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master's thesis
Učeničko razumijevanje oblika, pretvorbe i očuvanja energije
Zagreb: University of Zagreb, Faculty of Science, 2019. urn:nbn:hr:217:901366
Nikić, Iva
University of Zagreb
Faculty of Science
Department of Mathematics
University of Zagreb
Faculty of Science
Department of Physics

Institutional repository: Repository of the Faculty of Science

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Nikić, I. (2019). Učeničko razumijevanje oblika, pretvorbe i očuvanja energije (Master's thesis). Zagreb: University of Zagreb, Faculty of Science; Zagreb: University of Zagreb, Faculty of Science. Retrieved from https://urn.nsk.hr/urn:nbn:hr:217:901366

Nikić, Iva. "Učeničko razumijevanje oblika, pretvorbe i očuvanja energije." Master's thesis, University of Zagreb, Faculty of Science; University of Zagreb, Faculty of Science, 2019. https://urn.nsk.hr/urn:nbn:hr:217:901366

Nikić, Iva. "Učeničko razumijevanje oblika, pretvorbe i očuvanja energije." Master's thesis, University of Zagreb, Faculty of Science; University of Zagreb, Faculty of Science, 2019. https://urn.nsk.hr/urn:nbn:hr:217:901366

Nikić, I. (2019). 'Učeničko razumijevanje oblika, pretvorbe i očuvanja energije', Master's thesis, University of Zagreb, Faculty of Science; University of Zagreb, Faculty of Science, accessed 11 July 2024, https://urn.nsk.hr/urn:nbn:hr:217:901366

Nikić I. Učeničko razumijevanje oblika, pretvorbe i očuvanja energije [Master's thesis]. Zagreb: University of Zagreb, Faculty of Science; Zagreb: University of Zagreb, Faculty of Science; 2019 [cited 2024 July 11] Available at: https://urn.nsk.hr/urn:nbn:hr:217:901366

I. Nikić, "Učeničko razumijevanje oblika, pretvorbe i očuvanja energije", Master's thesis, University of Zagreb, Faculty of Science, Zagreb; University of Zagreb, Faculty of Science, Zagreb, 2019. Available at: https://urn.nsk.hr/urn:nbn:hr:217:901366

Metadata
TitleUčeničko razumijevanje oblika, pretvorbe i očuvanja energije
AuthorIva Nikić
MentorAna Sušac (mentor)
Committee memberAna Sušac (predsjednik povjerenstva)
Committee memberPetar Žugec (član povjerenstva)
Committee memberSnježana Lubura Strunjak (član povjerenstva)
Committee memberMatko Milin (član povjerenstva)
Committee memberBoris Muha (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Science
(Department of Mathematics)
Zagreb
GranterUniversity of Zagreb
Faculty of Science
(Department of Physics)
Zagreb
Defense date and country2019-09-25, Croatia
Scientific / art field,
discipline and subdiscipline		NATURAL SCIENCES
Physics
Abstract
Cilj ovog diplomskog rada bio je istražiti koliko su učenici osnovnih i srednjih škola upoznati s različitim energetskim konceptima te kako ih primjenjuju u različitim kontekstima. Pri konstrukciji testa korišteni su zadaci s web stranice projekta Američke udruge za napredak znanosti (AAAS- American Association for the Advancement of Science) Project 2061. Test je sadržavao 16 pitanja višestrukog izbora u kojima su učenici trebali primijeniti različite ideje vezane za energetske koncepte. Istraživanje je provedeno u Zagrebu na 252 učenika osmog razreda osnovne škole i 224 učenika trećeg razreda srednje škole. Analiza podataka dala je uvid u postotak točnih odgovora za učenike osnovnih i srednjih škola za svaki zadatak i za svako konceptualno područje, ali i postotak najčešće izabranih pogrešnih odgovora iz čega se dobiva uvid u učeničke miskoncepcije. Nadalje, uspoređeni su rezultati hrvatskih i američkih učenika čiji su podaci uzeti s web stranice AAAS projekta 2061. Učenici su najbolje riješili zadatke iz konceptualnog područja Oblici energije, zatim iz Pretvorbe energije, a najlošije su riješeni zadaci iz konceptualnih područja Unutarnja energija i Zakon očuvanja energije. Učenici osnovne škole su imali bolje rezultate na zadacima iz konceptualnog područja Oblici energije, dok su učenici srednje škole značajno bolje riješili zadatke sa zakonom očuvanja energije. U prosjeku su hrvatski učenici nešto bolje rješavali zadatke iz testa od američkih učenika, ali ta razlika je bila prisutna samo u nekim zadacima. U zadnje vrijeme u našem obrazovanju naglašava se aktivno sudjelovanje učenika u nastavi, međutim miskoncepcije, koje nije lako i jednostavno promijeniti, uvelike pridonose kako učenici prihvaćaju i savladavaju novo gradivo u fizici. Rezultati ovog diplomskog rada ukazuju da je u nastavi potrebno više pažnje posvetiti zakonu očuvanja energije kod svih oblika i pretvorbi energije, ali i pojmu unutarnje energije.
Abstract (english)
The aim of this graduate thesis was to explore how much the elementary and high-school students are familiar with different energy concepts and how they apply them in different contexts. The test was constructed using questions from the AAAS Project 2061 website. The test consisted of 16 multiple-choice questions in which students were asked to apply different ideas regarding energy concepts. The study was conducted in Zagreb on 252 eighth-grade elementary students and 224 third-grade high-school students. The data analysis gave an insight into the percentage of correct answers for both elementary and high-school students for each question and each conceptual domain, as well as the percentage of the most frequently chosen wrong answers, which gave an insight into student misconceptions. Furthermore, the results of Croatian and American students whose data were taken from the AAAS Project 2061 website were compared. The students solved questions in the conceptual domain Energy Forms best, then the questions about the Energy Transformation, and the worst solved are questions in the conceptual domains Thermal Energy and Energy Conservation. Elementary school students had better test results in the conceptual domain Energy Forms, while high-school students significantly better solved questions about energy conservation. On average, the Croatian students had somewhat better test results than the American students, however, this difference was apparent only for some test items. Recently in our education, there is an emphasis on the active participation of students in classes, but misconceptions, which are not easy or simple to change, greatly contribute to the students’ acceptance and mastering of the new ideas in physics. The results of this thesis indicate that more attention needs to be paid to the energy conservation in all forms and transformations of energy, as well as to the concept of thermal energy.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:217:901366
Study programmeTitle: Mathematics and Physics Education; specializations in: Mathematics and Physics Education
Course: Mathematics and Physics Education
Study programme type: university
Study level: integrated undergraduate and graduate
Academic / professional title: magistar/magistra edukacije matematike i fizike (magistar/magistra edukacije matematike i fizike)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2020-02-14 11:52:39