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Evalvacija osnovnošolskih in srednješolskih naravoslovnih učbenikov glede na posebne potrebe učencev in dijakov z učnimi težavami
ID Kopajnik, Katja (Author), ID Košak Babuder, Milena (Mentor) More about this mentor... This link opens in a new window, ID Torkar, Gregor (Co-mentor)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/6742/ This link opens in a new window

Abstract
Temeljno razumevanje naravoslovja in razvijanje naravoslovne pismenosti je pomembno za razumevanje sveta, ki nas obdaja, in učinkovito delovanje v njem. Naravoslovje je široko in kompleksno področje, ki obsega veliko količino informacij in ki od učencev zahteva pomnjenje, analizo in sintezo informacij, njihovo kritično vrednotenje, iskanje rešitev ter razvijanje mnogih specifičnih spretnosti. Del šolske populacije so tudi učenci in dijaki s splošnimi in specifičnimi učnimi težavami, ki vplivajo na posameznikovo zmožnost predelovanja, razlaganja in povezovanja informacij ter tako ovirajo proces usvajanja šolskih veščin ter pridobivanja znanja. Učenci in dijaki z učnimi težavami potrebujejo za uspešno delovanje pri pouku, za razumevanje informacij in razvijanje spretnosti prilagojene metode in oblike dela, časovne in organizacijske prilagoditve, prilagoditve učnih pripomočkov in učnih gradiv. Učbenik naj bi bil kot osnovno učno gradivo primeren starosti in zmožnostim učenca, saj predstavlja pripomoček pri poučevanju, hkrati pa je primaren vir za aktivno in samostojno učenje. Glede na obsežno ponudbo učbeniških gradiv se pojavlja vprašanje, koliko so posamezni učbeniki primeren vir za dejavno in samostojno učenje učencev in dijakov z učnimi težavami ter v kolikšni meri upoštevajo različnost v procesiranju informacij, ki pomembno vpliva na učinkovitost poučevanja in učenja. V okviru raziskave smo na podlagi obstoječih priporočil za oblikovanje pisnih gradiv in drugih obrazcev za evalvacijo učnih gradiv ter razumevanja posebnih vzgojno-izobraževalnih potreb učencev in dijakov z učnimi težavami analizirali dvanajst učbenikov za naravoslovne predmete v osnovni in srednji šoli. Pri tem je bil naš cilj ugotoviti, v kolikšni meri so primerni za posameznike z učnimi težavami. Na osnovi analize smo oblikovali smernice s kazalniki, ki lahko predstavljajo pripomoček za učitelje pri presoji in izbiri najprimernejših učbenikov za posameznike z učnimi težavami. V raziskavo smo vključili tudi učenca in dijakinjo z učnimi težavami, ki sta podala lastno oceno o pomembnosti posameznih kazalnikov in njihovem vplivu na učinkovito rabo učbenika doma in v šoli. Rezultati analize izbranih naravoslovnih učbenikov za osnovno in srednjo šolo nakazujejo na visok skupni delež točk z vidika oblikovne in vsebinske primernosti, kar pomeni, da so analizirani naravoslovni učbeniki v povprečju primerni za učence in dijake s splošnimi in specifičnimi učnimi težavami. Kljub temu smo na posameznih ocenjevalnih področjih zaznali določene pomanjkljivosti, ki lahko ovirajo proces branja in učenja ter bi jih bilo potrebno izboljšati, poenotiti na ravni oblikovanja učbenikov ter tako zagotoviti enake možnosti za učinkovito rabo učbenikov za posameznike z učnimi težavami. Predvsem gre izpostaviti pomanjkljivosti učbenikov na področju oblikovne primernosti, kot so: neustrezen tip, barva in debelina papirja, nedosledna raba slovarčka in abecednega kazala, manj ustrezna oblika in velikost pisave, neustrezen kontrast med besedilom in ozadjem, premajhni razmiki med vrsticami ter manj učinkoviti načini prikazovanja in poudarjanja informacij.

Language:Slovenian
Keywords:učbenik
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2021
PID:20.500.12556/RUL-128081 This link opens in a new window
COBISS.SI-ID:67293443 This link opens in a new window
Publication date in RUL:17.08.2021
Views:933
Downloads:30
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Secondary language

Language:English
Title:Evaluation of elementary and secondary science textbooks considering the special needs of students with learning disabilities
Abstract:
A fundamental understanding of science and the development of science literacy is important for understanding the world around us. Science is a broad and complex field that encompasses a large amount of information and requires students to memorize, analyze, synthesize and critically evaluate information, to find solutions and to develop many specific skills. A part of the schooling population are also pupils and students with learning disabilities that affect an individual's ability to process, interpret and integrate information and thus hinder the process of developing skills and acquiring knowledge. Therefore, pupils and students with learning disabilities need adapted methods and forms of work, adaptations of learning tools and materials in order to understand information and to develop skills. As a basic learning material, the textbook should be suitable for the age and abilities of the student, as it is an aid in teaching and also the primary source for active and independent learning. Given the extensive offer of textbooks, the question arises as to what extent individual textbooks are a suitable source for active and independent learning of pupils and students with learning disabilities and to what extent they take into account differences in information processing, which significantly affects the effectiveness of teaching and learning. As part of the research , we analyzed twelve elementray and secondary science textbooks. Our goal was to determine the extent to which the selected textbooxs are appropriate for individuals with learning disabilities. Based on the analysis of existing recommendations for the design of written materials, different evaluation forms and the understanding of special educational needs of students with learning disabilities, we have developed guidelines that can be a useful tool for teachers in assessing and selecting the most appropriate textbooks for individuals with learning disabilities. The research also included interviews with a pupil and a student with learning disabilities, who gave their own assessment of the developed guidelines. The results of the analysis of selected science textbooks indicate a high total share of points in terms of form and content suitability, which means that the analyzed science textbooks are on average suitable for pupils and students with learning disabilities. Nevertheless, we identified certain shortcomings that may hinder the reading and learning process and should be improved to ensure equal opportunities for effective use of textbooks for individuals with learning disabilities. In particular, we can point out the shortcomings of textbooks in terms of form suitability, such as: inappropriate type, color and thickness of paper, inconsistent use of dictionary and index, less appropriate format and font size, inadequate contrast between text and background, insufficient line spacing and less efficient ways displaying and highlighting information.

Keywords:textbook

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