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master's thesis
Upotreba konceptualnih mapa u vrednovanju razumijevanja učenika
Zagreb: University of Zagreb, Faculty of Science, 2015. urn:nbn:hr:217:379574
Gavrić, Branka
University of Zagreb
Faculty of Science
Department of Biology

Institutional repository: Repository of the Faculty of Science

Cite this document

Gavrić, B. (2015). Upotreba konceptualnih mapa u vrednovanju razumijevanja učenika (Master's thesis). Zagreb: University of Zagreb, Faculty of Science. Retrieved from https://urn.nsk.hr/urn:nbn:hr:217:379574

Gavrić, Branka. "Upotreba konceptualnih mapa u vrednovanju razumijevanja učenika." Master's thesis, University of Zagreb, Faculty of Science, 2015. https://urn.nsk.hr/urn:nbn:hr:217:379574

Gavrić, Branka. "Upotreba konceptualnih mapa u vrednovanju razumijevanja učenika." Master's thesis, University of Zagreb, Faculty of Science, 2015. https://urn.nsk.hr/urn:nbn:hr:217:379574

Gavrić, B. (2015). 'Upotreba konceptualnih mapa u vrednovanju razumijevanja učenika', Master's thesis, University of Zagreb, Faculty of Science, accessed 28 November 2024, https://urn.nsk.hr/urn:nbn:hr:217:379574

Gavrić B. Upotreba konceptualnih mapa u vrednovanju razumijevanja učenika [Master's thesis]. Zagreb: University of Zagreb, Faculty of Science; 2015 [cited 2024 November 28] Available at: https://urn.nsk.hr/urn:nbn:hr:217:379574

B. Gavrić, "Upotreba konceptualnih mapa u vrednovanju razumijevanja učenika", Master's thesis, University of Zagreb, Faculty of Science, Zagreb, 2015. Available at: https://urn.nsk.hr/urn:nbn:hr:217:379574

Metadata
TitleUpotreba konceptualnih mapa u vrednovanju razumijevanja učenika
Title (english)Using concept maps to assess student's conceptual understanding
AuthorBranka Gavrić
MentorInes Radanović (mentor)
Committee memberInes Radanović (predsjednik povjerenstva)
Committee memberDraginja Mrvoš-Sermek (član povjerenstva)
Committee memberBiljana Balen (član povjerenstva)
Committee memberVesna Petrović Peroković (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Science
(Department of Biology)
Zagreb
Defense date and country2015-09-30, Croatia
Scientific / art field,
discipline and subdiscipline		NATURAL SCIENCES
Biology
Abstract
Konceptualne mape omogućuju učenicima jasan i transparentan prikaz razumijevanja te olakšavaju i omogućuju smisleno učenje, jer služe kao grafički predložak u strukturiranju znanja. Izradom konceptualnih mapa na jednostavan način potiču se više kognitivne funkcije, a mogu se koristiti i u procjenjivanju te vrednovanju različitih razina znanja. U istraživanju primjene konceptualnih mapa sudjelovalo je 219 učenika 7. razreda osnovne škole sa različitim iskustvom primjene konceptualnih mapa kojima su prikazivali svoje razumijevanje mitoze i mejoze i shodno tome utvrđen je utjecaj prethodnog iskustva učenja uz konceptualne mape na razumijevanje teme. Cilj istraživanja bio je provjeriti učinkovitost primjene konceptualnih mapa. Mape su analizirane i vrednovane temeljem kriterija različite osjetljivosti, a rezultati primjene kriterija omogućili su provjeru učinkovitosti primjene konceptualnih mapa pri vrednovanju učeničkog razumijevanja te njihovu usporedbu. Kvantitativnom i kvalitativnom analizom utvrđen je stupanj konceptualnog razumijevanja, usvojenost koncepata mitoze i mejoze i eventualne miskoncepcije. Rezultati su pokazali da su konceptualne mape učinkovite pri vrednovanju te da prethodno iskustvo učenja uz konceptualne mape ima značajan utjecaj na konceptualno razumijevanje procesa staničnih dioba. Utvrđena je slaba usvojenost koncepata mitoze i mejoze kod učenika te brojne miskoncepcije.
Abstract (english)
Concept maps are graphical tools that facilitate meanigngful learning as they allow oganizing, structuring and transparenty representing student's knowledge. This simple tool that facilitates and induces higher cognitive functions can also be used as an evaluation and assessment tool. 219 elementary school students with different previous experience in concept mapping represented their knowledge on mitosis and meiosis. Student's concept maps were evaluated to determine the effect of previous experience on meiosis and mitosis understanding. The aim of this research was to determine the effectiveness of concept map usage in the assessment of student's conceptual understanding. Map analysis was made through criterions with different susceptibility for levels of conceptual understanding. The results of criterion use enabled the verification of the concept maps efficacy, the degree of student's conceptual understanding, the acquired biological concepts and the potential preseence of misconceptions. Results have shown that concept maps are decidedly effective as an assesment tool. Prior experience with concept mapping has a considerable effect on student's conceptual understanding of meiosis and mitosis. Student's acquired concept and knowledge of cell division processes is below the estimated and unsatisfactory and many student's misconceptions were ascertained.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:217:379574
Study programmeTitle: Integrated undergraduate and graduate university study of Biology and Chemistry Education; specializations in: Integrated undergraduate and graduate university study of Biology and Chemistry Education
Course: Integrated undergraduate and graduate university study of Biology and Chemistry Education
Study programme type: university
Study level: integrated undergraduate and graduate
Academic / professional title: magistar/magistra edukacije biologije i kemije (magistar/magistra edukacije biologije i kemije)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2017-04-21 10:15:36