Uurimusliku õppe rakendamine ja praktiliste tööde erinevad realisatsioonid uurimuslikus õppes
Date
2010-08-16
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Abstract
Töös käsitleti uurimusliku õppe meetodite rakendamise sagedust loodusteaduslikes
ainetes ja selgitati välja nende meetodite olulisus õpetajate jaoks. Samuti uuriti õpilaste ja
õpetajate eelistuste aspektis praktiliste tööde erinevaid realisatsioone. Omavahel võrreldi
praktilise töö läbiviimist tavavahendite, Vernier’ andmekogujate ning
arvutisimulatsioonide abil. Seejuures üldistati seitsme erineva kooli gümnaasiumiastme
klassikomplekti õpilaste ja nende praktikumide juhendajatelt pärinevat infot. Uuriti ka
koolidele füüsikaõppeks hangitud Verner’ vahendite kasutamist teistes loodusainetes.
Järeldusi tehti 29 koolis õpetava 91 loodusainete õpetaja arvamuste põhjal.
Ehkki õpetajad peavad uurimusliku õppe erinevate etappide rakendamist oma aines
oluliseks, ei tule nad kõigi oluliste etappide realiseerimisega toime. Olemasolevaid
Vernier andmekogujaid ning sensoreid kasutavad kõige enam füüsika ja loodusõpetuse
õpetajad. Mõnevõrra vähem kasutust leiavad Vernier vahendid keemias, veelgi vähem
bioloogias ja kõige vähem geograafias. Seega kasutatakse koolidele füüsikaõppeks
hangitud Vernier vahendeid edukalt ka teistes loodusainetes.
Küsitletud õpilased pidasid praktilisi töid huvitavamateks nende teostamisel reaalsete
katsevahenditega, mitte arvutisimulatsioonide abil. Reaalsetest katsevahenditest
omakorda pakkusid rohkem huvi andmekogujad võrreldes tavavahenditega. Õpilastelt
laekunud tagasisides oli loovust ning kriitilist mõtlemist väljendavate küsimuste osakaal
kõrgem just tavavahendeid ja andmekogujaid kasutanud õpilaste hulgas.
Arvutisimulatsioone kasutanutel oli see madalam. Seega võib soovitada õpetajatel
valikuvõimaluse korral eelistada reaalseid mõõtevahendeid arvutisimulatsioonidele.
The given thesis examined the frequency of application of the inquiry-based learning methods by teachers of Sciences, and the importance of the aforementioned methods for the teachers. The data obtained from 91 teachers representing 29 schools was analyzed. Additionally, the preferences of students and teachers for the various realizations of the practical works were explored, whereby the practical works carried out either by traditional tools, Vernier’ equipment, or computer simulations were compared. The information gathered from seven classes of different high schools students and their practical work instructors was generalised as well. Despite the fact that the teachers appreciate the importance of the inquiry-based learning methods in their activities, they are not able to conduct all steps of these methods due to the lack of competence. It was also established that Vernier equipment is most widely used by the Physics and Science teachers. The application of Vernier equipment by chemistry teachers was on the slightly smaller scale, and this equipment is even less used in biology and most rarely in geography lessons. Overall, the results showed that the Vernier equipment initially targeted to the Physics studies is successfully applied also by other natural sciences. The questioned students considered the practical works performed by real devices more interesting than the analogical works comprised by computer simulations; in case of real devices, the students preferred Vernier equipment to the traditional tools. The proportion of raised questions reflecting creativity and critical thinking was higher in the feedback received from the students who applied the traditional tools and the Vernier equipment, as compared to the students who used computer simulations. Based on the latter observations, the conclusion might be drawn that it is recommendable for teachers to use real devices rather than computer simulations.
The given thesis examined the frequency of application of the inquiry-based learning methods by teachers of Sciences, and the importance of the aforementioned methods for the teachers. The data obtained from 91 teachers representing 29 schools was analyzed. Additionally, the preferences of students and teachers for the various realizations of the practical works were explored, whereby the practical works carried out either by traditional tools, Vernier’ equipment, or computer simulations were compared. The information gathered from seven classes of different high schools students and their practical work instructors was generalised as well. Despite the fact that the teachers appreciate the importance of the inquiry-based learning methods in their activities, they are not able to conduct all steps of these methods due to the lack of competence. It was also established that Vernier equipment is most widely used by the Physics and Science teachers. The application of Vernier equipment by chemistry teachers was on the slightly smaller scale, and this equipment is even less used in biology and most rarely in geography lessons. Overall, the results showed that the Vernier equipment initially targeted to the Physics studies is successfully applied also by other natural sciences. The questioned students considered the practical works performed by real devices more interesting than the analogical works comprised by computer simulations; in case of real devices, the students preferred Vernier equipment to the traditional tools. The proportion of raised questions reflecting creativity and critical thinking was higher in the feedback received from the students who applied the traditional tools and the Vernier equipment, as compared to the students who used computer simulations. Based on the latter observations, the conclusion might be drawn that it is recommendable for teachers to use real devices rather than computer simulations.
Description
Teadusmagistritöö rakendusfüüsika erialal
(füüsikaline infotehnoloogia)
Tööga kaasneb 21 lisa
Tööga kaasneb 21 lisa
Keywords
magistritööd, uurimuslik õpe, praktilised tööd, andmekoguja, arvutisimulatsioonid, katsevahendid