskovanja ter razvoja novih materialov. Lastnosti in uporabnost novih materialov pomembno vplivajo na sodobno družbo. Novi materiali in možnosti njihove uporabe ponujajo številne priložnosti tudi na področju izobraževanja, zato je njihovo spoznavanje smiselno vključevati že v osnovnošolsko izobraževanje. Stik s sodobnimi materiali lahko pri učencih vzbudi situacijski interes, prispeva k večji motivaciji za učenje in omogoča boljše razumevanje obravnavanih učnih vsebin. Eden izmed sodobnih materialov, primernih za vključevanje v pouk fizike, so hidrogeli. Gre za visoko vodovpojne polimerne materiale z zanimivimi fizikalnimi lastnostmi, ki omogočajo obravnavo različnih fizikalnih vsebin na eksperimentalen in učencem razumljiv način. Hidrogeli so dostopni, varni za uporabo in specifični ter raznoliko uporabni, zato omogočajo doseganje več učnih ciljev pri pouku fizike v 8. in 9. razredu osnovne šole. Namen magistrskega dela je bil raziskati primernost uporabe hidrogelov pri pouku fizike in preučiti njihov vpliv na situacijski interes učencev ter napredek njihovega znanja. Empirični del raziskave temelji na eksperimentalnem delu z naključno izbranimi učenci 8. in 9. razreda osnovne šole. Podatki so bili zbrani s preizkusi znanja pred in po izvedbi eksperimentalnih dejavnosti, z anketnim vprašalnikom o situacijskem interesu ter s polstrukturiranimi intervjuji z izbranimi učenci, ki so dosegli izstopajoče napredke. Rezultati kažejo, da so učenci po izvedenih dejavnostih pomembno izboljšali poznavanje hidrogelov. Pri znanju fizikalnih vsebin so dosegli nizek napredek. Hkrati rezultati kažejo, da je uporaba hidrogelov prispevala k povečanju situacijskega interesa učencev za pouk fizike. Izsledki raziskave bodo prispevali k boljšemu razumevanju didaktičnih možnosti uporabe sodobnih materialov, kot so hidrogeli, pri pouku fizike in predstavljali izhodišče za nadaljnje izboljšave poučevanja fizikalnih vsebin v osnovni šoli.

• Language: Slovenian
• Keywords: osnovnošolsko učenje in poučevanje, fizika, eksperimentalno delo, hidrogeli, osnovna šola, situacijski interes, pouk fizike, znanje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: V. Ozebek
• Year: 2026
• Number of pages: IX, 48 str.
• PID: 20.500.12556/RUL-186114
• UDC: 53:373.3(043.2)
• COBISS.SI-ID: 289319939
• Publication date in RUL: 27.08.2026

Secondary language

• Language: English
• Title: Teaching physics content using hydrogels in the 8th and 9th grades of primary school

Abstract

With the development of science and technology, significant progress is also evident in the field of research and development of new materials. The properties and applicability of new materials have an important impact on modern society. New materials and the possibilities of their application also offer numerous opportunities in the field of education; therefore, it is meaningful to introduce them already in primary education. Exposure to contemporary materials can stimulate students’ situational interest, contribute to increased motivation for learning, and enable a better understanding of the taught content. One of the contemporary materials suitable for integration into physics education is hydrogels. These are highly water-absorbent polymer materials with pronounced physical properties that allow various physics concepts to be addressed in an experimental and student-friendly manner. Hydrogels are accessible, safe to use, and versatile, which makes it possible to achieve multiple learning objectives in physics lessons in the 8th and 9th grades of primary school. The aim of this master’s thesis was to examine the suitability of using hydrogels in physics education and to investigate their impact on students’ situational interest and their learning progress. The empirical part of the study is based on experimental work with randomly selected 8th- and 9th-grade primary school students. Data were collected using pre- and post-tests of knowledge, a questionnaire on situational interest, and semi-structured interviews with selected students who demonstrated particularly notable learning gains. The results suggest that students improved their knowledge of hydrogels following the implementation of the activities. In terms of physics content knowledge, a low knowledge gain was observed. At the same time, the findings indicate that the use of hydrogels may have contributed to an increase in students’ situational interest in physics lessons. The results of this study may contribute to a better understanding of the didactic potential of modern materials, such as hydrogels, in physics education and may serve as a basis for further improvements in the teaching of physics concepts at the primary school level.

• Keywords: experimental work, hydrogels, knowledge, physics instruction, primary school, situational interest