Mnenje učiteljev biologije o učnih ciljih za biologijo v prvem letniku gimnazije

Bavcon, Eva (author), Strgar, Jelka (mentor)

Raziskave so pokazale, da učenci na splošno ne kažejo interesa za biologijo ter da so učni načrti za biologijo preobsežni in zastareli. Namen naše raziskave je bil ugotoviti, kaj menijo gimnazijski učitelji v Sloveniji o posameznih učnih ciljih v sedanjem učnem načrtu za biologijo v gimnaziji. Podatke smo zbrali z v ta namen pripravljenim spletnim vprašalnikom, na katerega je delno ali v celoti odgovorilo 35 gimnazijskih učiteljev. Ti so na Likertovi lestvici ocenjevali zahtevnost in pomembnost 61 učnih ciljev poglavij Zgradba in delovanje celice ter Geni in dedovanje iz učnega načrta za biologijo v gimnazijskem programu. Cilje so ocenjevali z ocenami od 1 (zelo nepomemben oz. nezahteven učni cilj) do 5 (zelo pomemben oz. zahteven učni cilj). Ugotavljali smo tudi, ali se mnenji učiteljev z različno delovno dobo razlikujeta. Ugotovili smo, da se zdijo ocenjeni učni cilji učiteljem pomembni (M = 4,31) in zahtevni (M = 3,82). Kot manj zahtevne ocenjujejo učne cilje, ki naj bi jih učenci usvojili že v osnovni šoli. Učni cilji v sklopu Zgradba in delovanje celice se jim zdijo nekoliko pomembnejši (M = 4,32) a manj zahtevni (M = 3,83) v primerjavi s sklopom Geni in dedovanje (M = 4,29, M = 3,79). Mnenja učiteljev o zahtevnosti in pomembnosti ocenjenih učnih ciljev pri našem vzorcu učiteljev niso povezana z njihovo delovno dobo, saj je bila statistično značilna razlika samo pri enem cilju.

• Language: Slovenian
• Keywords: biologija, gimnazija, učni načrt, učni cilji, pomembnost, zahtevnost
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: BF - Biotechnical Faculty
• Year: 2021
• PID: 20.500.12556/RUL-124576
• COBISS.SI-ID: 52249603
• Publication date in RUL: 04.02.2021

Secondary language

• Language: English
• Title: The opinion of professors about learning outcomes in biology in the first year of high school

Abstract

Research has shown that students generally do not show an interest in biology and that biology curricula are too extensive and outdated. The purpose of our research was to find out what high school teachers think about individual learning goals. Data was collected with an online questionnaire prepared for this purpose, which was partially or fully answered by 35 high school teachers. On the Likert scale, they assessed the complexity and importance of the 61 learning objectives of the chapters Cell Structure and Function, and Genes and Inheritance from the Biology Curriculum in the Gymnasium Program. Objectives were assessed with grades from 1 (very insignificant or undemanding learning goal) to 5 (very important or demanding learning goal). We also tried to find out whether the opinions of teachers with different years of service lengths differed. We found that the assessed learning objectives seemed important to teachers (M = 4.31) and demanding (M = 3.82). They assess the learning goals that students are supposed to have acquired in primary school as less demanding. They find the learning objectives in the Cell structure and function more important (M = 4.32) but less demanding (M = 3.83) compared to the Genes and Inheritance set (M = 4.29, M = 3.79). Teachers' opinions on the complexity and importance of the assessed learning objectives in our sample of teachers are not related to their years of service length, as there was a statistically significant difference in only one objective.

• Keywords: biology, high school, curriculum, learning objectives, importance, complexity