Κατεύθυνση Φυσικές Επιστήμες στην Εκπαίδευση
Library of the School of Education

2018-10-16

2018

Chionis Georgios

Κρυσταλλία Χαλκιά, ομότιμη καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Ευαγγελία Μαυρικάκη, αναπληρώτρια καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Κωνσταντίνος Σκορδούλης, καθηγητής , Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ

Μάθηση Μέσω Σχεδιασμού (Design Βased Learning) στις φυσικές επιστήμες: Αξιοποίηση μιας διδακτικής παρέμβασης με στόχο τη μέτρηση (α) της μεταβολής του ενδιαφέροντος για τη φυσική των μαθητών/μαθητριών του Γυμνασίου και (β) της γνωστικής εξέλιξής τους, συγκριτικά με μια καθοδηγούμενη ανακαλυπτική προσέγγιση

Greek

Αγγλικά

This master thesis refers to a teaching intervention, within the course of physics, that took place in students of the four classes of the third grade of a public lower secondary education school of the municipality of Zografou, Attica. In two, out of the four, classes of the third grade an intervention based on the Design Based Learning approach was carried out (intervention group), while in the other two classes a guided inquiry teaching approach was used (control group). The main objective was to compare the two teaching approaches in physics as regards (a) the change of interest and (b) the cognitive development of the students in physics.
In order to study the effect of the intervention on students' interest in physics, a questionnaire was used before and after the intervention. In order to study the effect of the intervention on students' cognitive development, a written evaluation test was used before and after the intervention. The written evaluation test was given again about one and a half months after the end of the intervention, to study the temporal retention of the above cognitive achievements. The data gathered were analyzed in all students, but also in relation to the pupils' gender and performance class.
Also, for "triangulation" reasons and for extraction of more qualitative conclusions, the method of observation during the intervention and the method of semi-structured interviews were used.
The results showed that the intervention increased the interest of students during the teaching process, maintained a greater interest in physics, and showed better results in long-term cognitive development, especially for female students.

Education - Sport science

Design Βased Learning, secondary education, interest in physics, cognitive development

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0

Yes

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https://pergamos.lib.uoa.gr/uoa/dl/object/2810691