20 KB1334 KB18 KB200520262012Gerlič, IvanÜlen, Simonštevilka:3letnik:45str. 140-144ISSN:1318-5454COBISSID:19205384URN:URN:NBN:SI:doc-RMBJHYVIenModerna organizacijaOrganizacija (Kranj)conceptual learningfizikafizletiICTIKTinformacijsko komunikacijska tehnologijaIrkutsk International Airportkonceptualno učenjephysicsphysletspouksimulacijesimulationsSloveniaSlovenijasrednje šoletraditional instructionThe conceptual learning of physics in Slovenian secondary schools|In the last decade, educational researchers have been intensively searching for new, innovative teaching approaches. Information and Communication Technology (ICT) has a great didactic potential and project COLOS (Conceptual Learning of Science) encourages the use of ICT in the contemporary educational process. In this paper we present the conceptual learning of Physics. With experimental research we investigated the effectiveness of such learning in Slovenian secondary school. Two groups of third-year students who were enrolled in an introductory Physics course participated in the study. In the experimental group students were taught through the conceptual learning and in the control group a traditional expository instruction was used. We examined the knowledge of students after carrying out lessons specifically on the topic of Electricity. Five thinking processes were assessed - Knowledge (Recall), Analysis, Comparison, Inference and Evaluation. We found that the conceptual learning was more effective than the traditional instructionV zadnjem desetletju številni raziskovalci na področju izobraževanja iščejo nove, inovativne pristope v poučevanju in učenju, take, ki bodo primernejši za nove generacije dijakov v današnjih šolah. Informacijsko komunikacijska tehnologija (IKT) ima ogromen didaktični potencial in projekt COLOS (Conceptual Learning Of Science) spodbuja uporabo IKT v sodobnem izobraževalnem procesu. V prispevku predstavljamo konceptualno učenje fizike. S pedagoškim eksperimentom smo raziskali učinkovitost takega pouka v slovenski srednji šoli. V raziskavi sta, v okviru učnih ur fizike, sodelovali dve skupini dijakov tretjega letnika gimnazije. Eksperimentalno skupino dijakov smo poučevali skozi konceptualno učenje, v kontrolni skupini dijakov smo uporabili tradicionalne metode poučevanja. Po izvedbi učnih ur, katerih vsebine so zajemale področje Elektrike, smo znanje dijakov ocenili. Preverjali smo pet miselnih procesov dijakov - poznavanje, analizo, sklepanje, primerjavo in ovrednotenje. Ugotovili smo, da je bilo konceptualno učenje učinkovitejše od tradicionalnega poukaTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Mariboru, Fakulteta za organizacijske vede