Comparison of students\u27 approaches to conceptually similar physics and mathematics problems

V magistrskem delu ugotavljam, ali so oziroma kako so povezane sposobnosti reševanja matematičnih nalog z reševanjem fizikalnih nalog z enakimi oziroma zelo podobnimi matematičnimi koraki. Za to tematiko sem se odločila že v diplomskem delu, kjer me je spodbudilo večkrat slišano mnenje nekaterih, da imajo učenci težave pri fiziki zaradi neustreznega znanja matematike. Uspešnost reševanja konceptualno podobnih nalog pri matematiki in na drugih področjih so ugotavljale tudi predstavljene tuje raziskave. Vse ugotavljajo, da znanje matematike ni zadosten pogoj za uspešnost na drugih področjih. V magistrskem delu so predstavljene analiza in ugotovitve primerjave reševanja konceptualno podobnih nalog iz matematike in iz fizike med študenti prvih letnikov razrednega pouka in študentov vezav s fiziko na Pedagoški fakulteti, ki so prav tako pokazale, da potrebno matematično znanje ne prinaša nujno uspeha pri reševanju fizikalnih nalog ter da so razlogi za napake pri reševanju fizikalnih nalog lahko povezani tudi z drugimi dejavniki, ki niso posledica neznanja matematike.The purpose of the thesis is to establish whether and how the ability to solve mathematical problems relate to solving physical problems with the same or similar mathematical steps. General opinion, that physical problems appear due to ignorance of mathematics, already prompted me to focus on this subject in my graduate paper. Effectiveness of solving conceptually similar problems in the context of mathematics and other areas was also established by presented research. All collected data summarized that mathematical proficiency is not a sufficient condition for successfulness in other areas. In the thesis the analysis and findings of conceptually similar physics and mathematical problem solving comparison between 1st year Primary Teacher Education students and physics students are presented. It showed that mathematical knowledge is not the only condition for successful physical problem solving and that reasons for mistake making can be connected to other factors, that are not a consequence of mathematical ignorance