Evalvacija poučevanja biologije v gimnazijah na podlagi intervjujev z učitelji

Vidmar, Mojca (author), Tomažič, Iztok (mentor)

Velik del družbe se s formalnim biološkim izobraževanjem zadnjič sreča v srednji šoli, zaradi česar je poučevanje biologije tu izjemnega pomena. Zato smo izvedli evalvacijo poučevanja – načina dela, pogojev in težav učiteljev biologije v slovenskih gimnazijah. Z njimi smo opravili neposredne individualne polstrukturirane intervjuje. Pridobljene podatke smo kvalitativno analizirali z navzkrižno analizo. Ugotovili smo, da večina učiteljev aktualni Učni načrt za biologijo v gimnaziji ocenjuje z oceno 3 in/ali 4. Njegova glavna težava je prezahtevnost. Učitelji pri obravnavi vsebinskih sklopov sledijo zaporedju, v katerem so ti navedeni v učnem načrtu. Pri pouku najpogosteje izvajajo frontalno obliko dela, med metodami pa razlaganje, diskusijo in uporabo videoposnetkov in/ali animacij. Med gradivi v največji meri poznajo tista, ki so namenjena biologiji v srednji šoli, manj učbenike za študij biologije, najmanj pa literaturo o didaktiki biologije. Pri izvedbi laboratorijskih vaj prevladuje skupinska oblika dela s 3–4 dijaki. Vsi v raziskavo vključeni učitelji menijo, da je vključevanje novosti in aktualnih tematik v pouk zelo pomembno in to zelo pogosto izvajajo. Izjemnega pomena pa je tudi oblikovanje stališč pri dijakih. Učitelji ocenjujejo, da so pri svojem delu materialno dobro podprti, prav tako visoko ocenjujejo tudi možnost in/ali zaželenost napredovanj. Njihovi dijaki imajo biologijo radi, letno se jih za opravljanje biologije na maturi odloči 25–30 %. Pogostost izvedbe dejavnosti, ki ob rednem pouku vključujejo biološke vsebine, ocenjujejo z oceno 4. Glavna težava učiteljev je pomanjkanje časa za realizacijo ciljev, kar tudi najbolj omejuje njihovo uspešnost. Kljub temu je njihova motivacija za delo zelo visoka. Raziskava je odstrla več pogledov na poučevanje biologije, ki ponujajo možnosti za izboljšave biološkega izobraževanja.

• Language: Slovenian
• Keywords: poučevanje, biologija, gimnazija, evalvacija, učitelji, intervju
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: BF - Biotechnical Faculty
• Place of publishing: Ljubljana
• Publisher: [M. Vidmar]
• Year: 2022
• PID: 20.500.12556/RUL-138510
• UDC: 37
• COBISS.SI-ID: 120276227
• Publication date in RUL: 24.07.2022

Secondary language

• Language: English
• Title: An evaluation of grammar school’s biology teaching based on interviews with teachers

Abstract

A large part of society has their last encounter with a formal biological education during high school period, which is why teaching biology is of the extreme importance here. Therefore, we conducted an evaluation of teaching: methods of work, conditions and problems of biology teachers in Slovenian secondary schools. We conducted direct and individual semi-structured interviews with them. The obtained data was qualitatively analyzed by cross-analysis method. We found out that most teachers rate the current Biology Curriculum in high school with a grade of 3 and/or 4, the main criticism being that it is too demanding. When dealing with content sets, teachers follow the order in which they are listed in the curriculum. During the lessons, they most often perform a frontal form of work, using methods such as interpretation, discussion and the use of video materials and/or animations. Among the study materials, they are mostly acquainted with those intended for biology in high school, less with textbooks intended for the study of biology and the least with literature on the didactics of biology. The group form of work (3-4 students per group) predominates in the implementation of laboratory exercises. All teachers involved in the research believe that the inclusion of novelties and current topics in the lessons is very important and they do this very often. It is also extremely important that students form their own points of views. Teachers consider that they are well supported in their work, as well as the possibility and/or desirability of advancement and promotion. Their students usually love biology and 25-30% of them choose to take the biology-matura exam every year. The frequency of activities (in addition to lessons), which include biological content, is assessed with a score of 4. The main problem of teachers is the lack of time to achieve goals, which also hinders their performance. Nevertheless, their motivation to work is very high. The research has shed more light on the teaching of biology, offering opportunities for improvements in biological education.

• Keywords: teaching, biology, grammar school, evaluation, teachers, interview