Vpeljava načela vključitev in izključitev z razlago na daljavo : magistrsko delo

Medved, Ines (author), Magajna, Zlatan (mentor), Rugelj, Jože (comentor)

Magistrska naloga govori o vpeljavi načela vključitev in izključitev s pomočjo »obrnjenega učenja«, to je z razlago preko videoposnetka na daljavo. V teoretičnem delu sem predstavila značilnosti učenja, še posebej behaviorizem in konstruktivizem ter poučevanje matematike s pristopom »obrnjenega učenja«. V posebnem razdelku je predstavljena zastopanost kombinatorike v slovenskem učnem sistemu in učna snov kombinatorike. Pobliže je predstavljeno tudi načelo vključitev in izključitev, kjer sem uporabila dognanja iz svojega diplomskega dela z naslovom Načelo vključitev in izključitev ter njegova uporaba. Empirični del magistrske naloge je sestavljen iz dveh delov. V prvem delu sem izdelala dva videoposnetka. Prvega sem izdelala za ponovitev snovi, drugega pa za vpeljavo nove snovi. V drugem delu sem s pomočjo eksperimenta preverila, kako učenci dojemajo razlago preko računalnika in ali jim lahko zaupamo, da se sami (na)učijo nove vsebine doma. Ugotavljala sem, ali je tak način posredovanja učne snovi za učence sprejemljiv in ali tako pridobijo dovolj znanja, da je omogočena diskusija o teh vsebinah v šoli. S pomočjo kontrolne skupine sem naredila primerjavo uspešnosti razlage pri pouku in razlage na daljavo. Ugotovila sem, da so več znanja pridobili učenci kontrolne skupine. Če pa smo primerjali dosežke posttesta med obema skupinama, smo ugotovili, da so v kontrolni in eksperimentalni skupini dosegli skoraj identične rezultate. Tekom raziskave sem ugotovila, da je večini učencev moč zaupati, da bodo samostojno naredili, kar pričakujemo, vendar pa ne »iz danes na jutri«, ker so v popoldanskem času zelo zaposleni z obšolskimi dejavnostmi. Dijaki so tudi menili, da zanje ni sprejemljiv »obrnjen način« uvajanja nove učne snovi, da pa je primeren za ponovitev snovi. Na podlagi rezultatov ter pogovora z učenci in s profesorico sem oblikovala nekaj predlogov za uspešno uporabo in izvedbo razlage preko računalnika.

• Language: Slovenian
• Keywords: konstruktivizem, obrnjeno učenje, kombinatorika, načelo vključitve in izključitve
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [I. Medved]
• Year: 2015
• Number of pages: 66 str.
• PID: 20.500.12556/RUL-72742
• UDC: 37.091.313(043.2)
• COBISS.SI-ID: 10726217
• Publication date in RUL: 30.09.2015

Secondary language

• Language: English
• Title: Introduction principle of inclusion and exclusion from a distance education

Abstract

This Master's thesis is about »flipped learning« and its application to the introduction of the principle of inclusion and exclusion. In the theoretical part I presented some characteristics of learning from the standpoint of behaviorism and constructivism and the »flipped learning« approach in mathematics teaching, which consists of an distance video explanation followed by a discussion and group work in a classroom. In a special section I considered how combinatorics is incorporated in the Slovenian mathematics curriculum, and some elements of combinatorics with focus on the principle of inclusion and exclusion. The empirical part of the master's thesis consists of a teaching experiment. I made two videos: one dedicated to repetition of learning materials, and one on the introduction of a new topic - the principle of inclusion and exclusion. I investigated how students perceive explanation via a computer, their attitude towards flipped learning, the acceptability of such kind of learning, and whether the gained knowledge allows a discussion in the classroom. I used a control group to compare the performance of students that learned from a distant explanation and those that learned from the explanation in the classroom. The maths test that followed the explanation showed that the control group and the experimental group achieved almost identical results. However, if the maths test that preceded the explanation was considered it turned out that the students from the control group gained more knowledge. I also found that the majority of students can be trusted to do the learning at home via video, however they need a period of a few days since many of them are very busy with after-school activities. The students also claimed that »flipped learning« is not acceptable for learning new topics but it is suitable for repetition of previously studied material. Based on these results and informal interviews with both students as well as a professor I have formulated some suggestions for successful application and implementation of video explanations to be used in flipped learning.

• Keywords: flipped learning