Search

Doktorska disertacija obravnava uporabo virtualnega laboratorija pri učenju in poučevanju kemijskih vsebin naravoslovja v sedmem razredu osnovne šole. Disertacija ima dvodelno strukturo. V prvem, teoretičnem, delu so predstavljena splošna izhodišča pouka naravoslovja v osnovni šoli, učne oblike in metode poučevanja. Med sodobnimi pristopi je izpostavljeno eksperimentalno delo. Poseben poudarek je namenjen uporabi novih tehnologij v izobraževanju in virtualnim laboratorijem. Predstavljena so znanstvena spoznanja o pomenu vizualizacije naravoslovnih pojmov in o njihove trojne narave na njihovo razumevanje. Pričujoča spoznanja predstavljajo temeljno podstat empirične raziskave, predstavljene v drugem delu doktorske disertacije, katere temeljni namen je bil proučiti učinkovitost uporabe virtualnega laboratorija pri učenju in poučevanju kemijskih vsebin pri predmetu naravoslovje z vidika znanja in interesa učencev. Zasnovan je didaktični eksperiment, v katerem je sodelovalo 225 učencev, delo je potekalo v eksperimentalni in kontrolni skupini. Pred izvedbo le-tega je bila analizirana obstoječa šolska praksa med učitelji naravoslovja in kemije z vidika: (1) vključenosti eksperimentalnega dela kot temeljne metode aktivnega učenja kemijskih vsebin, (2) uporabe vizualizacijskih metod pri pouku in (3) uporabe virtualnega laboratorija. Temeljne ugotovitve empirične raziskave, izvedene v šolskem letu 2012/2013, v kateri je sodelovalo 48 učiteljev naravoslovja ali kemije, so, da učitelji pri poučevanju in učenju kemijskih vsebin pogosto vključujejo eksperimentalno delo. Pri predstavitvi naravoslovnih pojmov anketirani učitelji uporabljajo različne vizualizacijske metode predvsem računalniške animacije in simulacije. Uporaba virtualnega laboratorija kot nova strategija učenja in poučevanja kemijskih vsebin ni pogosta, saj učitelji nimajo dovolj specialno-didaktičnih znanj, ki bi jim omogočale uporabo tehnologije virtualne resničnosti. Na osnovi didaktičnega eksperimenta, izvedenega v obdobju dveh šolskih let (2012/2013 in 2013/2014) v desetih osnovnih šolah, je bila analizirana uspešnost pouka, izvedenega ob podpori virtualnega laboratorija. Pridobljena empirična spoznanja razkrivajo, da ima uporaba virtualnega laboratorija velik vpliv na znanje in interes učencev. Učenci eksperimentalne skupine so bili po končanem eksperimentu v prednosti po znanju kemijskih vsebin naravoslovja. Prav tako je uporaba virtualnega laboratorija vplivala na trajnost pridobljenega znanja naravoslovnih vsebin in interes učencev po končanem eksperimentu, saj so učenci eksperimentalne skupine imeli višji interes do spoznavanja naravoslovnih vsebin. Z didaktičnim eksperimentom je bilo ugotovljeno, da uporaba virtualnega laboratorija omogoča kakovostno učenje in poučevanje kemijskih vsebin naravoslovja, saj omogoča: (1) eksperimentalno delo kot aktivno metodo učenja, (2) vizualizacijo abstraktnih pojmov in pojavov, (3) dinamične submikro predstavitve, (4) integracijo vseh treh ravni kemijskega pojma v celoto in (5) pozitivno vpliva na interes učencev, njihovo znanje in trajnost osvojenega znanja. Doctoral dissertation discusses the use of virtual laboratory for learning and teaching chemical concepts at science classes in the seventh grade of primary school. The dissertation has got a two-part structure. In the first theoretical part presents a general platform of teaching science in elementary school, teaching forms and methods of teaching and among modern approaches we highlight experimental work. Particular emphasis was placed on the use of new technologies in education and virtual laboratories. Scientific findings on the importance of visualization of science concepts and their triple nature of their understanding are presented. These findings represent a fundamental foundation of empirical research presented in the second part of the doctoral dissertation, whose basic purpose was to examine the effectiveness of using virtual laboratory for teaching and learning chemical contents at science from students’ point of view on knowledge and interest. We designed a didactic experiment in which 225 pupils participated. The work was conducted in the experimental and control group. Prior to its execution, the existing school practice among science and chemistry teachers was analysed in terms of: (1) inclusion of experimental work as a fundamental method of active learning chemical contents, (2) the use of visualization methods in the classroom and (3) the use of a virtual laboratory. The main findings of the empirical research, carried out in the school year 2012/2013, in which 48 science and chemistry participated, are that teachers often include experimental work when teaching chemical contents. Interviewed science teachers use a variety of visualization methods when presenting science concepts, in particular computer animation and simulation. Using virtual laboratory as a new strategy for teaching and learning chemical contents is not common because teachers lack special-didactic skills, enabling them to use virtual reality technology. Based on the didactic experiment, carried out over a period of two school years (2012/2013 and 2013/2014) in ten primary schools, the effectiveness of teaching carried out with the support of a virtual laboratory was analyzed. The obtained empirical findings reveal that the use of virtual laboratory has great impact on the pupils’ knowledge and interest. At the end of the experiment, pupils in the experimental group had an advantage according to knowledge of chemical contents in science. Also, the use of virtual laboratory had an impact on the sustainability of the acquired knowledge of science contents and pupils’ interest at the end of the experiment, because the pupils in the experimental group had a higher interest for learning science contents. The didactic experiment determined, that the use of virtual laboratory enables quality learning and teaching chemical contents of science, because it allows: (1) experimental work as an active learning method, (2) the visualization of abstract concepts and phenomena, (3) dynamic sub micro presentations (4) integration of all three levels of the chemical concept as a whole and (5) positively impacts pupils’ interest, knowledge and sustainability of the acquired knowledge.