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Cilj didaktičnih iger je učencem ponuditi možnost, da na drugačen način usvojijo neko novo znanje oziroma spretnost. Čeprav lahko med igro in didaktično igro potegnemo ogromno vzporednic, se moramo zavedati, da za razliko od otroških iger, didaktične igre niso spontane. Pri didaktični igri ideja o igri ne izhaja iz učenčeve notranje potrebe, ampak didaktične igre sestavimo odrasli (učitelji) in so oblikovane tako, da imajo neko učno vsebino, potek in nalogo, za rešitev katere je potreben učenčev miselni napor. Didaktične igre so sestavljene za vse učence, kar pomeni da je pri načrtovanju potrebno upoštevati raznolike sposobnosti vseh. Magistrsko delo se osredinja na pripravo in evalvacijo didaktičnih iger učne vsebine toplota in temperatura. Zanimalo nas je predvsem, kako se na pripravljene didaktične igre odzivajo učno uspešnejši učenci in kako učno manj uspešni učenci. Za magistrsko delo smo oblikovali tri didaktične igre, ki smo jih evalvirali. V raziskavi je sodelovalo 28 učencev 8. razreda. Podatke smo zbirali s preizkusom znanja pred in po izvedbi (predtest in potest: Kaj že vem?) in vprašalnikom (Moje mnenje). Analiza pridobljenih podatkov je pokazala, da je bil napredek znanja usvojenega z didaktičnimi igrami nizek. Kljub temu pa so učenci ob takem usvajanju znanja uživali in didaktične igre so jim bile všeč. Rezultati magistrskega dela omogočajo vpogled učiteljem fizike na odzive učno bolj in manj uspešnih učencev na usvajanje učne vsebine toplota in temperatura z didaktičnimi igrami. Prav tako pa predstavlja spodbudo, da se tudi sami odločijo za uporabo didaktičnih iger pri pouku fizike. The aim of didactic games is to give students the opportunity to learn a new skill or knowledge in a different way. Although many parallels can be drawn between play and didactic games, it is important to remember that, unlike children's games, didactic games are not spontaneous. In didactic game, the idea of play does not come from the students inner need. Didactic games are designed by adults (teachers) and are designed to have a learning content, a flow and a task that requires the students mental effort to solve. Didactic games are designed for all students, which means that the design needs to take into account the diverse abilities of all students. The master thesis focuses on the development and evaluation of didactic games on the subject of heat and temperature. We were particularly interested in how the more academically successful and the less academically successful students react to the prepared didactic games. For the master's thesis, we designed three didactic games, which were evaluated. The study involved 28 students of 8th grade. Data were collected by a pre- and post-assessment (pre-test in post-test: Kaj že vem?) and a questionnaire (Moje mnenje). The analysis of the data showed that the progress of knowledge acquired through the didactic games was low. Nevertheless, the students enjoyed this way of learning and liked the didactic games. The results of the master thesis provide insights for physics teachers on the responses of more academically successful and less academically successful students to the learning content heat and temperature through didactic games. It also provides an incentive for physics teachers to decide to use didactic games in physics lessons.

Decembra 2019 so na Kitajskem prvič prepoznali novo nalezljivo koronavirusno bolezen COVID-19. Da bi zajezili širjenje te bolezni, je približno 192 držav po vsem svetu marca 2020 uvedlo karanteno in posledično zaprlo vse vzgojno-izobraževalne institucije. V Sloveniji je prvič prišlo do zaprtja vseh vzgojno-izobraževalnih institucij 16. 3. 2020. Učenje se ni zaustavilo, ampak se je preselilo na splet. Klasično izobraževanje se je prekinilo in začelo se je obdobje izobraževanja na daljavo. Brez enotnih in jasnih navodil, kako naj bo izobraževanje v tem času organizirano, so se šole in učitelji podali v neznano. Pouk fizike običajno temelji na izvajanju poskusov. Fizikalne učilnice so večinoma polne pripomočkov za njihovo izvajanje. S prehodom na poučevanje na daljavo pa so se učitelji morali znajti s tem, kar so imeli doma. Tako so bili primorani najti alternativne oblike, ki so nadomestile eksperimentalno delo, ter spremeniti in prilagoditi metode, oblike in tempo poučevanja, saj se učno okolje in dinamika na spletu povsem razlikuje od učnega okolja in dinamike v učilnici. Tudi dijaki so doma morali prilagoditi svoje okolje tako, da je bilo primerno za učenje. Oboji so bili v kratkem času postavljeni v nov položaj in s tem pred številne izzive. Vse to pa je lahko vplivalo na znanje in razumevanje fizike srednješolcev, kar smo želeli raziskati. Glavna cilja raziskave sta bila ugotoviti, v kolikšni meri je izobraževanje na daljavo v času pandemije COVID-19 vplivalo na znanje in razumevanje fizike slovenskih dijakov, ter identificirati vsebinske teme, ki jih slovenski dijaki po izobraževanju na daljavo pomanjkljivo razumejo. Izvedli smo kvantitativno raziskavo, na priložnostnem vzorcu, ki je zajemal 167 dijakov iz vse Slovenije, ki so v šolskem letu 2019/20 obiskovali 1., 2. oz. 3. letnik in so se od marca 2020 dalje izobraževali na daljavo. Podatke smo pridobili s spletnim preizkusom znanja. Za vsak letnik smo sestavili preizkus znanja, ki je vseboval dvajset fizikalnih nalog izbirnega tipa, ki so prevodi hrvaških nalog za maturo. Pridobljene podatke smo uredili in jih na podlagi različnih kriterijev analizirali. Primerjali smo jih s pridobljenimi podatki iz preteklih hrvaških matur. Ugotovili smo, da so bili slovenski dijaki, ki so se v šolskem letu 2019/20 del šolskega leta izobraževali na daljavo, v splošnem manj uspešni pri reševanju nalog kot dijaki, ki so reševali naloge na hrvaški maturi. Izkazalo se je, da ne moremo oblikovati smiselnih ugotovitev o uspešnosti reševanja nalog na preizkusu znanja glede na obdobje obravnave vsebinske teme, ki jo naloga preverja. Ugotovili pa smo, katere vsebinske teme je največ dijakov obravnavalo na daljavo ter katere vsebinske teme slovenski dijaki pomanjkljivo razumejo po izobraževanju na daljavo. Prav na te teme je pri nadaljnji organizaciji poučevanja fizike treba dati največji poudarek. In December 2019, a new infectious coronavirus disease, COVID-19, was first identified in in China. In order to curb the spread of this disease, some 192 countries around the world have imposed a quarantine in March 2020 and subsequently closed all educational institutions. The first closure of all educational institutions in Slovenia took place on 16 March 2020. Yet learning has not stopped, and has instead moved online. Conventional education has been interrupted and the period of remote schooling has begun. Without consistent and clear guidance on how education should be organised during this period, schools and teachers have undertaken a journey into the unknown. Physics lessons are usually based on experiments and physics classrooms are mostly full of the tools to carry them out. However, with the move to remote schooling, teachers had to work with what they had at home. They had to find alternative formats to replace experimental work and to change and adapt their teaching methods, formats and pace, as the learning environment and dynamics online are completely different from those in the classroom. At home, students also had to adapt their environment to make it suitable for learning. Both students and teachers were placed in a new situation and faced many challenges in a short period. All of this may have had an impact on the knowledge and understanding of physics of secondary school pupils, which was the topic of this master's thesis. The main objectives of the study were to determine to what extent distance education during the COVID-19 pandemic affected Slovenian high school students' knowledge and understanding of physics, and to identify the content topics that Slovenian high school students lack understanding of after remote schooling. A quantitative survey was carried out using a convenience sample of 167 students from all over Slovenia who attended 1st, 2nd or 3rd year of school in the 2019/20 school year and who have been schooling remotely from March 2020 onwards. The data was collected through an online knowledge test. For each year of study, a knowledge test was set up, which included 20 optional physics tasks, which are translations of the Croatian Matura tasks. The data obtained was edited and analysed based on different criteria. The data was compared with the data obtained from previous Croatian Matura examinations. Results showed that Slovenian students who were distance learners for part of the 2019/20 school year were generally less successful in solving the tasks than students who solved the Croatian Matura tasks. It appears that no meaningful conclusions can be drawn about the performance of the tasks in the examination in relation to the period of the substantive topic covered by the task. However, the results show, which content topics were, covered most by distance education students and which content topics Slovenian students have a lack of understanding of after receiving remote schooling. These topics should be given the most emphasis in the future organisation of physics education.

Naravoslovna pismenost združuje i) razlaganje pojavov, ii) raziskovanje, interpretiranje podatkov in dokazov in iii) odnos do naravoslovja. Fizikalni del naravoslovne pismenosti pogosto velja za izziv, a vendar raznoliko eksperimentalno delo, tudi kot del učenja z raziskovanjem, spodbuja učenčev napredek.

Fizika v slovenskih osnovnih šola velja za nepriljubljen predmet. Iz literature je razvidno, da se učencem zdi nezanimiva in neuporabna. Menijo, da na priljubljenost fizike močno vpliva izbira učne snovi. Želijo si, da bi se pri rednem pouku fizike učili tudi o sodobnih fizikalnih spoznanjih. Z vidika vseživljenjskega učenja in aktualnosti je vpeljava tem o sodobnih fizikalnih spoznanjih v pouk fizike smiselna. Z našo raziskavo smo želeli natančneje raziskati tematiko in ugotoviti: (1) katere fizikalne teme, ki jih učenci ne srečujejo pri pouku fizike, se jim zdijo zanimive, (2) ali si želijo implementacije izbirnih vsebin v pouk fizike, (3) ali si želijo obiskovati izbirni predmet na temo sodobnih fizikalnih spoznanj, (4) ali so razlike v učnih temah, ki zanimajo dečke in deklice, (5) ali nivo interesa za naravoslovje vpliva na izbiro tem, ki se učencem zdijo zanimive in (6) kakšni so odzivi učencev na izvedene učne ure na temo radioaktivnosti z vidika interesa in napredka v znanju fizike. Za namene raziskave smo oblikovali in izvedli dve učni uri na temo radioaktivnosti, oblikovali dva anketna vprašalnika in preverjanje znanja. V raziskavi je sodelovalo 136 učencev 8. in 9. razreda slovenske mestne šole, pri izvedbi učnih uri in pri reševanju preverjanja znanja pa je sodelovalo skupaj 16 učencev. Pridobljene podatke smo statistično analizirali in zbrali v obliki tabel. Učenci so izmed sedmih vsebin na temo sodobnih fizikalnih pojavov kot najbolj zanimivo izbrali radioaktivnost. Večina učencev si želi implementacije sodobnih fizikalnih vsebin v pouk fizike, medtem ko bi vsak tretji izbral izbirni predmet na temo sodobnih fizikalnih spoznanj. Ugotovili smo, da so statistično značilne razlike v temah, ki bolj zanimajo učence kot učenke, razlike pa so tudi v temah, ki zanimajo učence z različno ravnjo interesa za naravoslovje. Učni uri na temo radioaktivnosti sta bili učencem všeč, pozitivno sta vplivali na njihovo znanje in interes za pouku fizike. Physics in Slovenian primary schools is considered an unpopular subject. Pupils find it uninteresting and useless. They believe that the popularity of physics is strongly influenced by the choice of topic, covered in class. They wish to learn about modern physics findings in regular physics classes. In the prospect of lifelong learning and actuality implementing modern physics findings in physics lessons makes sense. The goal of our research was to (1) find out, which topics that are not mentioned at lessons concerning physics pupils find interesting, (2) do pupils wish to learn about modern physics findings, (3) would they like to learn about modern physics findings as a part of optional subject, (4) do gender or (5) interest in natural science influences the choice of topics, which pupils find interesting and (6) what are pupils' responses on school lessons about radioactivity regarding interest and new knowledge about physics. In order to carry out our research we have designed and implemented two lessons, developed two questionnaires and a test of knowledge. 136 pupils of 8th and 9th grade pupils of a particular primary school in Slovenia took part in our survey. 16 of them participated in knowledge testing. Gathered data was statistically analyzed. Out of seven proposed topics, covering various modern physics findings radioactivity was found the most interesting. Most pupils wish to learn about modern physics findings, whereas one of three wish to partake in an optional subject regarding modern physics findings. There are differences in which topics female or male pupils find interesting. In addition, there are differences in how interesting pupils with different level of interest in natural science find topics regarding modern physics findings. Pupils found school lessons on radioactivity interesting. They made physics more interesting and improved pupils' interest in physics.

Pri diplomski nalogi smo sledili oblikovanju fizike v smeri moderne znanstvene discipline v (Zahodni) Evropi v 16. in 17. stol. V tem času in prostoru je zgodnjenovoveška naravoslovna znanost, ki jo zgodovinarji najraje izvorno imenujejo naravna filozofija, doživela temeljito prenovo. Spremembe v znanstveni vednosti, znanstveni metodi, institucionalni organizaciji in družbeni vlogi znanosti so bile tolikšne, da nekateri celoten proces imenujejo znanstvena revolucija. Bistveno se je spremenil pogled na fizični svet vesolje je iz omejenega postalo neskončno, iz nespremenljivega spremenljivo, Zemlja ni bila več posebna entiteta v središču vesolja, temveč so ugotovili, da se po naravi ne razlikuje od ostalih planetov in da se giblje. Kot vodilna znanstvena paradigma je mehanična filozofija čedalje bolj nadomeščala Aristotelovo in okultno filozofijo, tako se je postopoma umikal antropocentrični pogled na naravo. Velik napredek je zato doživela tudi vednost o zemeljski fiziki in ne le astronomija. Odkrili so npr. vakuum in Zemljino magnetno polje, razložili osnovne tlačne lastnosti kapljevin, zelo se je razvila optika … Največji dosežek pa je zagotovo bilo osnovanje Newtonove mehanike, ki je kot prva na enoten način pojasnjevala naravne zakone na Zemlji in v vesolju ter zato danes velja za prvo fizikalno teorijo. Prevrednotenje tehnike v tedanji miselnosti in vzpostavitev javne vednosti kot vrednote sta bila pogoja za utemeljitev eksperimentalne metode in povečanja kritičnosti do ustaljenih resnic. Modernizacije znanstvene metode si ne moremo predstavljati niti brez razvoja in uporabe nove matematike. Vse opisane spremembe so za svojo uveljavitev potrebovale nekoliko drugačno družbeno okolje, zato so nove znanstvene akademije v 17. stol. prevzemale vse pomembnejšo institucionalno vlogo od univerz. Kljub radikalnim premikom v znanosti nas pri uporabi besede revolucija vseeno ne sme preveč zanesti, saj znanstveni razvoj ni bil toliko hiter niti premočrten, pomembni prelomi so bili pogosteje posledica prevrednotenja obstoječih idej kot izmišljanja popolnoma novih. In the diploma thesis we have described, how physics began shaping up as a modern scientific discipline in (Western) Europe in 16th and 17th centuries. In this place and timespan were early modern natural sciences, usually known by modern historians by their original and collective name natural philosophy, thoroughly rebuilt. Changes in scientific knowledge, scientific method, institutional organisation and in social role of science were so significant, that some historians label the whole process scientific revolution. The view on the physical world changed significantly universe was no longer unchangeable and confined yet infinite and changing, Earth was no longer a special entity in centre of the universe, however, earthly revolutions and its similarity to other planets were discovered. Mechanical philosophy was replacing Aristotelianism and Occult philosophy as a leading scientific paradigm, therefore was antrophocentric worldview ever more on a retreat. This prompted not only significant progress in astronomy but in knowledge of earthly physics also. There was, for example, a discovery of vacuum and earthly magnetism, basic mechanism of pressure in liquids was explained, optics advanced greatly … The biggest achievement was without any doubt the development of Newton's mechanics, which uniformly explained natural laws on Earth and in the universe for the first time and is thus known today as the first theory in physics. Reevaluation of mechanical knowledge and establishment of non-hermetic knowledge as a standard were both prerequisites for development of experimental method and for increased scepticism towards established facts. Moreover, modernisation of scientific method cannot be imagined without development and use of new mathematics. A different social environment was needed for all beforementioned changes to take place, therefore in the 17th century new scientific academies were replacing universities as leading institutions. Even though there were some groundbraeking changes taking place in science, we should be careful while using the word revolution, because the scientific development was not that fast nor linear, 'new discoveries' were more often a result of recontextualisation of existing ideas rather than invention of completely new ones.

Namen magistrske naloge je ugotoviti, ali je osnovne pojme povezane s potresi primerno obravnavati v osnovni šoli v okviru izbirnih vsebin pri predmetu fizika. V uvodnem delu naloge pojasnimo osnovne seizmološke pojme, s katerimi želimo seznaniti učence, nato predstavimo dveurno delavnico, ki smo jo za ta namen pripravili in testno izvedli v okviru magistrske naloge. Prvi del delavnice je namenjen seznanjanju učencev z učinki potresov in EMS (European Macroseismic Scale ali Evropska makroseizmična lestvica) lestvico. Pri tem uporabijo avtentična poročila o realnih potresih. V drugem delu iz realnih seizmoloških podatkov izračunajo potrebne količine in načrtovalno določijo nadžarišče oziroma epicenter potresa. S primerjavo testov, ki so jih učenci in učenke izpolnjevali pred in po delavnici, ocenimo pridobljeno znanje in razumevanje učencev o vpeljanih seizmoloških pojmih. The purpose of the master's thesis is to find out whether the basic concepts related to earthquakes are appropriate to address in an elementary school setting, namely elective content covered in Physics. In the introductory part of the thesis, we explain the basic seismological concepts that we aim to familiarize the students with, then we present a two-hour workshop that we developed and tested for the purpose of this master's thesis. The first part of the workshop is designed to familiarize students with the effects of earthquakes and the EMS (European Macroseismic Scale). The students use authentic reports of real earthquakes. In the second part, calculations are made from real seismological data and the epicenter of the earthquake is determined. By comparing the exams completed by students before and after the workshop, we assess the students' acquired knowledge and understanding of the seismological concepts introduced.

V diplomskem delu bomo predstavili in raziskali eksperimentalno nalogo z 39. tekmovanja v znanju fizike za zlato Stefanovo priznanje, ki so jo reševali učenci 9. razredov na državnem tekmovanju v šolskem letu 2018/2019. V prvem delu bomo predstavili tekmovanje iz znanja fizike, podrobneje si bomo ogledali državno tekmovanje, ki je potekalo 6. aprila 2019. Sledi predstavitev in analiza naloge ter v nadaljevanju še analiza najpogostejših napak, ki so jih pri reševanju naloge naredili tekmovalci. Poskusili bomo poiskati vzroke za (najpogostejše) napake. Vse tekmovalne pole bom še enkrat pregledal in ponovno ocenil, da ugotovimo zanesljivost med ocenjevalci in če so navodila za vrednotenje naloge zagotavljala objektivno ocenjevanje. In my graduation thesis we will investigate experimental task from the 39th National Competition in Physics for Stefan awards, which was held on April 6th 2019 and which was given to pupils of 9th grade. In the first part we will get a good look at history of physics competitions in Slovenia. We will also present this year's State competition. In the second part of the thesis we will present and analyse the experimental problem and examine the answers of the pupils, to find out what common errors they made. We will try to find out what caused those errors. In the last part I will grade experimental task and compare my own results with official results to check reliability of graders and if instructions for graders provided objectivity of grading.

V magistrskem delu analiziramo in primerjamo uspešnost učencev in dijakov pri reševanju podobnih nalog na nacionalnem preverjanju znanja iz fizike in na tekmovanju Čmrlj. Na podlagi teh podatkov sklepamo, ali so naloge na nacionalnem preverjanju znanja (NPZ) v povprečju bolj ali manj zahtevne, kot naloge na tekmovanju Čmrlj ter ali se za udeležbo na tekmovanju ob vstopu v srednjo šolo odločijo le najbolj uspešni učenci na področju fizike, ali udeležba na tekmovanju ni izrazito pogojena z znanjem fizike. Vzorec zajema dijake, ki so se udeležili šolskega tekmovanja in učence, ki so pisali preizkuse NPZ. Analizo dopolnimo z lastno raziskavo, v kateri je test, sestavljen iz parov podobnih nalog na NPZ in na tekmovanju reševala skupina učencev devetih razredov dveh naključno izbranih osnovnih šol. In the thesis we analyse and compare the results of students for similar problems at the national assessment of knowledge of physics (NPZ) and at the Čmrlj competition. Based on these data we infer whether on average the tasks at the national assessment of knowledge are more or less demanding than the problems at the Čmrlj competition. Further we are addressing the question of the participants at the Čmrlj competition: are there only the most successful students in the field of physics participating or is the participation in the competition more general, not directly dependent on the previous interest and success of a student in the field of physics. The sample includes high school students attending the school competition and students attending the NPZ. The analysis is supplemented by our own study: two groups of the ninth grade pupils at two randomly selected schools were solving a test, composed of pairs of similar problems from previous NPZ tests and Čmrlj competitions.

Medtem ko že poteka eksperimentiranje v zadnjem letu prve Kresničkine petletke [1,2], se ozrimo še enkrat v preteklo sezono, lanske poskuse in tekmovanje [3]. Vemo, da so rezultati tekmovanja najbolj vroči takoj po tekmovanju in da čas, zapolnjen s tekočo učno snovjo in ostalimi obveznostmi šolskega življenja, teče hitro, spomin na naloge in izzive s tekmovanja pa bledi. Kljub temu bo nekaj podatkov o lanskem tekmovanju o tem, kako uspešno so se učenci 2. in 3. razreda spopadali z nalogami, ki so se nanašale na Kresničkin poskus s peščeno uro, še vedno zanimivih.

V magistrskem delu predstavimo inovativen komputacijski pristop, ki temelji na teoriji kompleksnih mrež, in ga uporabimo za kvantitativni opis dinamike trgovanja z delnicami. Z avtomatiziranim pridobivanjem podatkov, njihovim filtriranjem in obdelavo smo podatke pripravili za izgradnjo dveh vrst funkcionalnih finančnih mrež. Prva temelji na korelirani dinamiki dnevnega trgovanja, druga pa na korelacijah v dolgoročnih trendih, opisanih z mesečnim povprečjem. Obe mreži smo vizualizirali, izračunali njune topološke lastnosti in jih primerjali z drugimi realnimi mrežami. Proučevali smo tudi dinamično spreminjanje funkcionalnih finančnih mrež in ugotovili, da so iz sprememb topoloških lastnosti razvidni pretresi finančnih trgov, kot je bila finančna kriza v letu 2007. S principi multipleksne mreže smo proučevali tudi zvezo med korelirano dinamiko dnevnega trgovanja in mesečnih trendov. Na koncu smo tudi analizirali, kako se sovisno trgovanje kaže z vidika posameznih držav in ovrednotili deležnike za stabilnost posameznih delnic. Naše ugotovitve kažejo, da ima uporaba sodobnih teoretskih orodij s področja kompleksnih mrež velik potencial na področju ekonofizike in kvantitativnega finančništva. In the thesis we present an innovative computational approach that is based on the complex network theory and utilize it for a quantitative description of stock market dynamics. By means of data mining, filtering and processing we prepared the data for the construction of two types of functional financial networks. The first one is based on the correlated dynamics of daily returns, whereas the second one on the long-term trends described by the monthly average. We visualized both networks, computed their topological features and compared them with other real-life networks. The dynamic evolution of both functional networks was studied as well and it turned out that changes in topological characteristics go in hand with financial crashes, such as the crisis in 2007. Furthermore, on the basis of multiplex network approaches we studied the relationship between the correlated dynamics of daily returns and the monthly averages. Finally, we also analyzed the mutual trading interactions with respect to individual countries and identified the key pillars for the stability of individual stocks. Our findings point out that the utilization of advanced theoretical tools from the realms of the complex network theory possesses a huge potential on the field of econophysics and quantitative economics.

Učenje z raziskovanjem postaja v svetu in pri nas vedno bolj zanimiva in potrebna oblika pouka. V okviru svojega magistrskega dela sem pripravila sklop dejavnosti na temo barvna matematika na računalniškem zaslonu. Primarna funkcija te dejavnosti je učenje z raziskovanjem. Učenci naj bi skozi te dejavnosti ugotovili pravila barvne matematike. Dejavnost lahko učitelju pomaga, da ugotovi, kako temeljito in hitro se učenec nauči uporabljati številsko barvno paleto. Uporaba barvne palete pomeni, da zna uspešno napovedati intenzitete barvnih komponent iz barve zaslona in obratno, da zna iz številčno izražene intenzitete osnovnih barv napovedati barvo zaslona. Te ugotovitve so lahko uporaben pripomoček za medsebojno primerjanje ali razlikovanje učencev. V teoretičnem delu je opisan tekočekristalni zaslon, opredeljeno je učenje z raziskovanjem, njegove pozitivne in negativne lastnosti. Navedene so tudi značilnosti nadarjenih učencev, zaradi narave magistrskega dela, so osredotočene predvsem na učence nadarjene na naravoslovnem področju. V empiričnem delu sem oblikovala dejavnost, ki vsebuje aktivnosti in teste za samostojno raziskovanje, katere cilj je ugotoviti pravila barvne matematike. S preliminarno študijo sem s sedmimi učenci testirala, kako razumljiva in učinkovita je dejavnost. Z analizo odgovorov sem ugotovila katere napake lahko naredi učitelj pri spremljajoči razlagi, ki je potrebna za samo izvajanje aktivnosti, katera so učencem nerazumljiva navodila ter kaj je morda za koncept te aktivnosti nepotrebno ali neprimerno. Na podlagi teh ugotovitev sem dejavnost ustrezno izpopolnila. Inquiry based learning is becoming an increasingly interesting and necessary form of lessons in Slovenia and worldwide. Within the master’s thesis, I have prepared a set of activities regarding the mathematics of colours on computer screen. Primary function of this activity is inquiry based learning. Through this activity, students are to discover a logic of colourful mathematics. The activity can help a teacher to determine how thoroughly and rapidly a pupil can learn to use a numerical colour palette. Use of the colourl palette means they can successfully predict intensities of colours on the palette based on screen’s colour and vice versa, and that they can predict numerical intensities of basic colours for a certain screen colour. These findings can be a useful tool for mutual comparison or distinguishing of pupils. In the theoretical part, a liquid-crystal screen is described, we have defined inquiry based learning, and its positive and negative characteristics. We have also listed characteristics of the gifted pupils, which are, due to the nature of the master’s thesis, mainly focused on pupils gifted in science. In the empirical part, we have formed an activity that contains activities and tests for independent inquiry, the goal of which is to determine rules of colour mathematics. Based on the preliminary study, I have tested understandability and efficiency of the activity. The test has included seven pupils. Analysis of the responses revealed the mistakes a teacher can make in the accompanying explanation that is necessary to conduct the activity, which instructions pupils do not understand, and what is unnecessary or inappropriate for the concept of this activity. Based on these findings, I have improved the activity.

V magistrskem delu je obravnavano medpredmetno povezovanje matematike in fizike. Podrobno je razložen pojem medpredmetnega povezovanja, kot ga opredeljuje slovenska in tuja strokovna literatura. Iz učnih načrtov za matematiko, fiziko, naravoslovje in tehniko in naravoslovje v osnovni šoli ter učnih načrtov in katalogov znanj za matematiko in fiziko v splošnih gimnazijah in v programih srednjega strokovnega izobraževanja smo izpisali, prešteli in analizirali medpredmetne povezave matematike ter fizike. Podrobneje smo se posvetili vrstnemu redu obravnave učnih vsebin pri obeh predmetih. Za vsak razred oziroma letnik smo določili učne vsebine, ki se naj bi v določenem razredu oziroma letniku obravnavale. Za vsak razred oziroma letnik smo poiskali tri alternative vrstnega reda učnih vsebin in izmed teh poiskali najoptimalnejšo. Najoptimalnejša alternativa vrstnega reda je bila tista, ki je imela časovno najbolj usklajene učne vsebine matematike in fizike. Predlagana najoptimalnejša alternativa temelji na medpredmetnem povezovanju obeh predmetov, ki sta obravnavana enakovredno in je strokovno utemeljena. Naš namen ni bil kritika učnih načrtov, ampak smo želeli z njim pomagati učencem, da bi znanje znali bolje povezati in ga bolje dojemati. V empiričnem delu magistrskega dela so nas zanimale izkušnje učiteljev matematike in fizike o medpredmetnem povezovanju. Na izbrane osnovne šole, srednje šole in gimnazije smo poslali poglobljeni anketni vprašalnik, ki ga je uspešno zaključilo skupno 162 učiteljev. Anketni vprašalnik smo na koncu analizirali in podali ugotovitve. The Master's thesis deals with the interdisciplinary connection of mathematics and physics. The concept of interdisciplinary connection, as defined by Slovene and foreign professional literature, is explained in detail. From curricula for mathematics, physics, natural sciences and technology and natural sciences in elementary school, and curricula and catalogues of knowledge of mathematics and physics in general gymnasiums and in secondary vocational education programs, we compiled, counted and analysed interdisciplinary links of mathematics and physics. The order, in which the content of both courses is discussed, is described in more extent. For each grade or year, we determined the learning content for a particular class or year. We also looked for three alternatives for the order of learning content and found the most optimal ones. The most optimal learning content alternative was the one that had the most harmonized teaching content of mathematics and physics. This alternative is based on the inter-subject co-operation of both subjects, which are treated equally and are professionally supported. Our intention was not to comment on the curricula, but to help students to improve their comprehension and to understand the knowledge better. In the empirical part of the master's thesis, we were interested in the experiences of mathematics and physics teachers on interdisciplinary integration. We sent an in-depth questionnaire to selected primary schools, secondary schools and grammar schools, which was completed successfully by 162 teachers. In the end, we analysed the questionnaire and provide the results.

V diplomskem delu obravnavam vrtenje telesa okoli fiksne osi, ki ni glavna vztrajnostna os telesa. V teoretičnem delu podrobneje obravnavam vrtilno količino in tenzor vztrajnostnega momenta, katerega tudi izračunam za primer kvadra, ter predstavim koncept glavnih vztrajnostnih osi telesa. Količine nato povežem z Eulerjevimi enačbami za vrtenje. V praktičnem delu opišem postopek izdelave interaktivne animacije, ki sem jo izdelala v GeoGebri in v kateri lahko vrtimo kvader okoli poljubne osi skozi težišče in opazujemo spreminjanje vektorjev navora in vrtilne količine. In the diploma thesis I discuss the rotation of a rigid body about a fixed axis that is not a principle axis. In the theoretical part, I take a closer look at angular momentum and the moment of inertia tensor, which I also calculate for a cuboid. I introduce the concept of principal axes, and connect these quantities with Euler's rotation equations. In the experimental part of my thesis, I describe how I made an interactive animation in GeoGebra, which enables the user to rotate a cuboid about any axis they choose, and shows how the torque and angular momentum vectors change with time.

V diplomskem delu po nalogah analiziramo rezultate s tekmovanja srednješolcev iz znanja fizike Čmrlj, ki je potekalo 11. oktobra 2017. S primerjavo odgovorov po nalogah določimo težavnost posamezne naloge in jo uvrstimo v skupino – zelena, rumena, rdeča, modra, nad modro, kot pri analizah Nacionalnega preverjanja znanja (NPZ). Tako lahko vidimo, katere fizikalne teme so srednješolcem zahtevne oz. težke in jih primerjamo z rezultati NPZ iz fizike. Podrobneje predstavimo naloge s področja gibanja in primerjamo uspešnost tekmovalcev pri teh nalogah v primerjavi z ostalimi nalogami na tekmovanju. Naloge primerjamo z analognimi nalogami iz preteklih NPZ, tako da primerjamo uspešnosti reševanja na tekmovanju in pri NPZ. In the diploma thesis we analyze high school students’ results obtained at the physics competition “Čmrlj”, that took place on October 11th, 2017. By comparing the answers we determine the difficulty of each task and place it in a particular groups – green, yellow, red, blue and above blue, similar to National Assessment of Knowledge (NPZ) analysis. This comparison allowes us to observe, which topics in physics are the most difficult for the competing students. We also compare the results of the competition with the NPZ results. We present in more detail tasks from the field of kinematics and compare the successfulness of competitors in this tasks with the successfulness in other tasks in the competition. We also compare competition tasks with analogous tasks from past National assessments of knowledge in physics and we compare the success rate of solving those tasks in the competition and in the NPZ assessments.

Fizika je za večino učencev in odraslih eden najtežjih in zato najmanj priljubljenih predmetov v šoli. Predsodki glede fizike se prenašajo skozi generacije in tako ustvarjajo začaran krog nerazumevanja naravoslovja v splošnem. Zgodi se tudi, da je otrok do predmeta negativno nastrojen še preden se z njim sreča. Vzroke za izjemno nepriljubljenost je iskalo že mnogo raziskovalcev, najti pa je moč tudi veliko raziskav, ki poskušajo odnos učencev, dijakov ali študentov do fizike na različne načine izboljšati. Možnost za izboljšavo trenutnega stanja bi lahko iskali v novih poučevalnih smernicah. Kot predlog se ponuja raziskovalni pouk, ki je neke vrste približek pravega znanstvenega raziskovanja. Takšen pouk temelji na učenčevi aktivnosti, poleg specifičnih pa poudarja tudi splošne učne cilje. V diplomskem delu je opisan učni poseg v obliki raziskovalnega pouka, s katerim sem hotela izboljšati odnos osnovnošolcev do fizike. Zasnovala sem zanimive eksperimente, ki jih lahko uporabimo med ali po pouku in so povezani z učno snovjo. Raziskava je potekala v dveh delih. V prvem delu so učenci eksperimente izvajali v obliki treh domačih nalog, vodeni pa so bili z delovnimi listi. Prva naloga se imenuje »Izstreljevanje vatiranih paličic«, temelji pa na razumevanju dela, energije in energijskih pretvorb. Pri poskusu iz slamic na različne načine izstreljujemo vatirane paličice. Drugo nalogo, »Konfeti«, lahko uporabimo za poglabljanje razumevanja prožnostne energije, obravnava pa tudi druge oblike energije ter prenos energije med telesi. Pri tej nalogi s preprostim pripomočkom, sestavljenim iz balona in kartonastega tulca, izstreljujemo papirnate kroglice različnih mas. Zadnja naloga, »Kotaljenje plastenk«, pa poleg elementov iz prvih dveh nalog preverja še razumevanje pojma notranja energija. Pri tej nalogi po klančini spuščamo prazno oziroma s sipko snovjo do polovice napolnjeno plastenko. V drugem delu raziskave sem izvedla tri učne ure. Prva je bila uvodna obravnava tlaka. Izvedla sem demonstracijsko raziskavo, s katero sem učencem želela približati, kako raziskovanje sploh poteka in jim pokazati, kaj bom od njih v naslednjih urah pričakovala. S pomočjo gobe za brisanje table in klad sem raziskala, od česa je tlak odvisen. Druga ura je bila bolj podobna tradicionalnemu pouku, saj smo ponavljali snov prejšnje ure in opravili nekaj izračunov. Pri tretji uri sem učence razdelila v skupine, vsaka skupina pa je dobila svoje raziskovalno vprašanje. Vprašanja so temeljila na razumevanju prostornine in mase, navezovala pa so se tudi že na gostoto, ki je bila obravnavana naslednjo šolsko uro. Naloge sem se lotila z zasnovo zanimivih eksperimentov, ki so povezani z učno snovjo in namenjeni obravnavi med ali po pouku. Izdelala sem tudi učne liste, ki so učence natančno vodili pri izdelavi pripomočka, izvedbi eksperimenta in razmisleku o fizikalnem ozadju. Pred posegi so učenci izpolnjevali vprašalnike, s katerimi sem ugotavljala njihov odnos do fizike. Podoben vprašalnik so izpolnjevali tudi po aktivnostih, njihove odgovore pa sem nato primerjala. Analiza rezultatov je pokazala, da so bile aktivnosti uspešne. Učenci so po poskusih namreč povedali, da se jim fizika z eksperimenti zdi bolj zanimiva kot tradicionalen pouk fizike. Upoštevati pa je treba, da tovrsten pristop ni primeren za vsako uro in vsak učni cilj. Physics has for most pupils and adults been one of the least favourite subjects at school. Prejudice against physics has been passed down through generations and has consequently created a vicious circle of incomprehension of natural sciences in general. Children can also show negative predispositions towards the subject before they even encounter it. Reasons for the exceptional unpopularity of the subject has been researched by many one can also find numerous studies trying to differently improve attitudes of elementary and secondary school pupils, as well as university students towards physics. We could look for possibilities for improvement of the current state within new lecturing guidelines. Inquiry-based science education has been proposed as an option. Such lectures are based on pupils’ engagement and they accentuate general educational objectives next to the specific ones. The thesis describes a lecturing activity in a form of inquiry based science education, with which I wanted to improve the pupils’ attitude towards physics. I have designed interesting experiments that may be used during or after lectures, with regard to the subject matter. The research was carried out in two phases. In the first phase, the pupils conducted the experiments as three work sheet-guided homework assignments. The first assignment, “Cotton Sticks Shooting”, is based on the understanding of work, energy and energy conversions. In this experiment we were shooting cotton sticks out of straws. The second assignment, “Confetti”, can be used for a more in-depth understanding of the elastic energy, but addresses other forms of energy and energy transmission between bodies, as well. Here we used a simple tool made out of a balloon and cardboard tube to shoot out paper balls with different masses. The final assignment, “Rolling Plastic Bottles”, assesses the understanding of the concept of the internal energy, in addition to the elements from the first assignment. This time we were dropping downhill empty or half-full plastic bottles containing a fine material. In the second phase of the research I conducted three lectures. The first one was an introductory lesson on pressure. I presented a demonstration research, with which I wanted to familiarise the pupils with the actual process of the inquiry, as well as to acquaint them with what I would be expecting from them in the future lectures. I used a blackboard erasing sponge and weights to assess the factors that would lead to pressure changes. The second lecture resembled a traditional lecture, where we revised what we had learned in the previous lecture and carried out several calculations. For the third lecture I divided the pupils into groups, where each group received a specific research question. The questions were based on the understanding of volume and mass, but were also related to density, which they touched upon later in the following lecture. The pupils took questionnaires prior to my lectures, which I used to determine their attitude towards physics. They took similar questionnaires after the activities, which I later used to compare their answers. An analysis of the results showed that the performed activities were successful. The pupils afterwards stated that physics was more interesting when performing experiments than listening to a traditional physics lesson. It should be noted however that this type of approach is not suitable for every lecture and every learning objective.

Tekmovanje Čmrlj iz fizike poteka v prvem letniku srednje šole na ravni šolskih tekmovanj in obsega dvajset nalog, ki pokrivajo različne fizikalne vsebine, ki so omejene na učni načrt za osnovno šolo. V diplomskem delu je narejena analiza uspešnosti rezultatov tekmovanja Čmrlj v šolskem letu 2016/2017 s poudarkom na nalogah s področja elektrike, analogno analizi pri Nacionalnih preverjanji znanja (NPZ). Glavni cilji so ugotoviti, katere naloge delajo dijakom največ težav in katere teme so zahtevnejše, globalna primerjava tekmovanja Čmrlj z NPZ iz fizike ter podrobna analiza reševanja nalog s področja elektrike. Ugotovili smo, da so naloge na tekmovanju Čmrlj zahtevnejše od nalog v preizkusih NPZ iz fizike in da so posledično povprečni dosežki dijakov na tekmovanju Čmrlj nižji od povprečnih dosežkov učencev na preizkusih NPZ iz fizike. The “Čmrlj” competition in physics is held in the first grade of the secondary school on school level and consists of twenty problems related to different topics in physics but the content is limited to primary school curriculum. In the diploma the results of the “Čmrlj” competition in school year 2016/2017 are analyzed in a similar way the analysis of National assessment of knowledge (NPZ) results. The problems in electricity are studied in more detail. The main objectives of the diploma are to find out which problems are the most difficult for students and which topics are troublesome, to make a general comparison of the “Čmrlj” competition with National assessment of knowledge of physics and to describe in detail the results of the problems in electricity. We conclude that the problems at the “Čmrlj” competition are more difficult than those in the national tests in physics. Thus, the achievements at the “Čmrlj” competition are lower than the results on National assessment of knowledge.

Eden izmed pomembnejših ciljev poučevanja fizike je usposobiti učence in dijake za kritično presojo svojega napredka in pomanjkljivosti. Zato je zelo pomembno, da ves čas učnega procesa prejemajo povratne informacije o razsežnostih svojega znanja in spretnosti. To jim omogoča diagnostično in formativno preverjanje znanja, ki služi tudi kot povratna informacija učitelju o uspešnosti njegovega dela. V magistrski nalogi se posvetimo obravnavi izbrane fizikalne teme iz učenega načrta odboj in lom svetlobe z dodanimi opisniki gradnikov. Učne priprave so narejene za osnovno šolo, srednje strokovno izobraževanje, klasično in splošno gimnazijo. V pripravah so razvidne razlike med poučevano vsebino, zahtevnostjo poučevane vsebine in v dodanih opisnikih, glede na stopnjo izobraževanja. Uporabili smo opisnike 1. gradnika, ki so jih razdelali člani projekta Na-Ma POTI, ter 2. gradnika, ki smo jih izdelali sami v magistrski nalogi. S takšnimi pripravami na učne ure želimo izboljšati in povečati raznolikost pouka, izboljšati učiteljevo oziroma profesorjevo podajanje snovi in ne nazadnje dvigniti nivo znanja in razumevanja učencev in dijakov. One of the most important goals of teaching physics is to train students to be able to critically asses their progress and shortcomings. It is also one of the reasons why it's so important for the students to get non-stop feedback regarding their knowledge and skills. This is achieved with diagnostic and formative tests, which also serves as a feedback about the teacher and his teaching abilities. In the master’s thesis we discuss the reflection and refraction of light, with added descriptors of the elements, which is a physics theme chosen from the curriculum. Lesson plans are created for primary and secondary schools. The lesson plans show a visible difference between the content that is taught, its difficulty, and in the added elements, based on the level of education. We used the descriptors of the first element, which was worked out in detail by the team working on the project Na-Ma POTI, and the second element, which we elaborate in the thesis. Our goal with such a lesson preparation is to increase the diversity of the classes, improve the teachers knowledge passing skills, and lastly, to increase the level of proficiency and understanding among the students.

Kemiluminiscenca, ena izmed vrst luminiscence, je sevanje svetlobe značilnih valovnih dolžin kot posledica eksotermne kemijske reakcije. Ta poteka znotraj svetlečih palčk, ki jih lahko uporabimo pri poučevanju fizikalnih in kemijskih učnih vsebin v osnovni in srednji šoli, da z njimi učencem vizualiziramo težje razumljive pojme in tako povečamo notranjo motivacijo za učenje naravoslovja. V magistrskem delu bom razvila eksperimente s svetlečimi palčkami primerne za uporabo pri pouku, s katerimi dosežemo čim več ciljev učnega načrta za fiziko in kemijo v osnovni šoli in splošni gimnaziji. Z njimi želim učence navdušiti za naravoslovje ter izboljšati njihovo razumevanje. Ker so svetleče palčke učencem poznane iz vsakdanjega življenja, so zanimiv pripomoček za eksperimentiranje v šoli, zato zagotovo sodijo k sodobnem pristopu poučevanja naravoslovja. In my master thesis I present theoretical and practical aspects of chemiluminescence in glow sticks. Chemiluminescence is one of many types of luminescence and means radiation of light of characteristic wavelengths as a result of exothermic chemical reaction. This process takes place inside of glow sticks and can be used in physics or chemistry classes in primary and in secondary school. With glow sticks (that radiate different colours) we can easily visualize difficult-to-understand concepts to students and we can also increase student's motivation for studying natural sciences. The theoretical part describes the concepts important for understanding luminescence processes, the chemiluminescence reaction mechanism in glow stick, the analogy with the functioning principle of lasers and also the advantages and benefits of student's independent experimental work with glow sticks. In the experimental part, there are 5 optimized experiments with glow sticks which can be used in classes. With experiments we can achieve many objectives of the curriculum in physics and chemistry in primary and secondary school. The experiments are: a) Proof that hydrogen peroxide is a reagent in the reaction in a glow stick, b) Determining which substance is formed in the reaction in a glow stick, c) Anayisis of the influence of base and acid on the emission of light, d) Determining whether the energy is released or absorbed during the reaction in a glow stick, e) Display of additive light mixing. Each experiment is also equipped with a worksheet for students and the teacher.

Vesolje preučujemo tudi tako, da analiziramo elektromagnetno valovanje, ki ga prejmemo od astronomskih teles. Če bi zanemarili radijske valove, bi zanemarili velik del informacij, ki jih prejmemo od astronomskih teles. V magistrski nalogi obravnavamo radijske teleskope in njihovo fizikalno ozadje v splošnem, posebno pozornost pa namenimo radijskemu teleskopu Jove. Z našim radijskim teleskopom Jove smo z učenci oz. dijaki izvedli študiji primera na osnovni šoli in gimnaziji. Vključitev radijskega teleskopa pri obravnavi astronomskih vsebin nazorno pokaže, da vidna svetloba ni edini del spektra elektromagnetnega valovanja. Dodatna prednost pa je, da lahko radijske valove iz vesolja zaznavamo na zemeljskem površju podnevi in ponoči. We also study space via electromagnetic wave analysis, which we receive from astronomical bodies. Should we disregard radio waves, we would be neglecting a great part of information received from astronomical bodies. In this master thesis, we discuss radio telescopes and their physical background in general, while special attention is given to the Jove radio telescope. With our Jove radio telescope, we have conducted a case study on an elementary school and a secondary school. The inclusion of a radio telescope when discussing astronomical contents explicitly shows that visible light is not the only part of the electromagnetic wave spectrum. An additional advantage is the fact that we can, here on Earth`s surface, sense radio waves from space both by day and night.

Fosforescenca je pojav, pri katerem snov absorbira svetlobo in jo čez čas s prepovedanim prehodom izseva. Ker so ti prehodi malo verjetni, in zato dokaj redki, je za fosforescenco značilen šibkejši, a dlje časa trajajoč svetlobni tok. V magistrskem delu sem se osredotočila na problem merjenja gostote svetlobnega toka, učinkovitosti absorpcije in največje možne absorbirane svetlobne energije pri fosforescenci na dveh primerih fosforescentnih predmetov. Na podlagi izmerjene valovne dolžine sem nazadnje dobila tudi gostoto aktivnih stanj. Za eksperimentalni del sem razvila metodo, osnovano na uporabi digitalnega fotoaparata, ki omogoča merjenje majhnih svetlobnih tokov. Delo je uporabno tudi za pouk fizike v šoli, saj je fosforescenco mogoče razložiti kot pojav shranjevanja svetlobne energije. Merilno metodo lahko uporabimo pri nekaterih poskusih s svetlobo v šoli. Kot demonstracijo uporabe te merilne metode sem izmerila svetlobni tok z Lune, ko je nastopil prvi krajec, in ko je bila ta skoraj polna. Nadalje sem izmerila svetlobno energijo, ki jo odda bliskavica. Dobljene rezultate sem primerjala s teoretičnimi vrednostmi in na tej podlagi ugotavljala prednosti in mogoče pomanjkljivosti uporabe digitalnega fotoaparata kot merilnega instrumenta. Phosphorescence is a phenomenon in which a substance absorbs some light and over some time emits it with a forbidden transition. These transitions have very low probability and are therefore fairly rare. Phosphorescence produces a small but a long persistent light flux. In this master thesis I focus on the problem of measuring light flux, the efficiency of absorption and the measurement of the maximum of absorbed energy. Based on the measured central wavelength I calculate the density of active states. I carry out measurements on two samples of phosphorescent objects. For all experiments I use a simple measuring method, based on a digital camera, which is appropriate for measuring small light fluxes. This thesis can also be useful for teaching physics in school because the phenomenon of phosphorescence can be explained as storing of light energy. Furthermore, the measuring method can be applied to other experiments with light which are relevant for school. As an example I measure the light flux from the last quarter of Moon and from the almost full Moon, as well as the light energy which the flash emits. I compare these measurements with theoretical values. Based on these comparisons I analyse advantages and possible disadvantages of using the digital camera as a measuring instrument.

V različnih virih priporočajo, da v preizkus vključimo čim več različnih tipov nalog, saj s tem postane bolj dinamičen, raznolik in prav s pomočjo različnih tipov nalog lahko primerjamo različne vrste znanj. Najpogostejša tipa nalog v preizkusih za preverjanje fizikalnih vsebin sta zaprti tip in tip kratkih odgovorov. Poraja se vprašanje, ali obstaja razlika v uspešnosti reševanja fizikalnih nalog glede na tip naloge. Odgovor na vprašanje poiščemo pri osnovnošolcih izbranih slovenskih šol. Izkaže se, da učenci uspešnejše rešujejo fizikalne naloge zaprtega tipa v primerjavi z fizikalnimi nalogami odprtega tipa. Primerjali smo tudi uspešnost pri fizikalnih nalogah vodenega in strukturiranega tipa, pri katerih se prav tako izkaže, da učenci uspešnejše rešujejo naloge vodenega tipa v primerjavi s strukturiranim tipom. Dodatno smo raziskali uspešnost med nalogami različnega tipa in uspešnostjo tudi pri študentih, za katere predpostavljamo, da imajo višjo raven znanja o fizikalnih vsebinah. Izkaže se, da tudi študentje uspešnejše rešujejo naloge zaprtega tipa v primerjavi z odprtim tipom in naloge vodenega tipa v primerjavi s strukturiranim. It is recommended to include different types of questions in a test by many authors. This makes it more dynamic, diverse, and also enables measurements of different types of knowledge. The most common types of questions in physics are multiple-choice questions and short answer open-ended questions. The question arises whether the type of question affects the performance of solving physics problems. We search for the answer by testing the pupils of a few selected Slovenian primary schools. It turns out that pupils are more successful in solving multiple-choice questions than open-ended questions. We also compare the performance in solving a bit more complex physical problems with multiple intermediate steps, being either guided by sub-questions or not guided. The results indicate that students are more successful in solving the tasks when guided than when not guided through a complex problem. Additionally, we investigated how the performance of the undergraduate students depends on the types of questions, in particular in view of their higher expected knowledge and understanding of physics when compared to pupils. It turns out that the students are also more successful in solving multiple-choice questions than open-ended questions and are more successful when being guided through a complex problem then when not being guided.

V magistrskem delu obravnavam nihanje plavajočega polvalja okrog vzdolžne osi. V prvem delu izpeljem enačbo za izračun nihajnega časa polvalja ter osvetlim problematiko upoštevanja vpliva okoliške tekočine pri računanju vztrajnostnega momenta. Nadalje brez upoštevanja okoliške tekočine teoretično analiziram načine nihanja polvalja, za katere menim, da so kandidati za približek nihanja polvalja med plavanjem. Za vsak način nihanja zapišem izraz za energijo nihanja, izračunam nihajni čas in narišem grafe spreminjanja lege težišča in osi vrtenja v odvisnosti od časa. Po razmisleku o delovanju sil na plavajoč polvalj izdelam enostaven analitičen model, s katerim opišem enega od vplivov delovanja okoliške tekočine na plavajoč polvalj med nihanjem. V empiričnem delu opišem poskuse, s katerimi preverim teoretične predpostavke o kinematiki in nihajnem času za posamezen način nihanja. Meritve pri mehanskih modelih se dobro ujemajo s teoretičnimi izračuni. S poskusom, pri katerem polvalj niha med plavanjem v vodi, izmerim nihajni čas in preverim pravilnost analitičnega modela za opis tega gibanja tako, da izračunam potrebno dodano maso vode, da z modelom dobro opišem izmerjeno nihanje plavajočega polvalja. S pomočjo računalniškega sledenja točki težišča plavajočega polvalja med nihanjem analiziram kinematiko polvalja in nadgradim analitični model ter zapišem enačbo za energijo nihanja polvalja med plavanjem v vodi. Iz primerjave med modelskimi načini nihanja in izmerjenim gibanjem plavajočega polvalja sklepam, da je najboljši model tisti, pri katerem je težišče polvalja ves čas na enaki višini in niha le v vodoravni smeri. In this thesis oscillation of a floating semicylinder is presented with focus on rotation about its longitudinal axis. In the first part, I derive the equation for calculating the ship's oscillation period and highlight the problem of the influence of the surrounding fluid in calculating the moment of inertia. Furthermore, without considering the surrounding fluid, I theoretically analyze the ways for which I think are the candidates for the approximation of oscillating semicylinder on the water surface. For each way, I write the term for the oscillation energy and for the period of oscillation and plot graphs of position-time dependence for the center of gravity and axis of rotation. With a reflection on the operation of forces on a floating semicylinder, I develop a simple analytical model in which I describe one of the effects of the surrounding fluid on a floating semicylinder during oscillation. In the practical part, I describe the experiments in which I examine the theoretical assumptions about kinematics and the oscillatory time for a particular mode of oscillation. The measured values match the theoretical ones. Data, obtained from the experiment in which the semicylinder floats on the water, are used to check the correctness of the analytical model by calculating the added mass of the water which affects the oscillation. Computer tracking method is used for analysis of the position of the centre of gravity of a floating semicylinder during oscillation. Using the data obtained, the analytical model is upgraded and the equation for the assumption of oscillation energy is derived. On the basis of a comparison between the modeling modes of motion and the measured motion of a floating semicylinder, I conclude that the best model is the one in which the center of gravity of the semicylinder fluctuates only in the horizontal direction.

V nalogi se osredtočamo na to, kako pri pouku izvajati meritve lastnosti galvanskih členov. Ena izmed lastnosti galvanskih členov je notranji upor. Ravno tej lastnosti, se v nalogi še posebej posvetimo. Za merjenje notranjega upora poznamo več različnih metod. Ena izmed njih je merjenje preko bremena, pri kateri merimo napetost na bremenu ter tok po vezju. Iz izpeljane enačbe vezja nato sledi izračun notranjega upora. Sam pa sem notranji upor določeval po metodi, ki vkjučuje neposredno merjenje napetosti na galvanskem členu. Od vira želimo, da ima čim manjši notranji upor in čim večjo gonilno napetost. Z izvedbo eksperimenta pokažemo, da je notranji upor galvanskega člena tisti, ki se spreminja, in ne gonilna napetost, ki je konstantna, in značilna za izbrano kombinacijo elektrod in elektrolita. Med drugim želimo pokazati, da je pomembna pravilna interpretacija meritev. V povezavi s tem pokažemo, da je naivna ideja, da lahko z voltmetrom direktno izmerimo gonilno napetost, le pogojno veljavna. Veljavna je le v primeru idealnega voltmetra, to je voltmetra z neskončnim uporom oziroma z uporom, ki je za več velikostnih redov večji od notranjega upora člena. V nadaljevanju naloge izmerimo nekaj tipičnih karakteristik preprostih galvanskih členov in jih kvalitativno pojasnimo. Poleg tega, za nekaj različnih geometrij preverimo, kako dobro različni preprosti modeli opišejo odvisnost notranjega upora člena, od vrednosti značilnih parametrov galvanskega člena. Pogosto odvisnosti dobro opišemo s preprostim modelom člena kot električnega vodnika, model le malenkost posplošimo. My diploma thesis deals with how to perform measurements of galvanic cell properties in the classroom. One of the galvanic cell properties is the internal resistance. We pay a lot of attention especially to this property. There are many different methods for measuring internal resistance. One of them is using the circuit with a known resistor. The voltage across the resistor and the electric current through the circuit are measured. From several measurements with different resistors the internal resistance is relatively easy to determine. I decided to choose a method, which comprises direct voltage measurement across the galvanic cell. It is desired for an electric source to have as small as possible and as big electromotiv force (terminal voltage when no current is flowing) as possible. We show experimentaly, that the internal resistance of the galvanic cell is changing and not the electromotive force of the source, which is constant and typical for the chosen combination of the electrodes and the electrolyte. I also wanted to show, that the correct interpretation of the measurements is important. In relation to this we show that the idea of the direct measurement of the electromotive force of a source with voltmeter is a naive idea. It is correct only in the case of using an ideal voltmeter. That is a voltmeter with infinite resistance or with a resistance that is much bigger than the internal resistance of the cell. Furthermore, we measure some typical characteristics of simple galvanic cells and we explain them qualitatively. Additionally for some different geometries we check, how well simple models describe dependence between the internal resistance of the cell and the values of typical parameters of the galvanic cell. Very often we can describe these dependences with a model of a wire, made of a conducting material, which needs to be generalised a little.

Medpredmetno povezovanje je danes prav gotovo ena od oblik sodobnega poučevanja. Nekateri cilji sodobne šole že sami po sebi zahtevajo usklajeno načrtovanje učiteljev različnih predmetov in področij. Velikokrat ostane to povezovanje samo na ravni učnih vsebin, ne pa tudi v načinu poučevanja. V izvedenem primeru je bil vodilni predmet tehnika in tehnologija. Ta se je povezoval s kemijo, fiziko ter izbirnim predmetom obdelava kovin. Poučevanje je potekalo timsko, kjer sva se učiteljici medsebojno dopolnjevali v znanju, sposobnostih in spretnostih. Želeli sva, da učenci s skupnimi dejavnostmi in procesi povežejo znanja o kovinah in nekovinah različnih predmetnih področij, določeno vsebino usvojijo čim bolj celostno ter pridobijo trajnejše in kakovostnejše znanje. Učenci so z eksperimentalnim delom, reševanjem problemov, iskanjem informacij in sodelovalnim učenjem spoznali lastnosti kovin, ki so jih v naslednjih urah uporabili pri izdelavi izdelka iz kovin. Pokazali so veliko zanimanje za tovrstno obliko pouka, bili so bolj motivirani, iznajdljivi, ustvarjalni in bolj samostojni kot običajno. Znanja so povezali v celoto – to je bil tudi namen medpredmetnega povezovanja. Pridobljeno znanje je tako širše in praktično uporabno. Izvedeni primer lahko ponavljamo in nadgrajujemo, prenosljiv je tudi na nove primere in druge predmete. Cross-curricular integration is certainly one of the forms of modern teaching nowadays. Some of the aims of modern schooling already demand a coordinated planning of interaction between teachers of different subjects and areas. Integration is often dealt with only on the level of teaching topics, not teaching methods. For the research we integrated the subject Crafts and Technology with Chemistry, Physics and the optional subject – Handling of Metal. The teaching was carried out in teamwork, where my colleague and me complemented each other’s knowledge, professional expertise and skills. We wanted our students to integrate their knowledge about metals and nonmetals in joined activities in different school subjects, to learn the contents in its wholeness and gain a more permanent knowledge of greater quality. The students first got to know the qualities of metals through experimental work, information seeking, problem solving and cooperative learning, which then they then used in lessons on how to manufacture a metal product. They showed great interest for this kind of lesson form and were more motivated, resourceful, creative and independent than usual. They combined their knowledge into a whole, which is the purpose of cross-curriculum integration. They also gained knowledge in a broader and more practical way. The test lesson we prepared can be repeated and enhanced or transferred and adapted to new situations and other subjects.

V diplomskem delu ugotavljam, ali in kako so povezane sposobnosti reševanja matematičnih nalog z reševanjem fizikalnih nalog z enakimi oziroma zelo podobnimi matematičnimi koraki. Za to tematiko sem se odločila, ker se marsikatero mnenje glasi, da imajo učenci pri fiziki težave zaradi neznanja matematike. Predstavljene raziskave so ugotavljale uspešnost reševanja konceptualno podobnih nalog linearnega grafa pri matematiki in fiziki. Ugotovitve vseh so, da znanje matematike ni edini pogoj za uspešno reševanje fizikalnih nalog. Predstavljene so podobnosti in razlike pri nacionalnem preverjanju znanja iz matematike in fizike, primerjava pripomočkov, vrednotenja ipd. V diplomskem delu so predstavljene analiza in ugotovitve primerjave konceptualno podobnih nalog na nacionalnem preverjanju znanja iz fizike in iz matematike v letu 2016, ki so pokazale, da so napake, storjene pri fizikalnih nalogah, v večini povezane z drugimi dejavniki in niso posledica neznanja matematike. The purpose of the thesis is to establish whether and how the ability to solve mathematical problems relate to solving physical problems with the same or similar mathematical steps. I focused on this subject because general opinion is that physical problems appear as a due to ignorance of mathematic. Studies presented in the thesis established the effectiveness of solving conceptually similar linear graphs in the context of mathematics and physics. The findings of all included studies shows that mathematical knowledge is not the only condition for successful physical task solving. Presented are similarities and differences in National Assessment of Knowledge (NAK) in maths and physics, comparison of accessories, valuation, etc. The thesis also presents the analysis and findings of conceptually similar physics and mathematical problems in National Assessment of Knowledge 2016 that pointed out the mistakes, made in solving physical problems are in the majority of cases connected with other factors and are not a consequence to ignorance of mathematic.

V diplomskem delu predstavim absorpcijo svetlobe v vodi in povezavo z atenuacijo. V teoretičnem delu opišem fizikalne procese, zaradi katerih molekula vode preide v različna vzbujena stanja - elektronska, vibracijska in rotacijska. Razlog za absorpcijo v UV in vidnem delu spektra elektromagnetnega valovanja so vzbuditve elektronskih stanj. V zvezi s tem predstavim koncept molekulskih orbital, ki je ključen za razumevanje elektronskih nivojev v molekuli. V eksperimentalnem delu diplomske naloge se osredotočim na merjenje padca gostote svetlobnega toka pri valovnih dolžinah λ=633 nm in λ=405 nm ter v UVA delu spektra Sončeve svetlobe v odvisnosti od globine vode. S prilagajanjem krivulje izmerjenim podatkom sem določil koeficient absorpcije in ga primerjal z vrednostmi iz literature. V sklepnem delu diplomskega dela ovrednotim teze, postavljene na začetku dela. The topic of my bachelor’s thesis is absorption of light in water and connection with attenuation. The theoretical part of the thesis comprises physical processes due to which the water molecule turns into different excited states. These are electronic, vibrational and rotational states. The excited electronic states are the reason for absorption in UV and visible part of electromagnetic spectrum. In relation to this, the thesis also includes a concept of molecule orbitals. The concept is essential for understanding of electronic levels in a molecule. The empirical part of the thesis is based on the measurement of light attenuation at wavelengths λ=633 nm and λ=405 nm, and also in the UVA part of the sunlight spectrum in dependence of water depth. The coefficient of absorption was determind by fittiing the curve to measured data and compared with values in literature. Finally, the theses stated at the beginning of my bachelor’s thesis are assessed.

V diplomskem delu je predstavljen zanimiv Kayev pojav, ki ga lahko izvedemo v običajnem laboratoriju oziroma učilnici, saj so pripomočki, ki jih pri tem uporabimo preprosti in dosegljivi na vsaki šoli. Pojav je atraktiven, a je za natančno pojasnitev potrebnega precej fizikalnega predznanja. Cilj diplomskega dela je predstaviti optimalno postavitev poskusa, ki je primerna za samostojno delo učencev v višjih razredih osnovne šole, ali pa za učitelje naravoslovja, ki poskus prikažejo frontalno. Na osnovi meritev in rezultatov sem pojav opisala na način primeren za osnovno šolo. V teoretičnem delu diplomskega dela so zbrani operativni obvezni ali izbirni učni cilji Fizike in predhodnih naravoslovnih predmetov od četrtega do devetega razreda, ki so ključni, da učenci razumejo različne lastnosti snovi, merilne tehnike in fizikalne zakonitosti, ki so osnova za razumevanje Kayevega pojava. Nato sledi razlaga Kayevega pojava, priprava poskusa in umestitev v učni proces. Empirični del pa vključuje opis postavitve poskusa, nabor opreme za merjenje in beleženje rezultatov ter natančni opisi izvedenih poskusov z meritvami in interpretacijo rezultatov. Izvedeni poskusi so: določitev odvisnosti višine padca tekočine od temperature šampona, pri kateri lahko opazujemo pojav, merjenje masnega pretoka in določitev hitrosti iztekanja šampona, določitev hitrosti iztekanja šampona z računalniško podprtim merjenjem časa. Vsi poskusi so prilagojeni delu v osnovni šoli in znanju, ki so ga učenci predhodno že usvojili. Rezultati pridobljeni z meritvami se lepo sovpadajo z meritvami drugih avtorjev, ki so pojav že raziskali. In this thesis, we research and present an interesting phenomenon called the Kaye effect, which can be demonstrated in a simple laboratory or school classroom. Although the phenomenon is interesting and intriguing, a higher knowledge of physics is needed to fully understand it. The goal of this thesis is to present the experiment, in a way, that would allow students in higher grades and science teachers to execute it alone or as a demonstration for the class. Based on performed measurements and results, the Keye effect is presented and explained in a way that elementary students can understand it. Theoretical part of the thesis serves as an overview of the mandatory and optional Physics subjects from 4th to 9th grade which serve as a basic introduction into the concepts of Physics: properties of materials, theory of measurements and Physics laws which enable the students to understand Kay’s effect. The process of setting the experiment up is then described and how it relates to the curriculum. Empirical/Practical part of the thesis describes how to execute the experiment and discusses when and where the topic should be presented to the class. Three experiments are presented: determining the height of the fall of the liquid, determining the outflow velocity with the help of mass flow and determining the outflow velocity whit the help of a computer simulation. We also discuss the layout of the experiments, how to record and gather results of the experiment and interpretation of obtained results. All experiments are designed for elementary students and require only knowledge that they obtained in previous grades. The results of the experiments presented in this thesis coincide with results of other authors who also researched the phenomenon.

Fizika med otroki in tudi med odraslimi ni prav posebno priljubljena. Vzroke za to lahko iščemo tudi v premajhni povezanosti vsebin, obravnavanih v šoli, z vsakodnevnim življenjem. Poleg tega so otroci pri pouku prepogosto pasivni, za kar učitelji pogosto navajajo pomanjkanje ustreznih pripomočkov za eksperimentiranje. Obe težavi lahko ublažimo z uporabo igrač pri pouku fizike. Veliko igrač omogoča obravnavo zanimivih fizikalnih konceptov, ki se jih otroci pri igri pogosto ne zavedajo. Z uporabo igrač lahko zgradimo most med vsakodnevnim življenjem in fizikalnimi zakoni, ki jih obravnavamo pri pouku. Če igrače uporabimo kot sredstvo za izvedbo eksperimentov, dosežemo, da so otroci pri pouku aktivni, kar ugodno vpliva na njihovo motivacijo in odnos do predmeta. V diplomskem delu sem navedla rezultate nekaterih raziskav, ki preučujejo uporaboigračpripoukufizike,predstavilamožnostizauporaboigračpripouku fizike ter prednosti in nekatere pasti njihove uporabe v poučevanju. Oblikovala sem kriterije za izbor igrač, primernih za uporabo pri pouku. Igrače sem nato razvrstila po poglavjih, ki so navedena v Učnem načrtu za fiziko v 8. in 9. razredu osnovne šole. Za izbrane igrače sem pripravila krajše razlage delovanja in predloge eksperimentalnih dejavnosti, umeščene v kurikulum. Za skupino igrač, ki vsebujejo magnete, sem pripravila bolj podrobno razlago delovanja in uporabe pri pouku. Predstavljeni so tudi rezultati samostojnih raziskovanj igrač, ki so jih izvajali otroci pri naravoslovnem krožku, ki sem ga vodila. Otroci so raziskovali delovanje nekaterih igrač in izvajali meritve. Physics is not very popular with both children and adults alike. Studies show that one of the causes for the current situation might be a discordance between topics taught in the school curriculum and experiences from everyday life. Children are also too often put in passive roles during classes which, in many teachers’ opinions, is mostly due to lack of appropriate experimental equipment. A common remedy for both issues can be found in using toys in physics education. Many toys offer opportunities to explore interesting physics principles that children are mostly unaware of during play. In this way, toys can bridge the gap between everyday life experiences and the process of learning physics laws during formal classes. Using physics toys in classroom activities can help children assume an active role which, in return, boosts their motivation and improves their attitude towards physics education. The Diploma thesis will describe some opportunities for the usage of toys in physics education with its advantages and disadvantages. Also, some conclusions from various studies dealing with this topic will be outdrawn. The criteria for the selection of toys suitable for use in class will be formed. Toys will be described in brief, sorted according to topics included in the curriculum for physics education at lower secondary level. Further, selected toyswillbeshownwithashortdescriptionoftheirunderlyingphysicsprinciples and their possible usage in performing experiments. Magnetic toys will be presented in more detail together with extended usage scenarios in class. Some results acquired during hands-on experiments with toys on an extracurricular course in natural sciences which we led, will be presented. All measurements were performed by the children themselves.

V diplomski nalogi najprej predstavim zakonsko podlago za kategoriziranje otrok s posebnimi potrebami in njihove značilnosti. Predstavim vlogo nacionalnega preverjanja znanja v vzgojno-izobraževalnem procesu in potek preizkusa za učence s posebnimi potrebami. Ker je vseh učencev s posebnimi potrebami preveč, se osredotočim na učence s primanjkljaji na posameznih področjih učenja. Zanimata me predvsem dve skupini, katerih primanjkljaji bi lahko vplivali na uspešnost reševanja preizkusa iz fizike. To so učenci s specifičnimi učnimi težavami pri matematiki in učenci z bralno-zapisovalnimi težavami. Glavni del diplomske naloge vsebuje podrobno analizo rezultatov reševanja štirih izbranih nalog, med njimi je ena nezahtevna, ena bralno zahtevna, ena matematično zahtevna in ena bralno in matematično zahtevna. Nepravilne odgovore razvrstim v razrede tipičnih nepravilnih odgovorov. Glede na razrede nepravilnih odgovorov skušam ugotoviti, ali obstaja povezava med učenčevo motnjo in nepravilnostjo odgovora. The thesis starts with the legal basis for the categorisation of children with special needs and its peculiarities. Next the role of the National Assessment of Knowledge (NAK) in the educational process is presented as well as the procedure of the assessment for special needs pupils itself. Since there are too many different categories of special needs pupils, I have focused on pupils with specific learning disabilities. My interest was in two different types of disabilities under consideration are the learning affect the success in Physics NAK results. The two types of disabilities under consideration are the learning disabilities in Maths and reading-writing disorders. The main part of the thesis includes an exact analysis of the results of four selected problems from the physics test in 2014. One of them is neither mathematically nor textually demanding, one is difficult from the point of view of reading, one is mathematically demanding and the last one is textually and mathematically demanding. The wrong answers have been divided into classes of typical wrong answers. According to the classes of wrong answers I have tried to define whether there is a connection between the pupil's disability and the incorrectness of the answer.

Eden izmed najpomembnejših igralcev baseballa v ekipi in v igri je metalec. Njegova naloga je preprosto definirana, a ne lahko izvedljiva. Vreči mora žogo tako, da le ta preleti 18,44 m od metalčevega prostora (hribčka) čez domačo bazo v okviru udarnega območja. Pri tem poskuša z različnimi načini metov zmesti odbijalca, da je le ta ne zadane. Če bi imel metalec v svojem naboru samo en način meta, bi odbijalci kaj hitro ugotovili, kako morajo zamahniti s kijem, da pravilno udarijo žogo in tako dosežejo točke za svojo ekipo. Zaradi tega ima vsak metalec v naboru več različnih metov, ki imajo različne tire leta, različne hitrosti in različno priletijo v udarno območje. Z naborom različnih metov poskuša metalec izločiti odbijalca s čim manj vrženimi žogami. V diplomski nalogi poskušamo določiti in opisati tir leta štirih različnih metov ter izmeriti hitrosti leta žoge. Snemanje leta žoge z več zornih kotov uporabimo za čim bolj natančno določitev tira gibanja žoge skozi prostor. Izmerjeni tir gibanja žoge primerjamo s teoretičnimi izračuni tira žoge za posamezen met. S primerjavo teoretičnih rezultatov iz literature se moje meritve lepo ujemajo. Imena metov so napisana v angleščini, saj ni uradnih prevodov v slovenščino. Tudi ime igre baseball ni poslovenjeno, zato uporabljamo angleški izraz. One of the most important players in baseball is the pitcher. His role is simply defined but not easy to execute. Pitcher must throw the ball in a way to pass 18,44 m from pitcher mound to catcher with diversity of throws to confuse the batter not to hit the ball. If pitcher only had one throw up his sleeve, batters would quickly figure out how to swing to hit the ball and score points for their team. Because of these facts every pitcher has various throws, that have different curves of flight, speeds, and placements in the shock zone. With different throws the pitcher tries to eliminate the batter with the least amount of thrown balls. In this diploma I tried to define and describe the flight paths of four different throws. Also I measured the speed of the flight of the ball. For accurate analysis of the flight of the ball, I filmed the throws from various viewing points and then compared the results with theoretic calculations for each different throw style. The agreement between the theoretical results from literature and my measurements is reasonably good. In the thesis the names of the throws are written in English because there are no official translations into Slovenian language. Also there is no official Slovenian term for baseball so English term is used for the name of the game.

Količina tovora ne vpliva na razdaljo, ki jo vozilo prevozi po vodoravni podlagi v vznožju klančine. Na sliki 2 je vidno, da se razdalje, ki jih tovornjak pri zaporednih poskusih prevozi brez dodatne obtežitve, razlikujejo za več kot 10 cm (črne oznake na tleh). Razlika med najkrajšo prevoženo potjo brez obtežitve in najdaljšo, prevoženo s tremi kamni tovora (modre oznake) je manjša, kot so te fluktuacije. K sklepu, da količina tovora ne vpliva na prevoženo pot, nas navede tudi opažanje, da je tovornjak najdaljšo zabeleženo razdaljo prevozil z enim kamnom (zelena oznaka), poskuse pa smo opravljali brez tovora (nič), enim dvema in tremi kamni.

Atomi so zelo majhni. V bakrenem kovancu velikosti 1 centa je približno 2,4 x 1022 atomov, za primerjavo vseh prebivalcev na Zemlji je približno 7 x 109.

Najbolj razširjena lestvica za merjenje temperature je Celzijeva lestvica, v naravoslovju se uporablja Kelvinova lestvica, v Združenih državah Amerike pa je še vedno v uporabi Fahrenheitova lestvica.

Sodobne oblike poučevanja vedno več zahtevajo uporabo pametnih telefonov ter tablic. Na eni izmed najbolj razširjenih platform (Android) obstaja veliko število aplikacij ki lahko služijo temu namenu in na takšen način omogočajo povečanje zanimanja otrok za učenje, lažje učenje in hitrejše računanje. Ob preučitvi teh aplikacij opazimo da je potrebno raziskati in ustvariti model, po katerem je možno napraviti android aplikacije, za razvijalce aplikacij naslednje generacije. Aplikacije v prihodnosti morajo biti dinamične in sposobne prilagajanja vsem okoljem in jezikom, predvsem pa morajo biti uporabne in sposobne mnogih operacij in sposobne rešiti mnogo raznovrstnih nalog. Cilj diplomske naloge je strokovno preučiti aplikacije, katere se nahajajo na Android marketu ter opredeliti pomanjkljivosti ter dobre lastnosti teh aplikacij. Iz preučenih podatkov aplikacij bomo nato zgradili model, ki lahko služi programerjem pri gradnji napredne aplikacije. Modern forms of teaching more and more require the use of smart phones and tablets. On one of the most popular platforms (Android), there are many applications that can serve this purpose and in this way can create an increase in the interest of children to learn, improve the difficulty of learning and faster make a possibility of computing. After analyses of these applications, we see that it is necessary to explore and create a model with which it is possible to make android applications, for developers of next-generation applications. Applications in the future must be dynamic and able to adapt to all environments and languages and in particular, they have to be useful and capable of many operations and able to solve many diverse tasks. The aim of this thesis is to examine the applications, which are located at the Android Market and to identify advantages and disadvantages of these applications. Based on examined data from the applications we will construct the model which can be used by application developers in programming advanced applications.

V diplomski nalogi pojasnimo pomen klasičnega in elektronskega učbenika v izobraževanju, ter predstavimo njune prednosti in slabosti. V poplavi elektronskih gradiv in elektronskih učbenikov bi radi vedeli kakšno osnovo mora imeti e-učbenik, da ga lahko tako tudi imenujemo. Zato tudi predstavimo strokovna in didaktična izhodišča za izdelavo e-učbenikov, ki pa so vodilo k analizi primerov e-gradiv in e-učbenikov, ki smo jih izbrali. Predstavimo različne formate e-gradiv in e-učbenikov, ter njihove prednosti in slabosti. Na koncu pa z dovoljenjem avtorjeve knjige ( izr. prof. dr. Ivan Gerlič – Metodika pouka fizike v osnovni šoli) predstavimo knjigo v različnih statičnih in interaktivnem formatu. Na podlagi predelanih gradiv, narejene analize in izdelanih formatov smo lahko prišli do zaključkov prednosti, slabosti klasičnih in različnih tipov elektronskih učbenikov. The thesis explains the importance of classical and electronic textbook in education, and presents their strengths and their weaknesses. In the flood of electronic materials and electronic textbooks we would like to know what basis must an e-textbook have, so it can be called as such. Therefore, the technical and didactic platforms for creating e-textbooks are presented. These platforms are also a clue to the analysis of examples of e-materials and e-textbooks we have selected. Different formats of e-materials and e-textbooks are presented, as well as their strengths and their weaknesses. In the end, with the permission of the author (assoc. prof. dr. Ivan Gerlič - Metodika pouka fizike v osnovni šoli), the book is presented in a variety of static and an interactive format. Based on the processed materials, analysis made and presenting formats we can come up with the conclusions of the strengths and weaknesses of classical and various types of electronic textbooks.

V diplomskem delu predstavimo raketo na stisnjen zrak kot motivacijski in učni pripomoček pri pouku fizike v osnovni in v srednji šoli ter kot primer zahtevnega dinamičnega sistema, ki ga obravnavamo z izbranimi simulacijskimi orodji. Teoretično izračunamo začetno hitrost, s katero v navpični smeri poleti raketa na stisnjen zrak. Pri tem upoštevamo različne poenostavitve. Izračunamo, kako dolgo in kako visoko leti raketa. Teoretične izračune začetne hitrosti rakete primerjamo z rezultati meritev. Izdelamo univerzalni model vzleta in leta rakete v navpični smeri ter modele s simulacijskimi orodji Dynasys, Berkeley Madonna, Powersim in Vensim. Podrobneje predstavimo prosto dostopno simulacijsko orodje Dynasys. Simulacijska orodja primerjamo med sabo, predvsem glede možnosti predstavitev in razlage simulacij. S simulacijo razložimo razhajanje med teoretično napovedano in eksperimentalno izmerjeno vrednostjo začetne hitrosti rakete. Izdelamo model v izbranem simulacijskem orodju kot dopolnitev in razširitev konkretne eksperimentalne vaje pri pouku fizike v splošni gimnaziji. In the thesis, we present a compressed air rocket as a motivational and learning tool for teaching physics in primary and upper secondary schools, as well as an example of a complex dynamic system, which is treated with selected simulation tools. We theoretically calculate the initial velocity, with which the compressed air rocket is projected in a vertical direction, by considering various simplifications. We calculate the duration and the height of the rocket’s flight. We compare the theoretical calculations of the initial velocity of the rocket with the results of the measurements. We create a universal model of the launch and the flight of the rocket in a vertical direction, as well as models with simulation tools Dynasys, Berkeley Madonna, Powersim and Vensim. We present the freely available simulation tool Dynasys in more detail. We compare simulation tools, particularly in terms of presentation possibilities and stimulation interpretation. By simulating, we explain the discrepancy between the theoretically predicted and the experimentally measured value of the rocket’s initial velocity. We create a model in the selected simulation tool as a complement and an extension of a practical experimental exercise in a physics class in a general upper secondary school.

Tema doktorske disertacije sodi na področje didaktike fizike. Predstavljena je teoretična analiza ključnih omejitev, ki se pojavljajo pri prenosu matematičnega modeliranja dinamičnih sistemov v pouk fizike v srednjih šolah. V želji raziskati, v kolikšni meri sedanji pouk fizike spodbuja razumevanje modelov in modeliranja, analiziramo učni načrt in tri najpogosteje uporabljene učbenike za gimnazijsko fiziko. Osredotočimo se predvsem na zastopanost posameznih faz modeliranja pri rešenih primerih v učbenikih ter na predstavitev nekaterih poenostavitev in idealizacij, ki se jih na področju srednješolske fizike pogosto poslužujemo. Pokažemo, da eden od učbenikov v večini primerov korektno in smiselno predstavi poenostavitve v tekstu, medtem ko druga dva polovice analiziranih poenostavitev ne pojasnita. Prav tako se izkaže, da velika večina rešenih primerov v vseh učbenikih eksplicitno ne izpostavlja privzetih predpostavk, na podlagi česa lahko zaključimo, da pri pouku fizike v srednji šoli pri dijakih ne razvijamo v zadostni meri občutka za privzemanje poenostavitev in idealizacij, ki pa so ključni del faze konceptualne faze modeliranja. Za vpeljevanje modeliranja dinamičnih sistemov je pomembno tudi predznanje dijakov, zato izvedemo empirično raziskavo o tem, v kolikšni meri so dijaki v gimnaziji sposobni razumeti časovni razvoj nekaterih dinamičnih sistemov s področja fizike. Rezultati raziskave pokažejo pri dijakih zelo šibko razumevanje dinamike sistemov, v katerih se nahajajo povratne vezave in to ne glede na letnik ali zaključeno oceno pri fiziki in matematiki. Pri modeliranju dinamičnih sistemov pri pouku fizike v srednji šoli naletimo tudi na omejitve, ki so posledica pomanjkljivega matematičnega znanja dijakov, saj le-ti analitičnega reševanja diferencialnih enačb ne obvladajo. Pokažemo, da je pri obravnavi enodimenzionalnih dinamičnih sistemov smiseln geometrijski pristop k reševanju diferencialnih enačb, medtem ko se pri dinamičnih sistemih višjih dimenzij matematičnim omejitvam izognemo z uporabo grafično orientiranih programov za modeliranje. Ker pri reševanju štiri in več dimenzionalnih dinamičnih sistemov lahko naletimo na probleme pri numeričnem reševanju, pokažemo tudi, kako jih presežemo. Na primeru elektrostatičnega nihala prikažemo postopek modeliranja realnega dinamičnega sistema, pri čemer posebej poudarimo posamezne faze modeliranje in način preseganja omejitev, na katere pri razvoju modela naletimo. education, physics, didactics of physics, teaching physics, simplified models, modeling method, dynamical systems, empirical investigation, graphic oriented modeling programs.

Na podlagi lastnih izkušenj in pogovorov z vzgojiteljicami sem ugotovila, da je še vedno redko zaznati načrtovanje fizikalnih aktivnosti za predšolske otroke. To je bil povod, da sem zasnovala akcijsko raziskavo o zvoku za predšolske otroke. Aktivnosti so bile povezane s temo zvok, z njimi pa sem otrokom omogočila aktivno sodelovanje pri odkrivanju in spoznavanju lastnosti zvoka, njegovem nastajanju in širjenju. Zanimalo me je, kako aktivnosti o zvoku vodijo otroke do zastavljenih učnih ciljev in v kolikšni meri otroci prek aktivnosti usvojijo pojme, ki jih povezujemo z zvokom. V teoretičnem delu diplomskega dela so predstavljeni pomen zgodnjega učenja naravoslovja, učna vsebina zvoka in akcijsko raziskovanje. Na podlagi študije literature in izkušenj sem oblikovala strukturiran intervju za preverjanje otrokovih predstav o zvoku. Glede na dobljene odgovore so bile naprej načrtovane aktivnosti, ki sem jih izvedla v skupini devetnajstih otrok, starih od štiri do pet let. Vsaka aktivnost je analizirana in prikazuje, kako so otroci sodelovali in sprejemali novo znanje. Posamezna analiza aktivnosti pa je usmerjala načrtovanje naslednje aktivnosti. Po koncu izvajanja aktivnosti sem še enkrat preverila predstave otrok z istimi vprašanji strukturiranega vprašalnika kot pred izvajanjem aktivnosti. Analiza dobljenih rezultatov o predstavah otrok o zvoku pred in po izvedenih aktivnostih, poveznih z zvokom, nakazuje, da so se predstave otrok o pojmih, povezanih z zvokom, dopolnile ali spremenile. Presenetili so z znanjem o poteku zvoka od uhlja do možganov. Pokazalo se je, da predšolski otroci sicer slišijo oziroma razlikujejo višje in nižje tone, ampak lastnosti še ne ubesedijo kot višino in jo v večini pripisujejo glasnosti. Personal experience and discussions with kindergarten teachers show that physics activities for preschool children are planned quite rarely. To this end, we devised an action research on sound for preschool children. The activities were related to the topic of sound, which enabled the children to actively discover and become acquainted with the properties of sound, how it is produced and how it travels. We examined how sound-related activities help children achieve the learning objectives and influence their preconceptions. The theoretical part of the thesis points to the significance of early science education, learning content related to sound, and action research. We developed a structured interview on the basis of relevant literature and experience to explore the preconceptions of children about sound. Moreover, the answers were used as a basis for the activities that were conducted in a group of 19 children aged from 4 to 5 years. The analysis of all the activities showed how the children participated in the activities and accepted the acquired knowledge. Each activity was analysed and used in the planning of the next activity. When the activities were completed, we once again carried out the same structured interview to evaluate the children's conceptions. The analysis of their conceptions about sound before and after the activities indicates that their preconceptions were extended or changed. Children were successful in describing the path of sound from the outer ear to the brain. It transpired that preschool children are able to hear and distinguish higher and lower tones, but fail to verbalise this property that they usually attribute to sound loudness.

POVZETEK Diplomsko delo z naslovom Eksperimentiranje s kuhinjskimi pripomočki v vrtcu je praktično diplomsko delo. Njegov poglavitni namen je predstavitev enostavnih eksperimentov s kuhinjskimi pripomočki s področja fizike, ki so primerni za izvajanje v vrtcu, ter pri tem navdušiti otroke za eksperimentalno delo in jim ob zanimivih eksperimentih približati fizikalne vsebine. Poudarek predstavljenih eksperimentov je na otrokovem samostojnem izvajanju, ob čemer otroci razvijajo sposobnosti opazovanja, problemskega razmišljanja in interpretacije rezultatov. Diplomsko delo je sestavljeno iz teoretičnega in praktičnega dela. V teoretičnem delu smo podrobneje opredelili zgodnje naravoslovje in naravoslovne vsebine v vrtcu, predvsem vsebine s področja fizike. Podrobneje smo opisali tudi eksperimentalno delo in uporabo te metode v vrtcu. Praktični del vsebuje tri sklope eksperimentov, razdeljenih glede na fizikalno področje – statična elektrika, površinska napetost in zvok. V vsakem sklopu je opis fizikalne vsebine ter pet eksperimentov. Pri vsakem eksperimentu so navedene potrebščine, navodila za izvedbo, fizikalno ozadje ter evalvacija izvedbe v praksi. V drugem delu praktičnega dela so predstavljeni rezultati anketiranja otrok ter lastna opažanja ob izvajanju dejavnosti na oddelku otrok, starih od 3 do 6 let. Rezultati anket so pokazali, da je otrokom takšen način dela izredno zanimiv, in da si želijo v vrtcu še več eksperimentiranja. V zaključku smo ovrednotili zastavljene hipoteze ter opisali nadaljnje možnosti glede vpeljave eksperimentiranja in fizikalnih vsebin v dejavnosti v vrtcu. The diploma entitled Kindergarten science activities with kitchen accessories is a practical diploma work. Its main purpose is to present some simple experiments with kitchen accessories, appropriate for kindergarten, and at the same time to make children enthusiastic about experimental work and with a help of some interesting experiments present topics from the field of physics. The main focus of the presented experiments is on the child’s independent performing, whereby children develop the abilities of observation, problem thinking and the interpretation of results. The diploma consists of the theoretical and practical part. In the theoretical part we defined in detail the early natural science and its topics in the kindergarten, predominantly form the field of physics. We also accurately presented the experimental work and the usage of this method in the kindergarten. The practical part consists of three compounds of experiments, which are divided according to the field of physics – static electricity, surface tension and sound. Each compound includes the description of the corresponding field and five experiments. In each experiment we stated the accessories, the instructions for the performance, physical background and evaluation in practice. In the second part of the practical work we presented the results of the survey, performed on the children, as well as some personal observations which arose from working with children, aged from 3 to 6 years. The results from the survey showed, that children like such methods of work and that they want more experiments in the kindergarten. In the conclusion we evaluated the given hypotheses and described the further possibilities regarding the inclusion of experiments and physical topics into the kindergarten.

Sodobna informacijska družba od mladega človeka pričakuje, da se bo po končanem izobraževanju znal prilagajati hitrim spremembam. Pričakuje posameznika, ki bo samoiniciativen, fleksibilen, motiviran, usposobljen za reševanje problemov in sposoben sprejemanja odločitev. Posledično postaja poučevanje vedno bolj kompleksno. Tradicionalni pristopi, ki učenca več ali manj postavljajo v položaj pasivnega poslušalca, ne sledijo spremembam v sodobno razvitem svetu. V zadnjih dveh desetletjih se zelo intenzivno iščejo novi učni pristopi v poučevanju, s ciljem izboljšati učni proces. Vpeljava konceptualnega pristopa poučevanja in učenja fizike (Conceptual Learning of Science – CoLoS) je postala ob izrednem napredku informacijsko komunikacijske tehnologije toliko bolj zanimiva tudi za tiste učitelje, ki so sicer bolj naklonjeni tradicionalnim učnim pristopom v poučevanju fizike. V obširni analizi novih učnih pristopov smo ugotovili, da je konceptualni pouk fizike že uveljavljen učni pristop, da pa še ne obstaja znanstveno preverjena raziskava o učinkovitosti konceptualnega učenja fizike v srednjih šolah. Namen raziskave je bil: • analizirati uspešnost konceptualnega pouka fizike, podprtega z izbranimi konceptualnimi modeli (fizleti), v primerjavi s tradicionalnim frontalnim poukom fizike v srednji šoli • s strategijo presoje kot dodatnim mehanizmom v pedagoškem eksperimentu analizirati uspešnost konceptualnega pouka fizike v doseganju višjih taksonomskih nivojev znanja • preučiti vplive opazovanih faktorjev na uspešnost izbranega učnega pristopa – spol testiranih dijakov in njihova predhodna ocena iz fizike. Doktorska disertacija je strukturirana iz dveh delov. V teoretičnem delu izpostavimo poglavitne razloge za uvedbo inovativnih didaktičnih (učnih) pristopov v sodobnem izobraževanju. Analiziramo stanje pouka fizike in naravoslovja nasploh. Posebej izpostavimo novejše rezultate mednarodnih raziskav TIMMS (Trends in International Mathematics and Science Study) in Pisa (Programme for International Student Assessment). V nadaljevanju predstavimo pregled raziskav o vlogi in pomenu sodobnih učnih pristopov pouka fizike ter raziskave na področju primerjav sodobnih učnih pristopov (podprtih z računalniškimi simulacijami) s tradicionalnimi pristopi pri pouku fizike. Nato predstavimo različne oblike pouka in metode poučevanja ter izpostavimo sodobnejše, za katere menimo, da so v luči vse hitrejšega razvoja sodobne tehnologije ustreznejše za poučevanje fizike v srednji šoli. Tradicionalni frontalni pouk fizike žal še vedno ostaja najpogostejša oblika poučevanja fizike v srednji šoli, zato ga posebej predstavljamo obenem izpostavljamo prednosti in pa predvsem slabosti te oblike pouka fizike, na katere opozarjajo številni raziskovalci doma in po svetu, in predstavljajo osnovni motiv inovativnih projektov na področju poučevanja fizike za iskanje novih, ustreznejših učnih pristopov k poučevanju fizike. Nadalje predstavljamo tri ključne komponente, ki bi jih moral vsebovati sodobni pouk fizike: problemski pouk, IKT pri pouku fizike in eksperiment pri pouku fizike. Omenjene komponente so ključne pri konceptualnem učenju fizike, ki ga podrobno obravnavamo – podamo njegove temeljne značilnosti in predstavimo njegovo razširjenost po svetu in pri nas. V ključnem delu teoretičnega dela disertacije postavimo model konceptualnega pouka fizike v slovenski srednji šoli in predstavimo strategije presoje kot analitični mehanizem za določitev taksonomskih nivojev globin znanja. Teoretični del zaključujemo z analizo starega in prenovljenega učnega načrta fizike za srednje šole, pri čemer poudarimo bistvene razlike obeh učnih načrtov in analiziramo možnosti uvajanja konceptualnega pouka fizike z ozirom na obstoječi učni načrt. Na osnovi zgoraj predstavljenih teoretičnih izhodišč smo pripravili komplet gradiv za izvedbo pedagoškega eksperimenta, s ciljem preveriti učinkovitost konceptualnega pouka fizike v srednji šoli: učne priprave za trad The modern information society expects, after the education process, a young person who will be able to deal with rapid changes in the world. Students are more and more often required to possess qualities such as: flexibility, initiative, motivation, and readiness to solve problems and accept decisions. In such conditions teaching has become a more complex process. In the traditional courses, where students are more or less just passive listeners, they are not able to develop such qualities. In the last two decades there have been many researchers who have been searching and developing new appropriate methods for improving teaching processes. With the rapid progress of information and communication technology the conceptual approach in teaching (Conceptual Learning of Science – CoLoS) is becoming ever more interesting, also for teachers who favour more traditional approaches in teaching physics. We found that in this area there is no scientific study provided that would offer empirical results about the effectiveness of conceptual teaching of physics in secondary schools. The purpose of this study is to: • Analyze the effectiveness of conceptual teaching of physics, supported with conceptual models (Physlets) in comparison to traditional frontal teaching of physics in secondary schools. • Use assessment strategies as an additional mechanism in a pedagogical experiment analyzing the success of conceptual teaching of physics in attaining higher taxonomic levels of knowledge. • Examine the effects of observed factors on the success of selected teaching approach: sex of tested students, previous mark of students in the physics subject. The thesis is structured into two parts. In the theoretical part, the main reasons for the incorporation of innovative didactical approaches in contemporary education are presented. We analyze trends in science and particularly in the teaching of physics. We present the recent results of the two international projects, TIMMS (Trends in International Mathematics and Science Study) and Pisa (Programme for International Student Assessment). Furthermore, we present research on the role of contemporary teaching approaches in teaching physics as well as research in the field of comparison of contemporary teaching approaches (supported with computer simulations) to traditional approaches in teaching physics. Next, we present different types of teaching forms and teaching methods and put emphasis on the contemporary one, which we believe are more appropriate for teaching physics in secondary schools in the sense of the rapid progress of modern technology. The traditional frontal teaching of physics is, unfortunately, still one of the most popular teaching forms in secondary schools, therefore we present it separately. At the same time we emphasize the advantages and, especially, the disadvantages of this form of teaching, on which there are warnings from many researchers at home and all over the world these disadvantages are the crucial motive of the innovative projects in the field of physics teaching searching for new, more appropriate teaching approaches in teaching physics. Then we present three key components that should be incorporated in contemporary physics teaching – problem-based learning, ICT in physics teaching and the experiment in physics teaching. These components are crucial in the conceptual learning of physics, which we present in detail – we present the main objectives of such learning and its acceptance in the Slovenian school system and all over the world. In the main part of the theoretical part of the thesis, we present the model of conceptual teaching of physics in secondary schools and assessment strategies as an effective mechanism for determining the levels of knowledge in physics and therefore as a useful mechanism to determine the success of this particular teaching approach. Finally, we analyze the previous and the contemporary Curriculum for Physics in Slovenian secondary schools, where we focus on the main differences between both curriculums and a