Kreatin kot učni kontekst v pouku kemije: analiza znanja, zanimanja in uporabe med dijaki srednjih šol : magistrsko delo

Kuhar, Zala (author), Slapničar, Miha (mentor), Kranjc, Krištof (comentor)

Kreatin je organska dušikova spojina, ki jo v obliki monohidrata mnogi uživajo kot prehransko dopolnilo. Na podlagi več raziskav so med njimi tudi mladostniki med 14. in 18. letom. Večinoma se kreatin uporablja za izboljšanje anaerobne moči in ergogene koristi. Zaradi njegove prepoznavnosti kot prehransko dopolnilo tudi med mladimi ima kreatin didaktični potencial kot učni kontekst pri pouku kemije. Njegova širša preučevanost predstavlja primerno izhodišče za obravnavo organskih dušikovih spojin in derivatov aminokislin, s preučevanjem njegovih lastnosti in povezovanja le-teh s preostalimi predstavniki teh spojin. Raziskavo magistrskega dela smo izvedli v dveh delih. V prvem delu so dijaki izpolnili spletni anketni vprašalnik, drugi del pa je zajemal izvedbo učne ure med dijaki 3. letnika tehniške gimnazije. Na podlagi izpolnjenih anketnih vprašalnikov smo analizirali rezultate odgovorov o kreatinu med dijaki 3. in 4. letnika različnih srednješolskih programov, njegovo uporabo in splošno zanimanje o spojini med njimi. Anketni vprašalnik je izpolnilo 342 dijakov, od katerih jih je bilo 43 nadalje vključenih v izvedbo učne ure. Po izvedbi učne ure z laboratorijskim delom smo primerjali napredek v znanju o organskih dušikovih spojinah v primerjavi z odgovori dijakov iz anketnega vprašalnika, izpolnjenega v prvem delu raziskave. Laboratorijsko delo je v učni uri zajemalo samostojno raziskovalno delo, pri katerem so dijaki raziskovali lastnosti kreatina kot spojine tudi v vlogi prehranskega dopolnila in te primerjali z lastnostmi ostalih organskih dušikovih spojin. Rezultati prvega dela raziskave nakazujejo na boljše znanje o kreatinu in njegovo večjo uporabo med fanti v primerjavi z dekleti. Znanje o kreatinu in njihova uporaba pa se med dijaki 3. in 4. letnika ni razlikovala. Prav tako je zanimanje za to tematiko višje pri fantih, med različnimi starostmi dijakov pa ni bilo razlik. Rezultati drugega dela raziskave kažejo na razvoj boljšega razumevanja organskih dušikovih spojin in s tem tudi kreatina po izvedbi učne ure, zanimanje za tematiko pa je ostalo nespremenjeno. Na podlagi rezultatov je mogoče zaključiti, da je uporaba kreatina kot učnega konteksta lahko dobra iztočnica za obrazložitev lastnosti organskih dušikovih spojin pri pouku kemije.

• Language: Slovenian
• Keywords: osnovnošolsko učenje in poučevanje, kemija, kreatin, poučevanje v kontekstu, eksperimentalno delo, organska dušikova družina, organska kemija
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: Z. Kuhar
• Year: 2026
• Number of pages: VIII, 140, str.
• PID: 20.500.12556/RUL-187633
• UDC: 547.495.9(043.2)
• COBISS.SI-ID: 290915075
• Publication date in RUL: 12.09.2026

Secondary language

• Language: English
• Title: Creatine as a learning context in chemistry education: an analysis of knowledge, interest, and use among secondary school students

Abstract

Creatine is an organic nitrogen compound which many people take as a dietary supplement in the form of monohydrate. According to several studies, this includes young people aged between 14 and 18. Creatine is primarily used to improve anaerobic strength and for its ergogenic benefits. Due to its popularity as a dietary supplement, even among youngsters, creatine has the potential to provide a relevant teaching context for chemistry lessons. The extensive research on creatine provides a suitable starting point for examining organic nitrogen compounds and amino acid derivatives, allowing students to study its properties and relate them to those of other compounds in these group. The research for this Master’s thesis was conducted in two parts. In the first part of the study, students completed an online questionnaire, while the second part involved conducting a lesson with third-year pupils at a technical grammar school. Based on the completed questionnaires, we analysed the responses regarding creatine amongst third- and fourth-year students from various secondary school programmes, its use and their general interest in the compound. A total of 342 pupils completed the questionnaire, of whom 43 were subsequently involved in the lesson. Following the lesson, which included a laboratory component, we compared the progress in knowledge of organic nitrogen compounds with the students’ responses from the questionnaire completed in the first part of the study. The experimental work consisted of independent research in which pupils investigated the properties of creatine, both as a compound and its role as a dietary supplement, and compared them with the properties of other organic nitrogen compounds. The results of the first part of the study suggest a greater understanding of creatine and its wider use amongst boys compared to girls. However, there was no difference between third- and fourth-year pupils in their knowledge of creatine and its use. Interest in this topic was also higher amongst boys, whilst no differences were found between students of different ages. The results of the second part of the study indicate an improved understanding of organic nitrogen compounds, and thus also of creatine, following the lesson, while interest in the topic remained unchanged. Based on the results, we can conclude that the use of creatine as a teaching context can serve as a good starting point for explaining the properties of organic nitrogen compounds in chemistry lessons.

• Keywords: creatine, context teaching, experimental work, organic nitrogen compounds, organic chemistry