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Spremljanje reševanja avtentičnih naravoslovnih problemov
Slapničar, Miha (Author), Hrast, Špela (Author), Torkar, Gregor (Author), Devetak, Iztok (Author), Glažar, Saša (Author)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/3307/ This link opens in a new window

Abstract
Trendi sodobnega naravoslovnega izobraževanja kažejo, da je potrebno spodbujati učence k razumevanju avtentičnih problemov in razvijati sposobnosti njihovega reševanja. To v naravoslovju otežuje kompleksnost naravoslovnih pojmov, ki se kaže z njihovo predstavitvijo na makro-, submikro- in simbolni ravni. V prispevku je predstavljena kompleksnost naravoslovnih pojmov in njen vpliv na poučevanje, učenje in posledično zmožnost reševanja različnih naravoslovnih problemov. Za oblikovanje ustreznega mentalnega modela posameznega naravoslovnega pojma, je bistveno povezovanje vseh treh ravni predstavitev. Pri tem naj bi bila v poučevanje makro raven vključena vedno, ostali dve pa po potrebi glede na učenčeve sposobnosti, kot je njihovo predznanje in razvitost abstraktnega mišljenja. Pri zmanjševanju abstraktnosti submikroskopske ravni naravoslovnega pojma lahko uporabljamo različne vizualizacijske elemente. V zadnjih letih se v naravoslovnem izobraževanju za spremljanje različnih procesov učenja in reševanja problemov vse bolj uporablja očesni sledilec. Ta tehnika omogoča pridobivanje podatkov o gibanju oči med procesom procesiranja informacij, saj med tem mentalnim procesom in očesnimi premiki obstajajo pomembne povezave. Na ta način lahko ugotovimo, kako učenci razmišljajo, ko so soočeni z avtentičnim naravoslovnim problemom, ki ga morajo rešiti in kateri dejavniki jim lahko pomagajo pri uspešnejšem reševanju tovrstnih problemov.

Language:Unknown
Keywords:naravoslovno izobraževanje
Work type:Not categorized (r6)
Organization:PEF - Faculty of Education
Year:2015
Publisher:Eduvision
Number of pages:404-413
Views:643
Downloads:130
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Secondary language

Language:Unknown
Title:Monitoring of authentic science problems solving
Abstract:
Trends of modern science education indicate that it is necessary to encourage students to understand authentic problems and develop their ability to solve them. In science this is more difficult due to the complexity of science concepts which is reflected in the presentation on the macro, submicro- and symbolic level. The complexity of the science concepts and its impact on teaching, learning and consequently on the ability to solve various science problems are presented in this paper. The formation of the adequate mental model of a specific science concept depends on understanding of all these three levels. The macro level is supposed to be always included in teaching, but the other two depend on the abilities of students, such as their preknowledge and their abstract thinking abilities. Different visualization elements can be used to lower chemical conepts abstractness at submicroscopic level. In recent years, eye tracking has become an increasingly used technique for the monitoring of various processes of learning and problem solving in science education. This technique allows gathering data about eye movements in the information processing, because there are significant correlations between the processes of cognition and eye movements. In this way it can be determinated how students think when exposed the authentic science problem solving, and which factors influence the problem solving.

Keywords:science education

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