Učenčevo razumevanje turgorskega tlaka in plazmolize v izbrani rastlini na makroskopski, mikroskopski in submikroskopski ravni

Kočevar, Anita (author), Torkar, Gregor (mentor)

Učenci se s kompleksnimi biološkimi koncepti srečujejo skozi celotno osnovnošolsko izobraževanje, zato je zelo pomembno, da učitelji vedo, kakšne težave imajo pri razumevanju izbranih bioloških konceptov in kaj lahko, kot učitelji naredijo na tem področju. Učencem je treba kompleksne biološke pojave, kot sta tudi turgorski tlak in plazmoliza, razložiti čim bolj nazorno ter z uporabo različnih didaktičnih metod, ki jim lahko olajšajo in omogočijo boljše razumevanje izbranega biološkega pojava, ter zagotovijo trajnejše in bolj kakovostno znanje. Z raziskavo smo želeli ugotoviti, kako učenci razumejo procesa (turgorski tlak in plazmoliza) v izbrani rastlini, ko ta oveni na podlagi makroskopske, mikroskopske in submikroskopske ravni prezentacij pojmov, saj je povezovanje vseh treh ravni predstavitve pojmov zelo pomembno pri razumevanju in oblikovanju kakovostnega ter trajnega znanja pri učencih. V raziskavo smo vključili 176 učencev 6., 7., 8. in 9. razreda dveh različnih osnovnih šol. Podatke smo pridobili s pomočjo preizkusa znanja in z uporabo očesnega sledilca. Rezultati raziskave so pokazali, da večina učencev s povezovanjem vseh treh ravni predstavitve bioloških pojmov (makroskopska, mikroskopska in submikroskopska raven) zna pojasniti in razložiti dogajanje v oveneli rastlini, ko jo zalijemo. Z uporabo očesnega sledilca smo ugotovili, da so učenci na zastavljeno vprašanje pravilneje odgovarjali, ko so imeli na voljo ponazoritev na vseh treh ravneh predstavitve bioloških pojmov, kot v primeru, ko so imeli na voljo ponazoritev le na makroskopski ravni. Z izvedbo raziskave smo prispevali k razvoju didaktike naravoslovja, saj smo želeli prispevati k temu, da bodo v prihodnje učitelji naravoslovnih predmetov v svoj pouk čim pogosteje vključevali teme in pojave, s katerimi se učenci vsakodnevno srečujejo, a jih ne znajo pojasniti. Prav tako smo želeli doseči, da bi učitelji v svoj pouk hkrati vključevali ponazoritve obravnavanih pojavov na makroskopski, mikroskopski in submikroskopski ravni prezentacij. Ker smo v sklopu raziskave izdelali ponazoritev izbranega biološkega pojava na vseh treh ravneh predstavitve pojmov, bo ta lahko v pomoč učiteljem pri izdelavi lastnih primerov.

• Language: Slovenian
• Keywords: Rastlina
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2018
• PID: 20.500.12556/RUL-104168
• COBISS.SI-ID: 12118345
• Publication date in RUL: 09.10.2018

Secondary language

• Language: English
• Title: Elementary school students' understanding of turgor pressure and plasmolysis in the selected plant at macroscopic, microscopic and sub-microscopic levels

Abstract

Students come up against various complex biological concepts throughout the entire primary school education. Therefore, it is extremely important for teachers to know, what kind of problems their students have with understanding of biological concepts and how to address those problems. Biological concepts like turgor preassure and plasmolysis have to be explained thoroughly, with the use of different didactic methods which enable students to better understand the biological concept and provide permanent and quality knowledge. Our research was focused on students' understanding of the concepts (turgor preassure and plasmolysis) in the chosen plant when withered away, on macroscopic, microscopic and submicroscopic level of representation, because linking all three levels of representation is very important for understanding and formatting permanent and quality knowledge. There were 176 students (6th, 7th, 8th and 9th grade) from two different primary schools participating in our research. We obtained information through the test and use of eye tracker. Results of our research show that most of the students can explain what happens in the withered plant when watered, with linking all three levels of representation (macroscopic, microscopic and submicroscopic level). With the use of eye tracker, we were able to determine, that students answer more questions correctly when the biological concept is presented on all three levels of representation, than they do with only the presentation on the macroscopic level. Our research contributed to the development of the didactics of natural sciences with encouraging teachers of natural sciences to include in their lessons as many topics and phenomena students encounter on a daily basis but don’t know how to explain them. Furthermore we wanted to encourage teachers to use and link macroscopic, microscopic and submicroscopic level of representation of biological concepts in their lessons. A representation of the chosen biological concept on all three levels of representation made as the part of our research could help teachers make their own examples.

• Keywords: Plant