20.500.12556/RUL-184519 Poučevanje naravoslovja v kontekstu znanstvene fantastike v 5. razredu osnovne šole magistrsko delo Teaching science in 5th Grade primary school using the context of science fiction POVZETEK Učenje v kontekstu je v sodobni didaktiki naravoslovja prepoznano kot pristop, ki učencem približa zahtevnejše pojme. Zahtevnejše pojme in koncepte poveže z relevantnimi situacijami, s pripovedmi ter problemskimi izzivi. Znanstvena fantastika pri tem predstavlja še posebej zanimiv kontekst, saj odpira vprašanja o znanosti, tehnologiji ter pripadnosti, hkrati pa lahko pri učencih sproži močan situacijski interes ter podpira motivacijo za učenje. V magistrskem delu je znanstvena fantastika uporabljena kot didaktični okvir poučevanja predmeta naravoslovje in tehnika v 5. razredu osnovne šole, pri čemer je kot osrednja izhodiščna vsebina bil izbran odlomek animirane serije Star Trek: Prodigy, ki je bil skupaj z eksperimentalnim delom vpeljan v tehniški dan. Ta je bil načrtovan s pomočjo modela REACT in posodobljenega modela 4C, kjer kontekst ne služi le kot popestritev učne ure, temveč opora učencem, ki strukturira prehod od zgodbe k pojmom ter učnim ciljem. Namen raziskave je bil ugotoviti učinke poučevanja naravoslovnih vsebin v kontekstu znanstvene fantastike pri učencih 5. razreda. Preverjalo se je, ali se po izvedbi tehniškega dne spremenijo učni dosežki na preizkusu znanja ter kako so z dosežki povezani (1) individualni interes za predmet naravoslovje in tehnika, (2) individualni interes za znanstveno fantastiko in (3) situacijski interes, izmerjen po izvedbi tehniškega dne. Poleg tega smo s polstrukturiranim intervjujem preverili, ali sta predvideni odlomek in avtorski strip primerna učna gradiva z vidika razumevanja in doživljanja učencev. Raziskava je temeljila na kvantitativnem pred-po pristopu s kvalitativnimi dopolnitvami. Uporabljeni sta bili deskriptivna in kavzalno-neeksperimentalna metoda. Vanjo je bilo vključenih šestdeset učencev 5. razreda ljubljanske osnovne šole v šolskem letu 2023/2024. Učenci so reševali preizkus predznanja in preizkus znanja ter izpolnili vprašalnik individualnega in situacijskega interesa. Za vpogled v doživljanje uporabljenih gradiv je bil izveden polstrukturiran intervju, ki služi kot razlaga in dopolnitev kvantitativnih ugotovitev. Rezultati kažejo, da se povprečni dosežki učencev po tehniškem dnevu niso statistično spremenili. Kljub temu so se pokazale pomembne povezave med interesom in dosežki – učenci z višjim individualnim interesom za naravoslovje in tehniko so imeli statistično boljše predznanje, individualni interes za znanstveno fantastiko pa ni bil statistično značilno povezan z individualnim interesom za naravoslovje in tehniko. Po izvedenem tehniškem dnevu se je pokazal velik situacijski interes, ki ga je sprožil kontekst. Angažiranost in doživljanje učne situacije pomembno spremlja učne dosežke pri učenju v tem pristopu. Raziskava ima uporabno vrednost za učitelje razrednega pouka pri načrtovanju pouka naravoslovja, saj pokaže, da znanstvenofantastična pripoved deluje kot močan motivacijski sprožilec in učinkovita vstopna točka v raziskovalne dejavnosti, vendar so za stabilnejše učinke na znanje priporočljive daljše, bolj sistematične dejavnosti ter preverjanje učinkov na večjem vzorcu ter tudi preverjanje trajnosti znanja. Context-based learning is recognized in contemporary science education didactics as an approach that helps students grasp more complex ideas. It connects demanding concepts with relevant situations, narratives, and problem-based challenges. Science fiction represents a particularly interesting context in this regard, as it raises questions about science, technology, and belonging, while also being able to trigger strong situational interest in students and support their motivation to learn. In this master’s thesis, science fiction is used as a didactic framework for teaching the primary school subject Science and Technology in Grade 5, with an excerpt from the animated series Star Trek: Prodigy selected as the central starting material. The technical day was designed using the REACT framework and the updated 4C model, in which the context does not serve merely as an embellishment of the lesson, but as a scaffold that structures the transition from the story to concepts and learning objectives. The aim of the study was to determine the effects of teaching science content in a science-fiction context among Grade 5 students. The study examined whether students’ achievement on the knowledge test changes after the technical day and how achievement is related to (1) individual interest in the subject Science and Technology, (2) individual interest in science fiction, and (3) situational interest measured after the technical day. In addition, a semi-structured interview was used to examine whether the selected excerpt and the author-created comic strip are appropriate teaching materials in terms of students’ comprehension and experience. The research was based on a quantitative pre–post design with qualitative supplementation. Descriptive and causal non-experimental methods were employed. The sample included 60 Grade 5 students from a Ljubljana primary school in the 2023/2024 school year. Students completed a pre-test and a post-test and filled in a questionnaire on individual and situational interest. To gain insight into students’ experiences of the materials used, a semi-structured interview was conducted, serving as an explanation and complement to the quantitative findings. The results show that students’ mean achievement did not change statistically after the technical day. Nevertheless, important links between interest and achievement emerged: students with higher individual interest in Science and Technology had higher prior knowledge, while individual interest in science fiction was not statistically significantly related to individual interest in Science and Technology. After the technical day, the importance of situational interest became evident - students were interested in the context presented. Engagement and the experience of the learning situation are closely associated with learning outcomes within this approach. The study has practical value for primary school teachers when planning science lessons, as it shows that a science-fiction narrative can act as a strong motivational trigger and an effective entry point into inquiry-based activities. However, more stable effects on knowledge are likely to require longer, more systematic activities and the examination of effects in a larger sample and with delayed knowledge test measurement. osnovnošolsko učenje in poučevanje naravoslovje učenje v kontekstu znanstvena fantastika naravoslovje in tehnika individualni interes situacijski interes tehniški dan context-based learning science fiction Science and Technology individual interest situational interest technical day true false false J. Turk Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-07-09 08:30:42 2026-07-09 08:31:00 2026-07-10 08:55:57 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 77 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.3:5(043.2) 205915 284317187 52214.pdf 52214.pdf 1 E993D82B86F00E37E2B08C6C6117508B 831847361e81cb88247c8bed6542ed71542e43f2f0c9256c88c1dce792ba7dfe a0a9a414-7b5f-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=237389 Pedagoška fakulteta 0 0 0