20.500.12556/RUL-179463 Fifth-grade students’ science competencies – an opportunity to rethink further education for science competence Naravoslovne kompetence učencev petega razreda – priložnost za ponovni razmislek o nadaljnjem izobraževanju za razvoj naravoslovnih kompetenc This paper deals with the science competences of fifth-grade students (ages 10 and 11 years) in Slovenia. The science content researched in this study comprises chemical concepts, such as aqueous solutions, states of matter, and nutrition. The science competence and science competencies that elementary school students are supposed to develop are defined. In the following, the concept of attitude towards science and its role in the construct of science competence is explained. The three components of science competencies of the 10- and 11-year-old students were measured using a knowledge test to cover content and procedural knowledge and a questionnaire to measure the attitude of students towards science. The findings reveal that procedural knowledge is the least developed among students. It is also confirmed that attitude components have an important role in interpreting overall science competency test achievements. In the conclusion, the holistic view of the development of science competencies (knowledge, skills, and attitude) is emphasised. Further study of the attitudes towards science in relation to science competence development in a broader way is suggested. Ta prispevek obravnava naravoslovne kompetence učencev petega razreda (starosti 10 in 11 let) v Sloveniji. Naravoslovne vsebine, vključene v preizkusih znanja v raziskavi, se navezujejo na kemijske pojme, kot so: vodne raztopine, agregatna stanja snovi in prehrana. Opredeljene so naravoslovne kompetence, ki naj bi jih razvijali osnovnošolci. V nadaljevanju sta pojasnjena odnos do naravoslovja in njegov vpliv na konstrukt naravoslovne kompetence. Tri komponente naravoslovnih kompetenc 10- in 11-letnih učencev so bile merjene z uporabo preizkusa znanja, ki je zajemal vsebinsko in proceduralno znanje, ter anketnega vprašalnika za merjenje odnosa učencev do naravoslovja. Ugotovitve kažejo, da je pri omenjeni skupini učencev proceduralno naravoslovno znanje najmanj razvita komponenta naravoslovnih kompetenc. Potrjeno je tudi, da imajo komponente odnosa do naravoslovja pomembno vlogo pri interpretaciji skupnih dosežkov na preizkusu znanja naravoslovnih kompetenc. V zaključku je poudarjen celostni pogled na razvoj naravoslovnih kompetenc (znanje, spretnosti in odnos). Predlagano je nadaljnje raziskovanje odnosa do naravoslovja v povezavi z razvojem naravoslovnih kompetenc na širši ravni. elementary school students science competence competencies content knowledge procedural knowledge attitudes towards science naravoslovna kompetenca kompetenca vsebinsko znanje proceduralno naravoslovno znanje odnos do naravoslovja osnovnošolci naravoslovje osnovnošolsko izobraževanje true false true Angleški jezik Slovenski jezik Podatek o licenci CC-BY 4.0 je naveden na spletni strani revije (https://ojs.cepsj.si/index.php/cepsj/about). (Datum opombe 14. 2. 2026) Članek v reviji 2026-02-14 09:27:03 2026-02-14 09:27:03 2026-02-25 11:56:55 0000-00-00 00:00:00 2025 0 0 Str. 41–71 no. 3 Vol. 15 (varia issue) 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.32.016:50 2232-2647 10.26529/cepsj.1658 180876035 RAZ_Purkat_Matija_2025.pdf RAZ_Purkat_Matija_2025.pdf 1 2C4D36ACD1D67706282369A4F66C12A6 726822171d4883177440cacbfeb85de8c209e460ba4985ac53512fa2e9966e5c 4e0b59fc-097f-11f1-a1ba-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=227993 https://cepsj.si/index.php/cepsj/article/view/1658 0 bfe14550-097e-11f1-a1ba-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=227992 Pedagoška fakulteta CEPS journal 0 0 0