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Povezanost naravoslovnih nalog v raziskavi PISA 2015 s cilji osnovnošolskih učnih načrtov
ID Štefanič, Katja (Author), ID Strgar, Jelka (Mentor) More about this mentor... This link opens in a new window

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Abstract
Namen naše raziskave je bil preveriti, kako (posredno ali neposredno) in v kolikšni meri so naloge iz naravoslovne pismenosti, zajete v raziskavi PISA 2015, povezane s cilji osnovnošolskih učnih načrtov. Pregledali smo cilje sedmih naravoslovnih učnih načrtov in proučili 277 naravoslovnih vprašanj. Cilje učnih načrtov smo razdelili na praktične in vsebinske ter ugotovili, da v vseh učnih načrtih prevladujejo vsebinski cilji. Preverili smo tudi, kako uspešni so bili naši učenci pri reševanju naravoslovnih vprašanj. Dosežke učencev smo analizirali glede na sedem lastnosti nalog, in sicer predmetno področje, tematsko področje, naravoslovne kompetence, vrsto znanja, kognitivno zahtevnost, vrsto vprašanja in število ciljev v učnih načrtih osnovne šole. Z našo raziskavo smo ugotovili, da je večina povezav med vprašanji in cilji posrednih (64,3 %), neposrednih je malo (35,7 %). Pri analizi dosežkov učencev glede na lastnosti nalog smo ugotovili, da predmetno področje, tematsko področje in število ciljev v učnih načrtih, povezanih s posameznim naravoslovnim vprašanjem, ne vplivajo na uspešnost reševanja. Sklepamo lahko, da učenci podobno dobro obvladajo vsa področja naravoslovja in vse naravoslovne teme. Statistično značilne razlike smo ugotovili pri treh lastnostih nalog: vrsta znanja (vsebinsko, procesno, epistemološko), vrsta vprašanja (odprto, enostavno izbirno, kompleksno izbirno) in kognitivna zahtevnost (nizka, srednja in visoka). Učenci so slabše reševali vprašanja, ki so preverjala epistemološko znanje, vprašanja odprtega tipa ter vprašanja srednje in visoke kognitivne zahtevnosti.

Language:Slovenian
Keywords:PISA, Slovenija, dosežki, naravoslovna pismenost, učni načrti
Work type:Master's thesis/paper (mb22)
Organization:BF - Biotechnical Faculty
Year:2020
COBISS.SI-ID:33691139 This link opens in a new window
Publication date in RUL:18.09.2020
Views:273
Downloads:60
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Secondary language

Language:English
Title:The connection between natural science items in PISA 2015 and the objectives of the primary school curricula in Slovenia
Abstract:
The purpose of our research was to check in what way (directly and indirectly) and to what extent the natural science items in the 2015 PISA research, are connected with the objectives determined in the primary school curriculum. We went through the objectives of seven different natural sciences curriculums and studied 277 questions from the field of natural sciences. We put the objectives into two groups – practical and contextual, and determined that contextual objectives are prevalent in all of the curriculums. We also checked how successful our students were at solving the natural science exercises. The students’ achievements were analysed based on seven characteristics of the exercises – the field of study, the theme, scientific competences, the type of knowledge needed, the cognitive level of difficulty, the type of question, and the number of objectives from the primary school curriculum. With our research, we determined that most connections between the questions and the objectives are circumstantial (64,3 %), and only a small percent of them (35,7 %) are directly connected. When analysing the students’ achievements based on the characteristic of the exercises, we determined that the field of study, the theme and the number of objectives from the curriculum connected with the question, have no influence on the result. It can be deduced that the students have a similar level of knowledge of all the fields and themes from natural sciences. Distinctive differences were determined with three exercise characteristics: the types of knowledge (contextual, procedural, epistemological), the types of questions (open, simple multiple-choice, complex multiple-choice), and cognitive difficulty (low, medium, high). The students had worse results at questions that were testing epistemological knowledge, those that were open-type, and those of medium and high cognitive difficulty.

Keywords:PISA, Slovenia, achievements, natural science literacy, school curriculums

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