Didactic instrument to teach and assess the understanding of the concept of energy

Energija je eden težjih fizikalnih konceptov, ki nastopa v vseh področjih fizike in učencem pogosto predstavlja težave. Ker jo lahko le posredno opazujemo preko lastnosti teles, ki se spremenijo ob prejeti ali oddani energiji, je učencem težko predstavljiva. Nekateri osnovnošolski učbeniki prikažejo pretvarjanje energije z energijskimi diagrami ali stolpci, večinoma pa energijske procese le besedno opišejo. Zdi se, da bi bila vizualizacija pretvarjanja energije iz ene oblike v drugo in prenosa energije med telesi dobrodošla kot didaktični pripomoček, še posebej, če bi bil pripomoček uporaben za vizualizacije energijskih procesov v različnih fizikalnih problemih. Glavni cilj raziskave je rešiti ta problem in oblikovati didaktični pripomoček za poučevanje energijskih konceptov v osnovni šoli. V magistrskem delu so predstavljeni didaktični pripomoček, ki omogoča vizualizacijo energijskih procesov, predlog načina poučevanja energije s tem didaktičnim pripomočkom, natančna navodila zanj in zbirka predlaganih primerov, ki učenca vodijo k razumevanju vse težjih energijskih konceptov. Izvedena je bila evalvacijska raziskava kot multipla študija primera na priložnostnem namenskem vzorcu, ki je zajemal osnovnošolca in srednješolko. Uporabljena je bila deskriptivna metoda. Namen raziskave je bil pridobiti informacije o razumljivosti opisov in navodil, časovni zahtevnosti izvedbe ter uporabnosti predstavljenega didaktičnega pripomočka, ki so omogočale izboljšati izbor primerov. Ugotovila sem, da morajo biti opisi opazovanih pojavov in navodil natančni. Smiselno je, da se med seboj ločijo po tipu pisave. Izvedba posameznih primerov je mogoča v času ene šolske ure. Didaktičen pripomoček je enostaven za uporabo in izdelavo. Ob uporabi didaktičnega pripomočka učenci aktivno razmišljajo in sodelujejo ter hkrati ponavljajo in utrjujejo znanje. Njegova uporaba pozitivno vpliva na predstave, razumevanje in izražanje učencev, saj ozavešča razlike med oblikami energije, pretvarjanjem in prenosi energije. Slabost didaktičnega pripomočka je, da z njim ne moremo prikazati negativne energije, ki pa se ji z ustrezno izbiro koordinatenga izhodišča v osnovni šoli lahko izognemo. Didaktični pripomoček konkretizira abstraktnost koncepta energije in olajša usvajanje osnovnih učnih ciljev pri obravnavi energije.Energy is one of the most difficult physical concepts that occurs everywhere in physics and often causes problems for students. Since it can only be observed indirectly through the properties of bodies that change when energy is received or transmitted, it is a difficult concept to understand. In some primary school textbooks transformations of energy are represented by energy diagrams or bar charts, but usually they only describe energy processes with words. It seems that visualization of transformation and transfer of energy between objects would be welcome as a methodical instrument, especially if the instrument would be useful for visualizing energy processes in various physical problems. Therefore, the main objective of the research is to design such methodical instrument for teaching energy concepts in primary schools. The master thesis presents an instrument that enables the visualization of energy processes, a proposal for teaching energy with this instrument, detailed instructions for its use, and a collection of suggested examples that guide students to understand more and more difficult energy concepts. An evaluation study was carried out as a multiple case study on a random purpose sample including a primary and secondary school student. A descriptive method was used. The purpose of the study was to obtain information about the comprehensibility of the descriptions and instructions, the time complexity of the implementation and the usefulness of the presented methodical instrument, thus improving the collection of examples. I found that the descriptions of the observed phenomena and instructions should be accurate and different fonts should be used for different parts. The implementaiton of one example is possible during a regular school lesson. The instrument is easy to use and to assemble. With the help of this instrument the pupils think and participate actively and at the same time repeat and consolidate their knowledge. Its use has a positive effect on the students perception, understanding and expressions, as it raises awareness of the differences between different forms, transformations and transfers of energy. Its disadvantage, however, is that it does not allow to show negative energy, which can be avoided in the lower secondary school by appropriate choice of coordinate system. The instrument however visualize the abstract nature of the concept of energy and facilitates the acquisition of basic learning goals in teaching energy concepts