Zala Poljanšek (2016) *Comparison of students' approaches to conceptually similar physics and mathematics problems in the national assessment of knowledge*. Diploma thesis.

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## Abstract

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. I focused on this subject because general opinion is that physical problems appear as a due to ignorance of mathematic. Studies presented in the thesis established the effectiveness of solving conceptually similar linear graphs in the context of mathematics and physics. The findings of all included studies shows that mathematical knowledge is not the only condition for successful physical task solving. Presented are similarities and differences in National Assessment of Knowledge (NAK) in maths and physics, comparison of accessories, valuation, etc. The thesis also presents the analysis and findings of conceptually similar physics and mathematical problems in National Assessment of Knowledge 2016 that pointed out the mistakes, made in solving physical problems are in the majority of cases connected with other factors and are not a consequence to ignorance of mathematic.

Item Type: | Thesis (Diploma thesis) | ||||||
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Keywords: | national assessment of knowledge, maths, physisc, similarity | ||||||

Number of Pages: | 31 | ||||||

Language of Content: | Slovenian | ||||||

Mentor / Comentors: |
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Link to COBISS: | http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11194185) | ||||||

Institution: | University of Ljubljana | ||||||

Department: | Faculty of Education | ||||||

Item ID: | 3818 | ||||||

Date Deposited: | 29 Sep 2016 09:22 | ||||||

Last Modified: | 29 Sep 2016 09:22 | ||||||

URI: | http://pefprints.pef.uni-lj.si/id/eprint/3818 |

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