84 KB28 KB200820242015Battelli, ClaudioDolenc-Orbanić, Natašaštevilka:1letnik:13str. 25-37, 131COBISSID:1537325252ISSN:1581-8225URN:URN:NBN:SI:doc-5THY22CIslŠola za ravnateljeVodenje v vzgoji in izobraževanjualternative understandingsconstructivist approachkonstruktivistični pristopnaravoslovjenatural science classesosnovne šolepoukučne metodeZ ustreznimi pristopi do preoblikovanja alternativnih pojmovanj|Learning is viewed as a dynamic process of changing, reconstructing and forming notions and concepts, which requires the teacher to know when and how students learn concepts, since it is the way they are taught that influences the way the students will understand, use and incorporate these concepts into their existing experience. It is inevitable that children often form the so-called alternative notions and concepts that are incomplete or even incorrect. At first, these emerge spontaneously from different personal experiences, but they also take shape in schools, especially due to inadequate explanations as provided by the teacher, and the professionally incorrect or misleading clarifications of concepts as they appear in study materials. Thusly formed conceptualisations are often deeply rooted, they present a great obstacle for learning, and frequently prove difficult to reshape by means of traditional teaching strategies. Conversely, by using modern teaching approaches aimed at active knowledge construction, students are provided with opportunities to abandon their alternative understandings and replace them with new ones that are closer to scientific truths. In regard to the issue under discussion, this article presents some specific cases of how and why such incorrect conceptualisations emerge and through what approaches they can be reshaped, since the concept shaping is one of the fundamental tasks of instructionUčenje pojmujemo kot dinamičen proces spreminjanja, rekonstrukcije in oblikovanja pojmov, kar od učitelja zahteva, da ve, kdaj in kako se učenci pojme učijo, saj način poučevanja vpliva na to, kako bodo pojme razumeli, uporabljali ali vključili v svoje obstoječe izkušnje. Pri tem je neizogibno pojavljanje otrokovih t. i. alternativnih pojmovanj, ki so pogosto nepopolna ali celo napačna. Nastajajo najprej spontano, iz različnih osebnih izkušenj, oblikujejo pa se tudi v šoli, zlasti zaradi neustreznih učiteljevih razlag in strokovno nekorektnih ali zavajajočih obrazložitev pojmov v učnem gradivu. Tako nastala pojmovanja so pogosto globoko zasidrana, predstavljajo veliko oviro pri učenju in jih s tradicionalnimi strategijami poučevanja težko preoblikujemo. Z uporabo sodobnih pristopov k poučevanju, ki so naravnani k aktivni konstrukciji znanja, pa učencem omogočamo, da opustijo alternativna pojmovanja in jih nadomestijo z novimi, ki so bliže znanstvenim resnicam. Na podlagi omenjene problematike v prispevku predstavljamo nekaj konkretnih primerov, kako in zakaj napačna pojmovanja nastajajo ter s kakšnimi pristopi jih je mogoče preoblikovati, saj je ravno oblikovanje pojmov ena od temeljnih nalog poukaTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaŠola za ravnatelje