20.500.12556/RUL-184790 Vsebinska analiza nacionalnega preverjanja znanja iz biologije 2025 magistrsko delo Content analysis of the national assessment of knowledge in biology in 2025 Nacionalno preverjanje znanja (NPZ) predstavlja obliko zunanjega preverjanja znanja v slovenskem osnovnošolskem izobraževanju, namenjeno spremljanju doseganja ciljev in standardov znanja, določenih z učnimi načrti. Pri predmetu biologija omogoča vpogled v znanje učencev ob zaključku osnovne šole in prispeva k spremljanju kakovosti poučevanja in učenja. V magistrskem delu smo vsebinsko analizirali nacionalno preverjanje znanja iz biologije leta 2025. Zanimalo nas je, katere značilne nepravilnosti in napačne predstave so se pojavile v odgovorih učencev, katerih vsebin učenci ob koncu osnovne šole niso obvladali zadovoljivo ter kakšne težave so imeli pri razumevanju navodil in pisnem izražanju. V raziskavi smo analizirali 200 naključno izbranih in anonimiziranih preizkusov nacionalnega preverjanja znanja iz biologije 2025. Pri analizi smo uporabili opisno statistiko in vsebinsko analizo odgovorov učencev. Rezultati kažejo, da imajo učenci največ težav pri vsebinah, ki zahtevajo razumevanje bioloških procesov, povezovanje bioloških pojmov in uporabo znanja v novih situacijah. Med najpogostejšimi težavami so se pokazale napačne predstave o fotosintezi in celičnem dihanju, opraševanju in razširjanju semen, delovanju organskih sistemov, načrtovanju poskusov ter pri razumevanju celične delitve in dedovanju lastnosti. Ugotovili smo tudi, da imajo učenci težave pri razumevanju navodil, oblikovanju ustreznih utemeljitev in uporabi strokovne biološke terminologije. Rezultati so skladni z ugotovitvami preteklih raziskav in analiz nacionalnega preverjanja znanja iz biologije. The National Assessment of Knowledge (NPZ) is a form of external assessment in Slovenian elementary education designed to monitor the achievement of learning objectives and standards set forth in the curriculum. In the subject of biology, it provides insight into students’ knowledge upon completion of elementary school and contributes to monitoring the quality of teaching and learning. In this master’s thesis, we conducted a content analysis of the 2025 national biology assessment. We were interested in identifying the typical errors and misconceptions found in students’ responses, determining which topics students do not master satisfactorily by the end of elementary school, and understanding the challenges they face in comprehending instructions and expressing biological concepts in writing. In the study, we analyzed 200 randomly selected and anonymized test papers from the 2025 national biology assessment. We used descriptive statistics and content analysis of students’ responses in our analysis. The results show that students have the most difficulty with content that requires an understanding of biological processes, the integration of biological concepts, and the application of knowledge to new situations. Among the most common difficulties were misconceptions regarding photosynthesis and cellular respiration, pollination and seed dispersal, the functioning of organic systems, experiment design, as wellas understanding cell division and the inheritance of traits.We also found that students have difficulty understanding instructions, formulating appropriate justifications, and using specialized biological terminology. The results are consistent with the findings of previous studies and analyses of the national biology assessment. ocenjevanje (izobraževanje) biologija nacionalno preverjanje znanja osnovna šola nepravilni odgovori vsebinska analiza biology national assessment elementary school incorrect answers content analysis true false false K. Plahanc Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-07-15 08:31:36 2026-07-15 08:31:40 2026-07-18 03:36:21 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana XII, 126 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.26:58(043.2) 206254 285110275 52151.pdf 52151.pdf 1 D36452B3A94256427FD88415327E2A23 878712c910b42a7e92cde7b03c5909b1770445f5d8aa22b751eda4d5e995e3c5 a934ff33-8016-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=240028 Pedagoška fakulteta 0 0 0