Primjena istraživačkog učenja pri poučavanju učenika gimnazije o transportu vode u biljci

Babić, Paula

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master's thesis

Primjena istraživačkog učenja pri poučavanju učenika gimnazije o transportu vode u biljci

Zagreb: University of Zagreb, Faculty of Science, 2018. urn:nbn:hr:217:845955

Babić, Paula

University of Zagreb
Faculty of Science
Department of Biology

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APA 6th Edition

Babić, P. (2018). Primjena istraživačkog učenja pri poučavanju učenika gimnazije o transportu vode u biljci (Master's thesis). Zagreb: University of Zagreb, Faculty of Science. Retrieved from https://urn.nsk.hr/urn:nbn:hr:217:845955

MLA 8th Edition

Babić, Paula. "Primjena istraživačkog učenja pri poučavanju učenika gimnazije o transportu vode u biljci." Master's thesis, University of Zagreb, Faculty of Science, 2018. https://urn.nsk.hr/urn:nbn:hr:217:845955

Chicago 17th Edition

Harvard

Babić, P. (2018). 'Primjena istraživačkog učenja pri poučavanju učenika gimnazije o transportu vode u biljci', Master's thesis, University of Zagreb, Faculty of Science, accessed 23 November 2024, https://urn.nsk.hr/urn:nbn:hr:217:845955

Vancouver

Babić P. Primjena istraživačkog učenja pri poučavanju učenika gimnazije o transportu vode u biljci [Master's thesis]. Zagreb: University of Zagreb, Faculty of Science; 2018 [cited 2024 November 23] Available at: https://urn.nsk.hr/urn:nbn:hr:217:845955

IEEE

P. Babić, "Primjena istraživačkog učenja pri poučavanju učenika gimnazije o transportu vode u biljci", Master's thesis, University of Zagreb, Faculty of Science, Zagreb, 2018. Available at: https://urn.nsk.hr/urn:nbn:hr:217:845955

Cite this item: https://urn.nsk.hr/urn:nbn:hr:217:845955

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Title	Primjena istraživačkog učenja pri poučavanju učenika gimnazije o transportu vode u biljci
Title (english)	Implementation of inquiry based learning in teaching high school students about water transport in plants
Author	Paula Babić
Mentor	Ines Radanović (mentor)
Committee member	Ines Radanović (predsjednik povjerenstva)
Committee member	Vesna Petrović Peroković (član povjerenstva)
Committee member	Jasna Lajtner (član povjerenstva)
Committee member	Iva Juranović Cindrić (član povjerenstva)
Granter	University of Zagreb Faculty of Science (Department of Biology) Zagreb
Defense date and country	2018-09-27, Croatia
Scientific / art field, discipline and subdiscipline	NATURAL SCIENCES Biology
Abstract	Cilj ovog istraživanja je identificirati probleme s kojima se učenici susreću prilikom analiziranja grafički prikazanih podataka vezanih uz transport vode u biljci te utvrditi hoće li primjena istraživačkog pristupa u poučavanju pozitivno utjecati na uklanjanje problema. Provedeno je inicijalno testiranje te je na osnovu uočenih problema pripremana nastava uz zadatke tijekom kojih su učenici istraživanjima uz pripremu grafičkih prikaza dolazili do zaključaka i ostvarili neophodno učenje, koje je provjereno završnom provjerom. Analizom odgovora utvrđeno je da učenici znaju pročitati vrijednosti s grafičkog prikaza, ali se problemi pojavljuju kad trebaju objasniti donesene zaključke i ponuditi objašnjenje odgovora. Utvrđene su i miskoncepcije prilikom čitanja grafičkih prikaza vezanih uz transport vode u biljci. Nakon provedbe istraživačkog poučavanja učenici su u prosjeku bolje rješavali pitanja s grafičkim prikazima. Visoka razina angažiranosti učenika pri rješavanju istraživačkih zadataka odrazila se na uspjeh u rješavanju radnog listića uz pokuse te na riješenost druge provjere nakon provedbe istraživačke nastave. Angažiranost učenika ukazuje na visoku motiviranost za sudjelovanjem u ovakvim aktivnostima. Rezultati dobiveni istraživanjem ukazuju na potrebu ispravljanja greški počinjenih tijekom istraživanja kako bi se dobila jasnija slika utjecaja istraživačke nastave na uspjeh učenika.
Abstract (english)	The aim of this study is to identify the problems students encounter when analyzing graphically presented data related to water transport in the plant and to determine whether the use of inquiry-based learning will eliminate the problems. Initial testing was carried out and based on the problems noted, the course was prepared with the tasks during which the students came to the conclusions of the inquiry and the preparation of the graphic representations and accomplished the necessary learning, which was verified by the final examination. The analysis showed that students can read values from graphs, but have problems when they have to explain the conclusions. Also, the analysis showed that some students have misconception related to water transport in the plants. After the implementation of the inquiry-based learning students were better in dealing with graphs. The high level of engagement of students in solving inquiry tasks reflected on the success in solving the worksheets with experiments and on solving the second exam after the implementation of the inquiry-based teaching. Student’s engagement shows high motivation for participating in such activities. The results of the study point the need to correct the mistakes made during the study to gain a clearer picture of the impact of the inquiry-based teaching on student success.
Keywords
Keywords (english)
Language	croatian
URN:NBN	urn:nbn:hr:217:845955
Study programme	Title: 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 resource	Text
File origin	Born digital
Access conditions	Open access Embargo expiration date: 2020-09-27
Terms of use
Repository	Repository of the Faculty of Science
Created on	2018-10-30 13:26:57