Search

Za opis naravnih pojavov so ključnega pomena dobre predstave fizikalnih količin. Namen diplomske naloge je raziskati predstave različnih fizikalnih količin med učenci v osnovni šoli. V teoretičnem delu diplomske naloge so podrobneje opisane nekatere osnovne in izpeljane fizikalne količine ter njihove osnovne enote, s katerimi se srečujemo v vsakdanjem življenju. V praktičnem delu diplomske naloge pa je proučeno, v kolikšni meri pripomorejo izkušnje iz vsakdanjega življenja na razumevanje količine, kakor tudi vpliv večdimenzionalnosti količine. V okviru izkušenj iz vsakdanjega življenja se osredotočimo na izkušnje z merjenjem fizikalnih količin, kjer še posebej poudarjamo območje merjenja. Ugotovili smo, da učenci bolje razumejo fizikalno količino, s katero imajo vsakdanje izkušnje, kakor tudi njihovo naraščanje razumevanja iz razreda v razred. Tako npr. dobro razumejo dolžino, maso, čas in temperaturo v stopinjah Celzija, slabo pa električni tok in temperaturo v kelvinih. Rezultati tudi kažejo, da imajo učenci dobre predstave fizikalnih količin, kadar se njihove vrednosti gibljejo v območju vsakdanjega merjenja in slabe, kadar so vrednosti izven tega obsega. K predstavam količin veliko pripomorejo različne dimenzije le-teh. Izkazalo se je, da učenci bolje razumejo osnovne fizikalne količine kot izpeljane, saj je pri slednjih potrebno upoštevati več fizikalnih količin hkrati. Večja kot je dimenzija fizikalne količine, večje so težave pri razumevanju. For the description of natural phenomena, a good comprehension of physical quantities is crucial. The purpose of this bachelor degree is to research certain ideas of physical quantities among pupils in elementary school. My intention in theoretical part of this degree was to elaborate some basic and derived physical quantities and its basic units, which we encounter in everyday life. The practical part is centered on the research of how our life experiences can add to the comprehension of physical quantities, as much as the influence of multidimension of quantity. In the frame of everyday life, we can focus on our experiences with the measurement of physical quantities, where we can especially stress the field of measurement. The results shows that pupils better understand certain physical quantity from experiences of everyday life, and this understanding is better in higher classes of secondary school. Thus, for example, the understanding of length, mass, time and temperature is especially sufficient, but less suffucient in understanding of electricity. The results also show that pupils' understanding of physical quantities are very good in the extent of everyday measurements, but bad outside that extent. For better comprehension of quantities their different dimensions can contribute considerably. From this it is obviously that pupils better understand basic physical quantities than derived ones, because the last are the compound of several physical quantities. The larger a dimension of physical quantity is, the harder is to understand it.