20.500.12556/RUL-186115 Sistemsko mišljenje kot način poučevanja vsebin okoljske kemije in trajnostnega razvoja pri pouku kemije magistrsko delo Systems thinking as an approach to teaching environmental chemistry and sustainable development in chemistry education Kemija kot naravoslovna veda pomembno prispeva k naslavljanju trajnostnih izzivov, s katerimi se srečuje družba 21. stoletja. Sodobni okoljski problemi in potreba po trajnostnem razvoju pa zahtevajo spremembe v načinu poučevanja kemije, pri čemer se sistemsko mišljenje izkaže kot pomembna kompetenca, saj omogoča razumevanje kompleksnih povezav med kemijskimi, okoljskimi, družbenimi in ekonomskimi sistemi. Kljub svoji pomembnosti pa je področje sistemskega mišljenja v kemijskem izobraževanju v slovenskem šolskem prostoru še precej neraziskano in neuporabljeno. Namen magistrskega dela je pregledati literaturo in obstoječe raziskave o sistemskem mišljenju v kemijskem izobraževanju in ugotoviti, kako prihodnji učitelji kemije razumejo sistemsko mišljenje ter kakšna so njihova stališča in pogledi na vključevanje le-tega v pouk kemije. V prvem delu magistrskega dela, v katerem je bilo analiziranih 21 znanstvenih člankov, je bil opravljen sistematičen pregled literature po smernicah PRISMA. V drugem delu raziskave pa je bil izveden vprašalnik s prihodnjimi učitelji kemije, ki so vprašalnik izpolnjevali v spletnem okolju 1ka. Pridobljeni podatki so bili izvoženi v program Microsoft Excel in nato obdelani v programu SPSS z uporabo opisne statistike. Ugotovljeno je bilo, da je področje sistemskega mišljenja v kemijskem izobraževanju na začetku razvoja in da je malo raziskav izvedenih z učitelji kemije. Največ raziskav je bilo glede na pregledano literaturo izvedenih na visokošolski ravni izobraževanja, najpogosteje pa se sistemsko mišljenje povezuje z vsebinami trajnostnega razvoja, zelene kemije in kemije okolja. Učitelji imajo večinoma pozitiven odnos do sistemskega mišljenja, največje ovire za njegovo uvajanje v pouk kemije pa predstavljajo pomanjkanje časa ter ustreznih učnih gradiv in usposobljenost učiteljev za ustrezno vpeljavo sistemskega mišljenja v pouk kemije. Za razvoj sistemskega mišljenja že obstajajo različni didaktični modeli in vizualni pripomočki, vendar je njihov velik primanjkljaj opazen predvsem na področju ocenjevanja. V empiričnem delu raziskave je bilo ugotovljeno, da prihodnji slovenski učitelji kemije sistemsko mišljenje razumejo kot pomemben pristop sodobnega pouka. Prepoznavajo njegovo pomembnost pri obravnavi trajnostnega razvoja in okoljskih vsebin, vendar se ne počutijo dovolj usposobljene za uporabo takšnega načina poučevanja v razredu. Ocenjujejo, da ne vedo, kako priti do kakovostnih gradiv, ter da bi potrebovali dodatno podporo šole in kolektiva, prav tako pa kot oviro navajajo časovno omejitev, učne načrte ter načine ocenjevanja. Sistemsko mišljenje predstavlja pomembno kompetenco, ki jo lahko razvijamo s sodobnim kemijskim izobraževanjem, zlasti s poučevanjem vsebin okoljske kemije in trajnostnega razvoja. V prihodnosti je torej potrebno dodatno nasloviti ustrezno izobraževanje prihodnjih učiteljev kemije ter zagotoviti kakovostna učna gradiva ter pomisliti na spremembe pri načrtovanju pouka in vrednotenju znanja. Rezultati magistrskega dela predstavljajo izhodišče za razvoj sistemskega mišljenja v slovenskem kemijskem izobraževanju. Chemistry, as a natural science, plays an important role in addressing the sustainability challenges that 21st-century society faces. Modern environmental problems and the need for sustainable development call for changes in the way chemistry is taught. In this context, systems thinking proves to be an important competence, as it allows us to understand the complex connections between chemical, environmental, social and economic systems. Despite its importance, systems thinking in chemistry education remains largely unexplored and unused in the Slovenian school context. The aim of this master's thesis is to review the literature and existing research on systems thinking in chemistry education, and to find out how future chemistry teachers understand systems thinking, as well as what their attitudes and views are on including it in chemistry lessons. In the first part of the thesis, a systematic literature review was carried out following the PRISMA guidelines, and 21 scientific articles were reviewed. In the second part of the research, a survey was conducted with future chemistry teachers, who completed the questionnaire in the online 1KA environment. The collected data were analysed using descriptive statistics. The results showed that the field of systems thinking in chemistry education is at an early stage of development and that few studies have been carried out with chemistry teachers. In the reviewed literature, most studies were conducted at the higher education level, and systems thinking was most often linked to the topics of sustainable development, green chemistry and environmental chemistry. Teachers generally have a positive attitude towards systems thinking; however, the greatest barriers to introducing it into chemistry lessons are a lack of time, a lack of suitable teaching materials, and teachers not being sufficiently prepared to introduce systems thinking into their lessons. Various teaching models and visual tools for developing systems thinking already exist, but there is a significant gap, especially in the area of assessment. In the empirical part of the research, it was found that Slovenian future chemistry teachers understand systems thinking as an important approach in modern teaching and recognise its importance in addressing sustainable development and environmental topics, but they do not feel sufficiently trained to use this way of teaching in the classroom. They feel that they do not know how to obtain quality materials and that they would need additional support from their school and colleagues. They also mention time constraints, the curricula and assessment methods as barriers. Systems thinking therefore represents an important competence that can be developed through modern chemistry education, especially by teaching environmental chemistry and sustainable development. In the future, it will be necessary to further address the appropriate education of future chemistry teachers, to provide quality teaching materials, and to consider changes in lesson planning and in the assessment of knowledge. The results of this master's thesis provide a starting point for the development of systems thinking in Slovenian chemistry education. oučenje in poučevanje kemija kemija okolja trajnostni razvoj sistemsko mišljenje kemijsko izobraževanje environmental chemistry sustainable development systems thinking chemistry education true false false M. Gros Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-08-27 08:30:30 2026-08-27 08:30:37 2026-08-28 14:20:28 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 57 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 502.131.1:373.3(043.2) 208338 289315587 53126.pdf 53126.pdf 1 4E245EEAD6DCEA5C1CA8A6C050149311 3efdca6f11b3962e5ea875ad08932daba197139b2a2222e96ecdb561e2a8fd45 662e1982-a1e0-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=245203 Pedagoška fakulteta 0 0 0