Search

Izvajanje pouka v šolah pogosto poteka na tradicionalen način s frontalnim poučevanjem in predavateljem v središču pozornosti, kljub temu da je za kakovostno usvajanje znanja, spretnosti in veščin bistveno zagotoviti okolje, v katerem so v središču aktivni učenci. Informacijsko-komunikacijska tehnologija omogoča preoblikovanje učnega procesa, ena od takšnih možnosti je uporaba poddaj. Raziskave kažejo, da slednje omogočajo dobro alternativo tradicionalnemu načinu učenja in poučevanja kemije, vendar ga samo z uporabo poddaj ne more v celoti nadomestiti. Pri pouku kemije predstavlja uporaba poddaj inovativen pristop, ki pa od avtorja učnih enot zahteva več priprav in poglobljeno delo, predvsem pri poučevanju slovensko govorečih učencev, saj je količina slovenskih poddaj omejena. Ker na slovenskem prostoru še ni bilo narejene raziskave s področja uporabe poddaj pri pouku kemije, je namen tega magistrskega dela ovrednotiti uporabno vrednost poddaj pri pouku kemije. Z uporabo svetovnega spleta in člankov sem pregledal področje uporabe poddaj pri pouku kemije. Z vprašalnikom sem preveril, kaj o uporabi in o ustvarjanju lastnih poddaj za učenje kemije menijo dijakinje in dijaki, z intervjuvanjem izbranih srednješolskih učiteljic pa sem spoznal, na kakšen način se poddaje morda že uporabljajo pri pouku kemije v Sloveniji ter kakšne prednosti in omejitve glede njihove uporabe prepoznavajo učitelji kemije. Ugotovil sem, da srednješolci podpirajo uporabo poddaj, zlasti video različic, za učenje kemije, a prednost dajejo tradicionalnim oblikam učenja. Za ustvarjanje lastnih poddaj ne kažejo velikega interesa, se pa učiteljicam ta aktivnost zdi zelo poučna. Pravijo, da pri svojem delu poddaj ne uporabljajo pogosto, raje se poslužujejo drugih aktivnosti. Največjo oviro vidijo v časovni stiski s sledenjem učnim ciljem po učnem načrtu. Magistrsko delo utira pot novim spoznanjem o uporabi poddaj na področju raziskovanja v kemijskem izobraževanju in predstavlja velik doprinos pedagogiki kemije. Education in schools often takes place in the traditional way, with frontal, teacher-centred instruction, even though it is essential for best acquisition of knowledge, skills and abilities to provide a student-centred environment. Information and communications technology enables transformation of the learning process. One of such possibilities is the use of podcasts. Research shows that podcasts provide a good alternative to the traditional way of learning and teaching chemistry, but it cannot be completely replaced by using podcasts alone. The use of podcasts in chemistry is an innovative approach, which requires more preparation and in-depth work from the teacher, especially in the teaching of Slovene-speaking students, as the number of Slovene podcasts is limited. As no research has yet been done in Slovenia in the field of the use of podcasts in chemistry lessons, the purpose of this master's thesis is to evaluate the usefulness of podcasts in chemistry lessons. Using the World Wide Web and research articles, I reviewed the field of application of podcasts in chemistry lessons. With the questionnaire I investigated what students think about the use and creation of their own podcasts for learning chemistry, and by interviewing selected high school teachers I found out how podcasts may already be used in chemistry lessons in Slovenia and what advantages and limitations of their applications are recognized by chemistry teachers. I have found that high school students support the use of podcasts, especially video versions, for learning chemistry, but they prefer traditional forms of learning. They do not show much interest in creating their own podcasts, but the teachers find this activity very instructive. Teachers report that they do not use podcasts often in their work. They prefer to use other activities and see the biggest obstacle in time constraints by following the learning goals according to the curriculum. The master's thesis paves the way for new insights into the use of podcasts in the field of research in chemical education and represents a major contribution to the pedagogy of chemistry.