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Pomen zunanjih preverjanj znanja iz vidika učiteljev kemije v slovenskih osnovnih šolah : diplomsko delo
ID Zupanc, Nina (Avtor), ID Ferk Savec, Vesna (Mentor) Več o mentorju... Povezava se odpre v novem oknu

URLURL - Predstavitvena datoteka, za dostop obiščite http://pefprints.pef.uni-lj.si/5060/ Povezava se odpre v novem oknu

Izvleček
Preverjanje in ocenjevanje znanja nas spremljata na vsakem koraku šolanja. Učencem in staršem tako predstavljata pomembne informacije o znanju in napredovanju učencev. Učitelji preko preverjanja in ocenjevanja poleg vpogleda v znanje učencev, dobijo še vpogled v to, kako uspešni so pri doseganju učnih ciljev učnega načrta, posameznih učnih enot in predmeta. Pomemben vir informacij za učitelje so tudi zunanja preverjanja znanja. Področje naravoslovja oziroma kemije so v obdobju od leta 1995 do 2015 pokrivala tri zunanja preverjanja znanja: NPZ (Nacionalno preverjanje znanja), PISA (Programme for International Student Assessment) in TIMSS (Trends in International Mathematics and Science Study). TIMSS preverja učne cilje, ki so skupni vsem državam, v katerih se raziskava izvaja, PISA pa temelji na preverjanju in aplikaciji znanja na življenjske situacije. Glavni cilji diplomskega dela so bili ugotoviti, ali učitelji kemije na slovenskih osnovnih šolah poznajo ključne cilje NPZ, TIMSS in PISA, ali v njih prepoznavajo uporabno vrednost za lastno šolsko prakso pouka kemije, ter pridobiti predloge učiteljev kemije, kako izpopolniti tovrstne preizkuse znanja, da bi učitelji kemije v njih videli večjo uporabno vrednost. V teoretičnem delu naloge so predstavljene osnovne informacije o preverjanju in ocenjevanju v osnovni šoli, ključni cilji NPZ, TIMSS in PISA, ter kratek pregled zagotavljanja kakovosti na področju zunanjih preverjanj znanja v Evropi. V empiričnem delu naloge so zbrani podatki, ki so bili statistično obdelani v programu Excel. Rezultati empiričnega dela kažejo, da učitelji kemije najbolje poznajo cilje NPZ, sledijo cilji TIMSS, slabše pa poznajo cilje raziskave PISA. Rezultati kažejo tudi, da večina vprašanih učiteljev kemije, svojih učencev ne pripravlja dodatno na zunanja preverjanja znanja iz kemije, kot pomembno uporabno vrednost tovrstnih preverjanj znanja pa učitelji izpostavljajo nove tipe nalog, ki se pojavljajo.

Jezik:Slovenski jezik
Ključne besede:preverjanje in ocenjevanje znanja kemije, NPZ, PISA, TIMSS, učitelji kemije
Vrsta gradiva:Diplomsko delo/naloga
Tipologija:2.11 - Diplomsko delo
Organizacija:PEF - Pedagoška fakulteta
Založnik:[N. Zupanc]
Leto izida:2018
Št. strani:VI, 33 str.
PID:20.500.12556/RUL-100956 Povezava se odpre v novem oknu
UDK:54:37.091.26(043.2)
COBISS.SI-ID:11984969 Povezava se odpre v novem oknu
Datum objave v RUL:30.05.2018
Število ogledov:1097
Število prenosov:189
Metapodatki:XML RDF-CHPDL DC-XML DC-RDF
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Sekundarni jezik

Jezik:Angleški jezik
Naslov:Chemistry teacher's perceptions of the external assessments in Slovenian primary schools
Izvleček:
Knowledge assessment and grading is part of every stage of education. Through such activities, learners and parents receive relevant information about learner's knowledge and improvement. On the other hand, teachers seize through knowledge assessment and grading information how successful they are in fulfilling learning objectives of the curriculum, specific learning units and of the subject itself. An important source of information for teachers are as well external examinations. Subjects of natural sciences (or chemistry, to be specific) were from 1995 to 2015 examined by the three external knowledge assessments: NPZ (National Assessment of Knowledge), PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study). TIMSS assesses learning objectives that are the same in every country, where the survey is carried out, while PISA focuses on assessment and application of knowledge in real life situations. The main goals of my diploma paper were to discuss if chemistry teachers in Slovene primary schools are acquainted with the key objectives of NPZ, TIMSS and PISA, if they recognize the applicative value for their own teaching and to collect suggestions from chemistry teachers how to improve such knowledge assessments, so teachers would recognize them as important and useful. In the theoretical part of my diploma paper, I introduced general information about knowledge assessment and grading in primary school, key objectives of NPZ, TIMSS and PISA and a short review of quality assurance of external knowledge assessment in Europe. Data presented in the empirical part of the paper were analysed with Excel. The results show that chemistry teachers are best acquainted with goals related to NPZ, followed by TIMSS, while their knowledge about PISA survey’s goals is weaker. Results show that the majority of teachers included in my research do not additionally prepare their learners for the external knowledge assessment from chemistry. In their opinion, the important applicative value of such knowledge assessments are the new types of tasks that occur.

Ključne besede:chemistry, marking, kemija, ocenjevanje

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