The Structure Of A Human Eye, Eye Defects (Long-Sightedness And Short Sightedness) And Correcting Eye Defects With Lens (Convex And Concave)

Damjan Štrus, Iztok Černe,
damjan.strus@guest.arnes.si, iztok.cerne1@guest.arnes.si
Gimnazija Litija

Povzetek

V prispevku predstavljava medpredmetno povezavo med fiziko in biologijo, ki sva jo izpeljala v 3. letniku gimnazijskega programa ob obravnavi preslikav z lečami, očesa in njegove zgradbe, napak očesa ter odpravljanja napak z uporabo leč. Pri tem sva se v veliki meri oprla na uporabo IKT, ki je vse bolj uporabljen učni pripomoček. Odločila sva se, da bova izpeljala nenapovedano medpredmetno povezavo, katere cilja bosta:
•    samoevalvacija najinega dela z dijaki,
•    najti pot. »na kakšen način dijakom predstaviti učno snov, pri kateri niso posebej zunanje nagrajeni (npr. z oceno) in vedo, da to znanje sploh ne bo preverjano«, pa so vseeno motivirani in se pri pouku veliko naučijo.
Odločila sva se za aktivne oblike učnih ur, kjer sva bila le v vlogi usmerjevalca; dijaki so eksperimentalno določali goriščno razdaljo leče, na računalniku analizirali meritev ter računalniško raziskovali zgradbo očesa in odpravljanje napak očesa z uporabo prave leče. Z evalvacijo sva preverjala znanje dijakov pred medpredmetno povezavo in po njej, da sva lahko analizirala »pridelek« učnih ur.

Ključne besede: leča, oko, očesne napake.

Abstract

In our article we show cross-curricular activities between physics and biology, which we performed in 3rd grade of gymnasium programme with lessons about lenses, eyes, eye structure, eye defects and correcting eye defects using lenses. We used information and computer technology, which is more and more common teaching accessory. We decided that we will perform unannounced cross-curricular activities, which had two aims:
•    Self-evaluation of our work with pupils,
•    Find a way to motivate and teach pupils “by introducing a topic, for which pupils will not be specially rewarded (e.g. with grades) and their knowledge derived from the topic will not be specially tested."
We decided for an active form of lessons, where teacher’s role is more similar to tutoring or mentoring; pupils had to experimentally determine a distance of a lens focus point, analyzed the measurement with a computer, investigated eye structure and annulled eye defects using the proper lens, also with a help of a computer. With the evaluation we tested knowledge of pupils before and after cross-curricular activities with a purpose to measure "added value" of lessons performed.

Key words: lens, eye, eye defects