Analiza znanja študentov prvih letnikov Univerze v Ljubljani Pedagoške fakultete o sodobnih fizikalnih temah

Gerjevič, Tinka (author), Čepič, Mojca (mentor)

Na področju naravoslovja vseskozi potekajo raziskave o novih temah, ki imajo velik pomen v našem vsakdanjem življenju, vendar se včasih tega ne zavedamo. Za nekatere sodobne fizikalne teme bodoči pedagoški delavci prvič slišijo šele na fakulteti ali pa sploh ne, a bodo o njih morda učili svoje učence. Številne sodobne naravoslovne teme niso vključene v učne načrte za osnovne in srednje šole, kljub temu da so del našega vsakdana. V magistrski nalogi je predstavljena raziskava, v katero so vključeni študenti 1. letnikov Univerze v Ljubljani Pedagoške fakultete vseh študijskih programov, ne glede na to ali se bodo na svoji poklicni poti še srečali s poučevanjem naravoslovja. Z raziskavo smo skušali ugotoviti, kakšno je poznavanje izbranih sodobnih fizikalnih tem: hidrogelov, mikrovalov, barv na računalniških zaslonih in polarizacije svetlobe. Zanimalo nas je ali se znanje o sodobnih naravoslovnih temah razlikuje med študenti različnih študijskih programov in ugotovili, da je znanje študentov programa Dvopredmetni učitelj boljše od študentov ostalih programov. Raziskali smo, kje so anketiranci dobili informacije o sodobnih fizikalnih vsebinah, glede na to, da se v učnih načrtih za osnovno in srednjo šolo ne pojavljajo, in izvedeli, da je največ sodelujočih te informacije vseeno dobilo v šoli, nekaj pa tudi na spletu in televiziji. Ugotoviti smo želeli ali pogostost spremljanja novosti iz naravoslovja na televiziji, iz člankov na spletu, Wikipedije in knjig, vpliva na poznavanje sodobnih fizikalnih tem in izkaže se, da tisti, ki vire spremljajo bolj redno, ne dosegajo boljših rezultatov od študentov, ki to počnejo manj pogosto. Preverili smo tudi, kakšno poznavanje sodobnih tematik dosegajo študentje, ki višje ocenjujejo svoje znanje o sodobnih fizikalnih temah v naravoslovju, v primerjavi s študenti, ki svoje znanje ocenjujejo kot slabše in ugotovili, da študenti, ki so podali višjo samooceno znanja o sodobnih temah, dejansko vedo več kot anketiranci, ki svoje znanje ocenjujejo kot slabše.

• Language: Slovenian
• Keywords: učni načrt
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2020
• PID: 20.500.12556/RUL-124908
• COBISS.SI-ID: 44154883
• Publication date in RUL: 02.03.2021

Secondary language

• Language: English
• Title: Analysis of knowledge of contemporary physics topics of first-year students of the Faculty of Education, University of Ljubljana

Abstract

Sometimes we are not aware, but there is always a research going on in natural science related to new topics that have often a significant impact on our daily lives later. Future teachers will have to lecture on contemporary physics topics, they first hear about at the university or not even there. A lot of contemporary natural science is not yet included in a school curriculum, although we use the results every day. In this master’s degree we analysed a survey of the 1st year students from the University of Ljubljana, Faculty of Education attending all programs. We tried to establish the knowledge of selected contemporary physics topics: hydrogels, microwaves, colours in LCDs and the polarization of light. We found out how the knowledge differs between attendees in different study programmes and found that the students of “Two – subjects teachers” programme achieved better results than students of other programs. We investigated where students got the information about these topics in spite the fact, that they are not included in their school curriculums they absolved so far. Non the less – the most common source still remains school, followed by television and the Web. We investigated also how following the news related to natural sciences through television, online articles, Wikipedia and books affects their knowledge on contemporary physics topics. It turns out that those who follow these sources more frequently did not achieve demonstrated better knowledge. We also investigated if students who estimate their knowledge on contemporary physics topics as “high” also scored higher results and we found out that they actually do. However, in summary we can conclude that the knowledge of students of all programs on contemporary topics is very low and inadequate.

• Keywords: curriculum