Uporaba konteksta o zgodovini razvoja kemije pri pouku kemije v osnovni šoli

Mesar, Urška (author), Devetak, Iztok (mentor)

Učenje naravoslovja, še posebno kemije, je zahteven proces, predvsem zaradi abstraktnosti kemijskih pojmov, toda vsak otrok ima željo po učenju, ki pa se med šolanjem začne povezovati s trdim delom, in tako nekateri učenci izgubijo motivacijo za nadaljnje učenje. Učitelji učencem motivacije ne morejo dati, lahko pa vzpodbudijo njihov interes za učenje učne vsebine. Zgodovina razvoja kemije učencem lahko predstavlja dodatno motivacijo in spodbudo za učenje tako kemije kot tudi drugih naravoslovnih znanosti. Študije kažejo, da vsebine zgodovine razvoja kemije vplivajo tudi na izboljšanje oziroma odpravljanje napačnih razumevanj, ki si jih učenci oblikujejo med učnim procesom. Učne ure, ki kot dodatno popestritev ali razlago vključujejo kontekst zgodovine razvoja kemije, naj bi učencem olajšale razumevanje učne vsebine. Poznavanje zgodovine razvoja kemije ima tudi velik pomen za razvoj naravoslovne pismenosti, vendar je potrebno s spoznavanjem te vsebine začeti dovolj zgodaj. Namen magistrskega dela je pokazati, da je znanje učencev slovenskih osnovnih šol o zgodovini razvoja kemije zelo pomanjkljivo, in poudariti pomembnost vključevanja v učni načrt in uporabe konteksta zgodovine razvoja kemije pri pouku kemije ter hkrati tudi pojasniti njegovo učinkovitost pri olajšanju razumevanja učnih vsebin z vidika učencev in učiteljev. Empirični del magistrskega dela vsebuje raziskavo, ki je bila opravljena ob koncu šolskega leta 2015/16 med učenci, ki so zaključevali deveti razred osnovne šole, in šestimi učitelji, ki poučujejo kemijo na slovenskih osnovnih šolah v devetem razredu. Učenci so izpolnjevali dva vprašalnika, in sicer Vprašalnik o razlogih za učenje kemije (VRUK) in Vprašalnik o zanimanju za razvoj zgodovine kemije (ZRZK). Učenci so rešili tudi preizkus znanja o zgodovini razvoja kemije (PZRK). Z vsakim izmed šestih slovenskih osnovnošolskih učiteljev kemije je bil opravljen intervju. Izkazalo se je, da je znanje učencev na področju zgodovine razvoja kemije zelo šibko in da je sam kontekst zgodovine razvoja kemije zelo redko vključen v učne ure kemije, pogosteje se ga vključuje v kemijske izbirne predmete, vendar teh predmetov ne obiskujejo vsi učenci.

• Language: Slovenian
• Keywords: zgodovina razvoja kemije
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2017
• PID: 20.500.12556/RUL-94155
• COBISS.SI-ID: 11654729
• Publication date in RUL: 24.08.2017

Secondary language

• Language: English
• Title: Application of the history of chemistry context to elementary school chemistry

Abstract

Learning natural sciences, especially chemistry, is a difficult process, mainly because of the abstract content and concepts, but every child is born with a wish to learn. However, when they begin to associate learning with hard work in school, they lose motivation for learning. Teachers cannot motivate their students, but they can encourage their interest in learning. History of chemistry can be an additional motivator and encouragement to learn chemistry as well as other natural sciences. Studies have shown that learning about the history of science can improve or remove the wrong notions that students develop during the learning process. Classes that use history of chemistry to add variety or explain content through context are meant to facilitate the students’ understanding of the material. Knowing the history of the chemistry also holds great meaning for the development of scientific literacy, but it is important that students start learning about this content early enough. The purpose of this master's thesis is to show that Slovenian students have inadequate knowledge about the history of chemistry and to emphasize the importance of using lessons from history of chemistry in chemistry classes and curriculums for elementary schools as well as the effectiveness of the context of the history of chemistry for facilitating the understanding of learning content. The empirical part includes the research that was conducted at the end of school year 2015/16 among students that were ending ninth grade of Slovenian elementary school and six Slovenian elementary chemistry teachers. Students answered two questionnaires: a questionnaire about Reasons for Learning Chemistry (LRC) and a questionnaire about Interest for History of Chemistry (HIC). Students also got tested in their Knowledge of the History Chemistry (KHC). Every one of the six Slovenian elementary school chemistry teachers were interviewed. It has been shown that students know very little about history of the development of chemistry and that the context of history of Chemistry is rarely included in chemistry classes, more often it is included in elective chemistry courses, but these are the courses not all students participate in.

• Keywords: history of chemistry