Vpeljava elektroforeze DNA v pouk osnovne šole : magistrsko delo

Klenar, Tadeja (author), Devetak, Iztok (mentor)

Namen magistrskega dela je preveriti, kako na uspešnost preizkusa znanja vplivajo različne ravni učnih kompetenc učencev za učenje kemije. Osnovni namen je preveriti, ali je vpeljava eksperimenta elektroforeze DNK primerna za uporabo v osnovni šoli, kakšen uspeh dosegajo učenci na preizkusu znanja in poznem preizkusu znanja o elektroforezi ter kako tovrsten način poučevanja spodbuja interes učencev za dodatno in bolj poglobljeno učenje kemije. Narejena je bila poglobljena analiza, katere cilje je bilo ugotoviti, ali obstajajo razlike med učenci z različnimi ravnmi avtonomne in kontrolirane motivacije v učnem uspehu in trajnosti znanja o elektroforezi. Namen magistrskega dela je tudi preveriti, kako na uspešnost preizkusa znanja vplivajo različne ravni učnih kompetenc učencev za učenje kemije. Za namen te raziskave je bil razvit in optimiziran eksperiment, ki prikazuje princip elektroforeze DNK in določevanja profila DNK, ki ga učenci lahko izvajajo samostojno. Eksperiment, primeren za laboratorijsko delo v osnovni šoli, je elektroforeza z barvili iz flomastrov ali barvili za živila. Izdelana je bila aparatura za elektroforezo, ki učencem omogoča nazoren vpogled v način izvajanja postopka elektroforeze. Priskrbljeni so bili pripomočki (avtomatska pipeta), ki se jih uporablja pri postopku elektroforeze DNK, da so učenci lahko preverili svoje ročne sposobnosti z instrumenti, ki jih še ne poznajo. Empirični del raziskave vključuje 129 učencev 8. in 9. razredov osnovnih šol iz Ljubljane in okolice, ki obiskujejo izbirna predmeta Poskusi v kemiji in Kemija v življenju. Učenci so pred eksperimentom izpolnili vprašalnik »O razlogih učencev za učenje kemije« in rešili predpreizkus znanja. Po eksperimentu so izpolnili še vprašalnik »Izvedba učne ure« in rešili preizkus znanja o elektroforezi. Dva meseca po eksperimentu so učenci ponovno rešili enak preizkus znanja o elektroforezi. Zbrani podatki so bili kvantitativno analizirani s statističnim programom SPSS. Raziskava kaže, da so bili učenci kljub zahtevnosti in abstraktnosti eksperimenta zelo uspešni tako na prvem kot drugem preizkusu znanja o elektroforezi. V povprečju so učenci dosegli več kot 50 % vseh točk. Podani so rezultati analize dosežkov učencev na preizkusu znanja o elektroforezi glede na različne ravni situacijskega interesa učencev za učenje teh vsebin, avtonomne in kontrolirane motivacije ter učnih kompetenc učencev za učenje kemije.

• Language: Slovenian
• Keywords: elektroforeza DNK, pouk kemije, eksperimentalno delo, motivacija, interes, osnovna šola
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [T. Klenar]
• Year: 2017
• Number of pages: III, 57 str.
• PID: 20.500.12556/RUL-96549
• UDC: 54:373.3(043.2)
• COBISS.SI-ID: 11747145
• Publication date in RUL: 11.10.2017

Secondary language

• Language: English
• Title: Introduction of DNA electrophoresis into the teaching primary school

Abstract

The main purpose of this MA thesis is to find out whether the nucleic acid electrophoresis experiment should be implemented in primary schools, how successfully students pass the preliminary and final test on electrophoresis and how this teaching technique stimulates the students' interest in additional in-depth studying of chemistry. We conducted a thorough analysis with the aim of discovering potential differences in marks and long-term knowledge on electrophoresis between students with different levels of autonomous and controlled motivation. The aim of this MA thesis is also to ascertain how the students' different levels of chemistry study skills influence their test marks. For the purpose of this research we developed and optimised an experiment on the principle of DNA electrophoresis and DNA profiling which the students can perform independently. The experiment is suitable for laboratory work in primary schools and consists of electrophoresis with marker pigments or food pigments. We also constructed a device for electrophoresis that illustrates the method of conducting the electrophoresis procedure. We provided the necessary instruments (automatic pipette) for carrying out the DNA electrophoresis procedure so that the students could test their manual capabilities with unknown instruments. The empirical part of this research included 129 students of the 8th and 9th grade who attended optional subjects “Experiments in chemistry” and “Chemistry in everyday life” at primary schools in Ljubljana and its vicinity. Before conducting the experiment, the students filled out a questionnaire entitled “Reasons why students study chemistry” and passed a preliminary test. After finishing the experiment, they filled out another questionnaire entitled “Study session performance evaluation” and took a test on electrophoresis. Two months after the experiment, the students passed the same test again and the gathered data was quantitatively analysed with the SPSS statistical program. The research shows that students successfully passed both preliminary and final tests on electrophoresis despite the difficulty and abstract nature of the conducted experiment. On average, they achieved 50% of all points on both tests. We were able to obtain interesting results by means of analysis of test performance on electrophoresis based on different levels of students’ situational interest, autonomous and controlled motivation and chemistry study skills.

• Keywords: chemistry, primary education, kemija, osnovnošolski pouk