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Spomladi 2020 je bilo na Hrvaskem zaradi pandemije covida-19 zaprtih 916 osnovnih sol in 443 srednjih sol ter uvedeno poucevanje na daljavo. To je vplivalo na poucevanje fizike kot eksperimentalnega predmeta. Poleg pozitivnih vidikov, prikritih v novih izkusnjah in delovnih izzivih, je imel nenadni prehod od obicajnega pouka v živo k pouku na daljavo nesporno negativen vpliv na pouk fizike v osnovnih in srednjih solah. Da bi prikazali ucinke in ponudili podroben vpogled v težave, ki so se pojavile med tem prehodom, smo izvedli kvantitativno raziskavo med ucitelji fizike v osnovnih in srednjih solah na Hrvaskem z namenom prepoznati logisticne in tehnicne težave ter izzive pri poucevanju fizike med pandemijo covida-19. Spletni anketni vprasalnik s petimi deli (splosni podatki, poucevanje fizike med pandemijo covida-19, eksperimenti, socioloski vidik, izmenjava izkusenj) je izpolnilo 178 hrvaskih uciteljev. Rezultati kažejo na prilagodljivost in odzivnost uciteljev fizike, povecanje obremenitve uciteljev, zmanjsanje kolicine eksperimentalnega dela, ki je bistveni del predmeta fizika, ter pomanjkanje uciteljevega znanja, spretnosti in opreme za izvajanje pouka na daljavo. Izkazalo se je tudi, da lahko pouk na daljavo, ce je skrbno zasnovan in individualiziran, spodbudi zanimanje za predmet fizika pri ucecih se. Prispevek predstavlja izsledke raziskave z namenom uciteljem fizike pomagati nacrtovati pouk ucinkoviteje, ce se bo pandemija nadaljevala.Alternate abstract:In spring 2020, 916 elementary schools and 443 high schools were closed in Croatia due to the Covid-19 pandemic and remote teaching was introduced. This had an impact on physics teaching as an experimental subject. In addition to positive aspects concealed in new experiences and work perspectives, the sudden transition from conventional faceto-face teaching to a remote format had an undeniable negative impact on physics teaching in elementary and high schools. In order to mitigate the effects and provide a detailed insight into the problems that arose during this transition, we conducted a quantitative study among teachers of physics in elementary and high schools in Croatia, with the aim of identifying logistical and technical problems and challenges in physics teaching during the Covid-19 pandemic. An online questionnaire with five parts (general data, teaching physics during the Covid-19 pandemic, experiments, sociological component, exchange of experience) was completed by 178 Croatian teachers. The results irrefutably point to the flexibility and responsiveness of physics teachers, an increase in the teachers' workload, a lack of the experimental work that forms an essential part of the subject of physics, and a lack of teacher knowledge (in ICT), skills and equipment for conducting distance teaching. However, it also emerged that online teaching, if carefully designed and individualised, can stimulate additional commitment and interest in the subject among students. The paper presents the research findings in detail, with the aim of helping physics teachers to plan further teaching more effectively as and if the pandemic progresses.

In spring 2020, 916 elementary schools and 443 high schools were closed in Croatia due to the Covid-19 pandemic and remote teaching was introduced. This had an impact on physics teaching as an experimental subject. In addition to positive aspects concealed in new experiences and work perspectives, the sudden transition from conventional face-to-face teaching to a remote format had an undeniable negative impact on physics teaching in elementary and high schools. In order to mitigate the effects and provide a detailed insight into the problems that arose during this transition, we conducted a quantitative study among teachers of physics in elementary and high schools in Croatia, with the aim of identifying logistical and technical problems and challenges in physics teaching during the Covid-19 pandemic. An online questionnaire with five parts (general data, teaching physics during the Covid-19 pandemic, experiments, sociological component, exchange of experience) was completed by 178 Croatian teachers. The results irrefutably point to the flexibility and responsiveness of physics teachers, an increase in the teachers’ workload, a lack of the experimental work that forms an essential part of the subject of physics, and a lack of teacher knowledge (in ICT), skills and equipment for conducting distance teaching. However, it also emerged that online teaching, if carefully designed and individualised, can stimulate additional commitment and interest in the subject among students. The paper presents the research findings in detail, with the aim of helping physics teachers to plan further teaching more effectively as and if the pandemic progresses. (DIPF/Orig.)

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

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.

V zadnjih dveh desetletjih številni raziskovalci na področju izobraževanja iščejo nove metode s ciljem izboljšati izobraževalni proces. Projekt COLOS (Conceptual Learning Of Science) spodbuja izrabo didaktičnega potenciala sodobne tehnologije za učenje in poučevanje fizike ter naravoslovja na sploh. Z empirično raziskavo, predstavljeno v tem prispevku, želimo dognati, ali je konceptualno učenje in poučevanje fizike učinkovitejše v primerjavi s tradicionalnim frontalnim poukom fizike. Poglavitni cilj študije je bil raziskati učinek konceptualnega učenja in poučevanja fizike na področju Elektrike in Magnetizma v srednji šoli. Ključna ugotovitev raziskave je, da so dijaki, ki so bili deležni konceptualnega načina poučevanja, dosegli boljše rezultate kot dijaki, ki so bili deležni tradicionalnega pouka.

V magistrskem delu je predstavljen razvoj aktivnosti s hladilniškimi magneti pri pouku fizike. Aktivnost je bila zasnovana na podlagi pristopa ISLE (znanstvenoraziskovalno učno okolje, angl. investigative science learning environment), ki je eden izmed najbolj učinkovitih pristopov za poučevanje fizike. Pristop temelji na razvijanju znanstvenih sposobnosti, ki jih današnji trg dela pričakuje od mladih. Te spodobnosti so tiste, ki jih pri svojem delu uporabljajo profesionalci (raziskovalci) kot na primer delo v skupini, predlaganje lastnih hipotez, predlaganje poskusov, ki hipoteze preverjajo in sodba na podlagi primerjave izida poskusov s podano hipotezo. Za razvijanje teh sposobnosti izvajalci pristopa ISLE pri pouku uporabljajo t.i. aktivnosti. Aktivnost je premišljeno zasnovana naloga, kjer učenci na aktiven način pridobivajo znanje. Pri tem utrjujejo že usvojeno znanje, uporabljajo različne reprezentacije ter samostojno in fizikalno smiselno pridejo do razlage kompleksnih fizikalnih pojavov. Aktivnost je osredotočena na magnetno strukturo vsakdanjega »pripomočka« - hladilniškega magneta ter na polje, ki ga povzroča okoli sebe. Prvotno zasnovana aktivnost je bila testirana na več različnih testnih skupinah. Po prvotnem testiranju je bila opravljena temeljita analiza ter primerjava rezultatov med različnimi testnimi skupinami. Analiza je bila podlaga za izoblikovanje smernic, ki bodo služile za nadaljnje izboljšave ter nadaljnje testiranje aktivnosti. This master's thesis presents the development of activities with refrigerator magnets in physics classes. The activity was designed based on the ISLE (investigative science learning environment) approach, which is one of the most effective approaches for teaching physics. The approach is based on developing the scientific skills that today's labor market expects from young people. These skills are those used by professionals (researchers) in their work, such as working in a group, proposing one's own hypotheses, proposing experiments that test those hypotheses, and making judgments based on comparing the results of experiments to a given hypothesis. To develop these skills, the teachers who use the ISLE approach use so-called activities. An activity is a thoughtfully designed task where students acquire knowledge in an active, non-traditional way. In doing so, they consolidate already acquired knowledge, use different representations, and independently come to a physically feasible explanation of complex physical phenomena. The activity developed in this work is focused on the magnetic structure of an everyday "tool" - a refrigerator magnet, and on the magnetic field it creates. The originally designed activity was tested on several different test groups. After the initial testing, a thorough analysis and comparison of the results between the different test groups was carried out. The analysis was the basis for creating guidelines that will serve for further improvements and further testing of the activity.

Poučevanje fizike in naravoslovja gre z roko v roki z izvajanjem eksperimentov, saj lahko učenci snov na ta način bolje razumejo, predvsem pa si stvari lažje predstavljajo. Izvajanje eksperimentov učence tudi motivira k raziskovanju narave in povezovanju znanja s primeri in pojavi, ki jih lahko srečajo vsak dan v okolju in naravi. V teoretičnem delu je najprej predstavljen raziskovalni pouk ter vsakdanje izkušnje z gugalnicami. Podrobneje je predstavljena prevesnagugalnica, na katero se pri določanju težišča človeka opira raziskava. V nadaljevanju bo predstavljena dinamika in sestava človeškega telesa ter določitev njegovega težišča. Magistrsko delo temelji na eksperimentalnem delu, kjer so s pomočjo prevesne gugalnice in elastičnih trakov določeni premiki težišča človeškega telesa pri različnih položajih delov telesa. V sklopu eksperimenta se bodo lahko učenci konkretno srečali s silami, navori in Hookovim zakonom, pa tudi z novimi izkušnjami in znanjem o človeškem telesu. Teaching Physics and Science goes hand in hand with conducting experiments, as students can understand the subject matter much better, moreover they imagine things more easily. Conducting experiments also motivates students to explore the nature and connects their knowledge with examples and phenomena they can daily encounter in nature. The theoretical part of this master's thesis first presents inquiry-based teaching and learning, and students’ everyday experiences with swings. The see-saw is presented in more detail, as the experimenting relies on it when determining the center of gravity of a person. Then the dynamics and the composition of the human body and the determination of its center of gravity are presented as well. The master's thesis is based on experimental work, where, using a seesaw and elastic bands, the movements of the center of gravity of the human body are investigated in different positions of person's parts. With this experiment, students will be able to get practically experience with forces, torques, and Hooke's law, as well as some new experience and knowledge about the human body.

V magistrski nalogi opisujem svojo izdelavo didaktičnega pripomočka 3-D modela svetlejših zvezd za poučevanje fizike ali astronomije. V prvem delu bralcu razložim temeljne koncepte, ki jih omenjam tudi v nadaljevanju naloge. To so lastna gibanja zvezd, kratek opis Rimske Ceste, opis izbranega ozvezdja Andromede in posameznih zvezd znotraj tega ozvezdja. Nekaj besed namenim tudi zgodbi iz grške mitologije, iz katere domnevno izvirajo imena izbranega ozvezdja in nekaterih sosednjih ozvezdij. V drugem delu se osredotočim na izdelavo svojega modela. Ker takšen model, kolikor mi je znano, po prej še ni bil izdelan moje delo temelji na predhodnem načrtovanju in nato iskanju načinov in strategij za odpravljanje raznih težav in problemov na katere naletim med izdelavo. Cilj je najti ugodno in učinkovito pot za izdelavo takšnega modela, ob izdelavi odkriti razne pasti na katere lahko človek naleti ter kako se le tem izogniti oziroma jih kar se le da spretno odpraviti. V zadnjem delu pa še z analizo lastnega gibanja zvezd preverim svojo temeljno hipotezo magistrskega dela. In my master thesis I describe the making of a didactical gadget 3-D model of brighter stars that can be used for teaching physics or astronomy. In the first part I explain the basic concepts that I talk about in the rest of this master thesis. These are proper motions of stars, brief description of Milky Way Galaxy, description of Andromeda constellation and stars that are found in this constellation. I also dedicate a few words to the story from Greek mythology from which allegedly originate names of the main constellation and some neighbouring constellations. In the second part I focus on the construction of my model. Hence a model such like this one to my knowledge hasn’t yet been made all my work is mainly based on planning and during construction try to find problems that a person can encounter and efficient ways to overcome them. Goal is to find an affordable and efficient way to construct such a model, find as many traps during construction and ways to bypass them. In the last part I test the main hypothesis of my master thesis by analysing proper motion of stars.

V magistrskem delu je predstavljena pedagoška prenova laboratorijske vaje, pri kateri študenti spoznavajo aktivacijo vode v jedrskem reaktorju TRIGA. Vaja je bila prenovljena v skladu z najnovejšimi pedagoškimi odkritji. Uporabljen je eden najbolj učinkovitih pristopov, ki se ga trenutno uporablja za poučevanje fizike – Investigative Science Learning Environment. Učinkovitost pristopa se nanaša na čim večjo mero razvijanja znanstvenih sposobnosti pri študentih. Znanstvene sposobnosti so veščine, ki jih raziskovalci ves čas uporabljajo pri svojem delu, kot na primer sposobnost identificiranja predpostavk oziroma virov eksperimentalnih negotovosti, pa tudi sposobnost načrtovanja eksperimentov in podajanja informacij na smiselen način. Pri izobraževanju bodočih fizikov je osredotočanje na razvoj znanstvenih sposobnosti nujno, saj je to pomembno ne glede na usmeritev študenta po zaključenem študiju. Znanstvene sposobnosti so namreč nekaj, kar današnji trg dela pričakuje od študentov. Razvijamo jih lahko s pravilno konstruiranimi laboratorijskimi vajami. V ta namen je bila obstoječa laboratorijska vaja z aktivacijo vode predelana tako, da so študentje v čim večji meri urili svoje znanstvene veščine. Prenovljena verzija navodil je bila preizkušena s skupino študentov predmeta Eksperimentalna reaktorska fizika na drugi stopnji študija fizike. Opravljena je bila podrobna analiza odzivov študentov in njihovih poročil. Izsledki so bili preučeni in primerjani z ugotovitvami pri skupini, ki je izvedla vajo na tradicionalni način. Kljub majhnemu številu študentov lahko trdimo, da že ena izkušnja z novim pristopom poučevanja spremeni odzive študentov. Obenem je to magistrsko delo prvi znani preizkus pristopa Investigative Science Learning Environment v primeru poučevanja reaktorske fizike na univerzitetnem nivoju. In this master thesis, the pedagogical renovation of the laboratory experiment with activated water on the TRIGA reactor is presented. The new version of the experiment is based on the method called Investigative Science Learning Environment, which is an established approach for teaching physics. One of the purposes of this way of teaching is enhancing the development of scientific abilities in students. The scientific abilities are processes and skills that scientists use at work. For example, the ability to identify the sources of uncertainties and the assumptions made while conducting an experiment. The education of future physicists requires involving them into the training of the scientific abilities. Moreover, other professions have also started to require these skills. The development of scientific abilities is possible with adequately designed laboratory work. The new version of the laboratory exercise with activated water was designed for this purpose. A new version of laboratory instructions was created and tested with a group of students of the experimental reactor physics course. A thorough analysis of their responses and their reports was conducted. The findings were compared to the results from a previous group which was taught with the traditional method. Even though the number of the students included in the study was small, one can say that already one experience with the Investigative Science Learning Environment approach changed their way of thinking. This work is the first known application of this pedagogical approach on teaching reactor physics at the university level.

Za učence s primanjkljaji na posameznih področjih učenja (v nadaljevanju PPPU) je značilno, da imajo izrazite težave pri osnovnih šolskih spretnostih (branje, pisanje, pravopis, računanje), ki vplivajo na različna področja učenja. Vsebine s področja fizike se v učnih načrtih pojavljajo vse od prvega razreda dalje. Fizikalne vsebine so vključene v različne raziskave s področja naravoslovne pismenosti, kot znanja enega izmed osnovnih 4 vsebinskih področij: biologije, kemije, vede o Zemlji in fizike. Pouk fizike učenci s PPPU večkrat opisujejo kot enega najtežjih v osnovnošolskem programu, saj od učencev poleg fizikalnih znanj in spretnosti zahteva dobro deklarativno, konceptualno in problemsko predznanje matematike kot tudi bralno razumevanje, ki učencem omogoča razumevanje prebranega, tako enostavnih kot tudi težjih in bolj specifičnih strokovnih vsebin. V teoretičnem delu je predstavljena kognitivna strategija reševanja besedilnih nalog, ki jo običajno uporabljamo pri reševanju matematičnih besedilnih nalog, ter način uporabe pri reševanju fizikalnih nalog. Želimo namreč predstaviti širšo uporabnost že omenjene kognitivne strategije reševanja matematičnih besedilnih nalog. Učencem s PPPU kognitivna strategija reševanja nalog omogoča postopnost pri reševanju fizikalnih nalog in s tem posledično boljše razumevanje ter večjo uspešnost. V empiričnem delu je uporabljen lasten avtorsko zasnovan trening kognitivne strategije reševanja fizikalnih nalog (eksplicitno poučevanje vseh 7 korakov strategije, torej branja nalog, parafraziranja ter iskanja ključnih podatkov, ponazarjanja nalog, načrtovanja postopka reševanja, ocenjevanja rezultatov, računanja ter oblikovanja ustreznega odgovora ter postopka preverjanja reševanja nalog) v povezavi s timskim poučevanjem tega predmeta. V magistrskem delu so predstavljene konkretne ideje za pomoč učencem pri pouku fizike, s poudarkom na pomenu uporabe eksplicitnega in timskega poučevanja pri delu z učenci s PPPU. V raziskavo so bili vključeni trije osmošolci s PPPU. Rezultati so pokazali, da so bili učenci po zaključenem treningu reševanja fizikalnih nalog uspešnejši kot pred začetkom, vendar bi bil za bolj avtomatizirano uporabo kognitivne strategije reševanja fizikalnih nalog potreben daljši trening. Rezultati so pokazali tudi, da učiteljica fizike poroča o pozitivnem vplivu timskega poučevanja in treninga kognitivne strategije reševanja fizikalnih nalog na uspešnost učencev s PPPU pri pouku fizike. Učenci, vključeni v oddelek, v katerem je potekalo timsko poučevanje fizike, so opazili razliko v primerjavi s klasičnim načinom poučevanja tega predmeta. Vendar pa so bili tej novi inkluzivni obliki poučevanja fizike manj naklonjeni kot učiteljica fizike ter specialna in rehabilitacijska pedagoginja. It is typical of pupils with severe specific learning disabilities (later on SLD) to have distinct difficulties when it comes to basic learning skills (reading, writing, spelling, calculating), which affect different areas of learning. Teaching contents in physics are present in the school curriculum from the first grade on. Physics related contents are incorporated into various researches in the field of science literacy, being the knowledge of the four basic content areas: biology, chemistry, science of Earth and physics. The physics classes are among pupils with severe SLD referred to as the most challenging during their primary education, as they demand the knowledge of physics and physics related skills, as well as good declarative memory, prior conceptual and problem-solving knowledge of mathematics, as well as reading comprehension skills, which enable the pupils to understand more challenging and content specific texts. The cognitive strategy instructions of solving problems, which is usually used when solving mathematical textual exercises, and the approach of solving exercises in physics, will be presented in the theoretical part of the thesis, the reason for this being the need to present the usefulness of the previously mentioned cognitive strategy instructions of solving problems. The cognitive strategy enables pupils with severe SLD a gradual solving of exercises in physics and in turn a better understanding and a higher chance of success. The empirical part consists of a self-designed training of the cognitive strategy instructions of solving problems in physics (explicit teaching of the 7 steps of the strategy, such as reading the exercises, paraphrasing and searching for key information, illustrating the exercise, planning the solving procedure, result assessment, calculating and the formation of a suitable answer) in connection to a co-teaching of this particular subject. The master thesis consists of a presentation of concrete ideas on how to help pupils in physics classes, with the emphasis on the importance of the use of explicit co-teaching, when dealing with pupils with severe SLD. The research was based on the work undertaken with three eight graders with learning disabilities. The results have shown, that at the end of their training the pupils were more successful when solving physics exercises than prior to it. However, a longer lasting training would be necessary for a more automised use of the cognitive strategy when solving physics exercises. The results have also shown a positive influence of the co-teaching and the use of training of cognitive strategies on the successfulness of pupils with learning disabilities, as reported by the physics teacher. The pupils, integrated in the class, in which a co-teaching of physics has taken place, have noticed a difference in teaching styles in comparison to a classic style of teaching physics. However, the pupils were less keen on this new inclusion-based method as were the physics teacher and the special education and rehabilitation teacher.