20.500.12556/RUL-182035 Razumevanje naravoslovnega raziskovanja pri učencih 9. razreda v Sloveniji magistrsko delo Understanding of Science Exploration Among Ninth Graders in Slovenia Za razvoj naravoslovne pismenosti je ključno, da učenci razumejo, kako znanost deluje, zakaj se raziskuje in na kakšen način se oblikujejo znanstveni dokazi. Oblikovanje raziskovalnih spretnosti mora potekati postopno, pri čemer učitelji uporabljajo različne oblike raziskovalnega pouka. Treba je oblikovati ustrezno učno okolje, ki učencem omogoča samostojno postavljanje vprašanj, načrtovanje preprostih raziskav, izvajanje eksperimentov, opazovanje in analiziranje rezultatov. Pomembno je, da učitelji učencem nudijo strukturirano podporo in jih hkrati spodbujajo k samostojnemu razmišljanju. S tem razvijajo sposobnosti kritičnega mišljenja, interpretacije in ustvarjalnosti. Z načrtnim razvijanjem naravoslovnih kompetenc lahko dosežemo cilje naravoslovne pismenosti, ki so v sodobni družbi ključnega pomena za razumevanje sveta. Učenje z raziskovanjem je zato tudi sredstvo za spodbujanje učenčeve notranje motivacije, interesov in pozitivne samopodobe, kar vpliva na dolgoročno učno uspešnost in odnos do predmeta naravoslovja. V raziskavi, ki je temeljila na kvantitativnem raziskovalnem pristopu, je sodelovalo sto dvajset učencev 9. razreda iz šestih osnovnih šol. Pri učencih smo s preizkusom znanja ugotavljali njihovo razumevanje naravoslovnega raziskovanja, z dodanim vprašalnikom o individualnem interesu in samopodobi pa smo ugotavljali raven interesa do učenja naravoslovnih vsebin in raven samopodobe kot motivacijskega ojačevalca, ki se nanaša na zaznavo lastne kompetentnosti. Rezultati so pokazali, da večina učencev izraža naivno poznavanje in razumevanje naravoslovnega raziskovanja. Pogosto ne prepoznajo razlike med podatki in znanstvenimi dokazi, ne razumejo, da raziskovalno vprašanje predstavlja temelj raziskave, in zmotno verjamejo, da vse znanstvene raziskave sledijo enotnemu zaporedju korakov. Pomanjkljivo je bilo razumevanje tudi o tem, kako končne razlage raziskav temeljijo na kombinaciji zbranih podatkov in predhodnega znanja. Analiza stališč učencev do naravoslovja je pokazala, da učence predmet naravoslovje zanima, pri pouku radi sodelujejo, vendar pa se z naravoslovnimi vsebini ne bi dodatno ukvarjali izven pouka. Ugotovljeno je bilo, da so učenci kljub nizkem razumevanju naravoslovnega raziskovanja trdili, da učna vsebina pri naravoslovju zanje ni pretežka, da imajo zadovoljive ocene in so dobri pri predmetu naravoslovje. The development of scientific literacy requires that students understand how science operates, why scientific inquiry is conducted, and how scientific evidence is generated. The development of inquiry skills should occur gradually, with teachers employing various forms of inquiry-based instruction. It is essential to establish an appropriate learning environment that enables students to formulate questions independently, to design simple exploration, conduct experiments, observe and analyse results. It is also important that teachers provide structured support while simultaneously encouraging independent thinking. In doing so, students develop abilities related to critical thinking, interpretation, and creativity. Through the systematic development of scientific competencies, the goals of scientific literacy can be achieved, which are of crucial importance in contemporary society for understanding the world. Inquiry-based learning therefore also represents a means of fostering students’ intrinsic motivation, interests, and positive self-concept, which in turn influences long-term academic achievement and attitudes toward science as a school subject. The study was based on a quantitative research approach and included one hundred and twenty ninth-grade students from six primary schools. Students’ understanding of scientific inquiry was assessed using a knowledge test, while an additional questionnaire on individual interest and self-concept was used to determine the level of interest in learning science content and the level of self-concept as a motivational enhancer related to the perception of one’s own competence. The results showed that the majority of students demonstrate a naïve understanding of scientific inquiry. They often fail to recognise the difference between data and scientific evidence, do not understand that a research question constitutes the foundation of an investigation, and mistakenly believe that all scientific investigations follow a single fixed sequence of steps. Insufficient understanding was also identified regarding how final scientific explanations are based on a combination of collected data and prior knowledge. The analysis of students’ attitudes toward science indicated that students are interested in the subject and enjoy participating in science lessons; however, they would not engage with science-related content beyond classroom instruction. It was further determined that despite their limited understanding of scientific inquiry, students reported that the science curriculum was not too difficult for them, that they achieved satisfactory grades, and that they considered themselves successful in science. Naravoslovje naravoslovna pismenost naravoslovno raziskovanje učenje z raziskovanjem štirinajstletniki. Science scientific literacy scientific inquiry inquiry-based learning fourteen-year-olds. true false false D. Pondelek Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-04-23 08:30:06 2026-04-23 08:30:23 2026-05-04 08:29:43 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana VIII, 59 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 5:373.3(043.2) 204296 276855811 49716.pdf 49716.pdf 1 4FE3B60CA2CBA43CF508D52FE91CE1C7 02a48ed343a1068ced619a15a99933d40da89ead481d43074166409d88784ee1 b2b6ed8f-3edd-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=232953 Pedagoška fakulteta 0 0 0