Сања Ж. Балаћ, Универзитет у Новом Саду, Педагошки факултет у Сомбору, Србија, имејл: sanjabalac@gmail.com
Марија Т. Бошњак Степановић, Универзитет у Новом Саду, Педагошки факултет у Сомбору, Србија
Ивана З. Богдановић, Универзитет у Новом Саду, Природно-математички факултет, Србија
Иновације у настави, XXXV, 2022/3, стр. 75–90

| PDF | | Extended summary PDF |
DOI: 10.5937/inovacije2203075B

Резиме: Начин интерпретације топлотних феномена у разредној настави, којим се избегава појашњење ових појава на основу честичне грађе супстанце, оставља простор за формирање алтернативних ученичких идеја. Циљ овог рада је да се утврди колико деца разумеју топлотне феномене у разредној настави. У ту сврху је обликован тест знања о појмовима: агрегатна стања супстанце, структура супстанце, температура, топлота и провођење топлоте. Истраживање је спроведено у основним школама у Кикинди и Сомбору на узорку од 475 ученика. Анализа резултата показује да је са најнижим постигнућима, од 0% до 20% максималног броја бодова, знатно више ученика првог и другог разреда него оних из старијих разреда. У свим разредима највише ученика остварило је између 20% и 40% максималног броја бодова. Већина ученика трећег и четвртог разреда остварила је између 40% и 80% максималног броја бодова. Није било ученика са највишим постигнућима. Утврђено је да између ученика првог и другог разреда, као и између оних у трећем и четвртом, не постоје статистички значајне разлике у постигнућима, док је код осталих парова разреда та разлика статистички значајна (у корист старијих разреда). Истраживање је потврдило да је утицај наставе на ниво разумевања топлотних феномена код ученика млађег школског узраста недовољан, што захтева налажење нових приступа реализацији наведених садржаја.

Кључне речи: почетна настава природних наука, топлотни феномени, постигнућа ученика, тест знања.

Summary: The method of interpreting thermal phenomena in the lower grades of primary school, which avoids explaining these phenomena based on the particle structure of a substance, gives room for pupils’ alternative ideas. The aim of this paper is to determine the level of pupils’ understanding of thermal phenomena in the lower grades of primary school. For this purpose we developed a test of knowledge of the following concepts: aggregate states of a substance, substance structure, temperature, heat, and heat conduction. The research was carried out in primary schools in the towns of Sombor and Kikinda and the sample consisted of 475 pupils. According to the obtained results, the lowest achievement, between 0% and 20% of the maximum points, is observed much more among the pupils of the first and second grades of primary school than among the pupils of the higher grades. In all
grades the majority of the pupils had between 20% and 40% of the maximum number of points. There were no pupils with the highest scores. There was no significant statistical difference in terms of achievement bewtween the first and second grade pupils, nor between the third and fourth grade pupils, whereas this difference is statistically significant in other, higher pairs of grades (the final two grades had the highest level of achievement). The research confirmed that there is an insufficient impact of instruction on the level of understanding thermal phenomena among the pupils of the lower grades, which requires finding new approaches to teaching this type of content.

Кeywords: initial science instruction, thermal phenomena, pupils’ achievement, test of knowledge

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