20.500.12556/RUL-169747 Biološko znanje dijakov in njihova stališča do mitov v biologiji magistrsko delo High School Students' Biology Knowledge and Attitudes Toward Myths in Biology Šola je eden izmed pomembnih dejavnikov, ki že v zgodnjem otroštvu vpliva na oblikovanje vrednot in stališč. Zaradi pomanjkljivega znanja in slabega razumevanja v poplavi vseh informacij nastajajo in obstojijo različni miti v biologiji, ki vplivajo tudi na obnašanje posameznikov in družbe. Za uspešno odpravljanje in preprečevanje mitov v biologiji je sprva potrebno njihovo razumevanje. V magistrski nalogi smo zato predstavili dvom v znanost, definirali štiri področja raziskovanja (COVID-19 in cepljenje, podnebne spremembe, GSO, evolucije in kreacionizem), vlogo šole na tem področju in naravoslovno samoučinkovitost. V raziskavi nas je zanimalo, ali obstajajo povezave med znanjem biologije in dovzetnostjo dijakov za različne mite v biologiji. Želeli smo ugotoviti, kakšno je splošno znanje biologije po zaključku osnovnošolskega izobraževanja, kako dijaki ocenjujejo svoje znanje biologije in kakšna so njihova stališča do izbranih mitov. Med drugim smo želeli ugotoviti tudi, ali se statistično pomembne razlike v stališčih do mitov pojavljajo med dijaki, ki drugače ocenjujejo svoje znanje biologije, med dijaki z različnimi zaključnimi ocenami pri naravoslovnih predmetih v osnovni šoli, ali med dijaki, ki obiskujejo različne srednješolske programe. Zanimalo nas je tudi, ali morda obstajajo statistično pomembne razlike v stališčih do mitov glede na spol dijakov. Ugotovili smo, da je znanje biologije med dijaki glede na ocene dobro, dobro je tudi na mednarodni ravni. Svoje znanje so dijaki najnižje ocenjevali pri sklopu mikrobiologije, anatomije človeka in evolucije, svoje znanje visoko vrednotijo pri sklopu živali ter na področju poznavanja fotosinteze in celičnega dihanja. Dijaki najvišje vrednotijo sklop nezaupanje v GSO, nato nezaupanje v cepljenje, zatem sklop zanikanje evolucijske teorije in najnižje sklop zanikanje podnebnih sprememb. Rezultati so pokazali, da dijaki, ki nižje ocenjujejo lastno znanje biologije, višje vrednotijo trditve v sklopu zanikanja podnebnih sprememb in evolucijske teorije. Dijaki z nižjim povprečjem zaključnih ocen pri naravoslovnih predmetih višje vrednotijo trditve v sklopu zanikanja podnebnih sprememb, nezaupanja v GSO in zanikanja evolucijske teorije kot dijaki z višjim povprečjem zaključnih ocen pri naravoslovnih predmetih. Stališča dijakov do zanikanja podnebnih sprememb in zanikanja evolucijske teorije se razlikujejo glede na to, kateri srednješolski program obiskujejo, ni pa statistično pomembnih povezav med stališči do nezaupanja v cepljenje in GSO. Spol bistveno ne vpliva na stališča dijakov glede mitov v biologiji. Ženske so izkazale večjo podporo teorijam zarote, medtem ko so se moški bolj strinjali s trditvami glede zanikanja podnebnih sprememb. Ženske imajo višje povprečje zaključnih ocen pri biologiji in naravoslovnih predmetih v osnovni šoli ter višje vrednotijo svoje znanje pri biologiji v primerjavi z moškimi. Raziskava je pokazala, da znanje biologije, pridobljeno v osnovni šoli, vpliva na dovzetnost dijakov za mite v biologiji, sorazmerno s količino in celovitostjo pridobljenega znanja na določenem področju obravnavanega predmeta. The development of values and attitudes starts in early childhood, so school is one of the important factors influencing this process. Due to a lack of knowledge and poor understanding, various myths in biology can emerge and persist amidst an overwhelming amount of information, affecting both individual and societal behavior. To effectively dispel and prevent these myths, it is first necessary to understand them. In this master's thesis, the focus is on skepticism toward science, particularly in four key areas: COVID-19 and vaccination, climate change, GMOs, and the debate between evolution and creationism. The role of education and scientific self-efficacy is also discussed. The research aimed to explore whether there are connections between students' knowledge of biology and their susceptibility to various biological myths. The study sought to determine the general level of biology knowledge after primary education, how students assess their own biology knowledge, and their attitudes toward selected myths in biology. The study also investigated whether there are statistically significant differences in attitudes toward myths among students who rate their biology knowledge differently, among students with different final grades in elementary science subjects, among students enrolled in different high school programs, and between male and female students. The findings indicate that students generally have a good understanding of biology, both locally and globally. Students rated their knowledge lowest in areas like microbiology, human anatomy, and evolution, while rating their knowledge highest in animal biology and topics like photosynthesis and cellular respiration. Students expressed the most skepticism towards GMOs, followed by vaccination, evolutionary theory denial, and lastly, climate change denial. The data showed that students who rate their own biology knowledge lower tend to be more supportive of statements denying climate change and evolutionary theory. Students with lower average grades in elementary science subjects were more likely to agree with statements denying climate change, expressing skepticism toward GMOs, and denying evolutionary theory, compared to students with higher average grades. Differences in attitudes toward climate change denial and evolutionary theory denial were observed based on the high school program students attended, although no statistically significant differences were found in attitudes towards skepticism of vaccination and GMOs. Gender did not have a significant impact on students' attitudes toward biology myths. However, it was noted that female students showed greater support for conspiracy theories, whereas male students more frequently agreed with statements denying climate change. Female students also had higher average grades in Biology and other science subjects in elementary school and rated their biology knowledge higher than male students. The research suggests that the level of biology knowledge acquired in elementary school affects students' susceptibility to biology myths, in proportion to the amount and depth of knowledge gained in specific areas of biology. mit predstave cepljenje gensko spremenjeni organizme podnebne spremembe evolucija biologija dijaki myth perception vaccination genetically modified organisms climate change evolution true false false K. Bukovnik Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-06-07 08:30:10 2025-06-07 08:30:46 2025-06-09 12:37:55 0000-00-00 00:00:00 2025 0 0 85 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 57-057.87(043.2) 184717 238738691 40449.pdf 40449.pdf 1 4C0ABB41483A05E8BC3B1D3857DB9F5B 935e0d9d7717c40960bf7aa2ed4cb236a4feb38ed359cd2f17f48f2bebe387ba a00b5a93-4367-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=211401 Pedagoška fakulteta 0 0 0