Pogledi na naravoslovno raziskovanje pri dvanajstletnikih v Sloveniji

Starešinič, Kristina (avtor), Devetak, Iztok (mentor)

Razvijanje naravoslovne pismenosti je bil in še vedno je cilj poučevanja naravoslovja. Z opismenjevanjem posameznika razvijamo njegovo osebnost, saj se vsakodnevno srečujemo z izzivi. Za lažje premagovanje le-teh pa je pomembno naše mišljenje. Kadar govorimo o razvijanju naravoslovne pismenosti, govorimo o znanju in spretnostih, ki posamezniku omogočajo naslavljanje naravoslovno-znanstvenih vprašanj in zamisli oziroma idej kot razmišljujoč posameznik. Pri tem imata pomembno vlogo vzgojitelj in učitelj. S skrbno načrtovanim poukom učenci postajajo naravoslovno pismeni. To pomeni, da so se pripravljeni vključevati v smiselno razpravo o naravoslovju in tehnologiji, kar zahteva določene kompetence. Od učencev se pričakuje, da razumejo osnovne vidike naravoslovnega raziskovanja. Učitelji naj bi učence vključevali v pouk, ki daje pomen naravoslovnemu raziskovanju, z namenom, da učenci dosežejo razumevanje naravoslovnih vsebin, kar pripomore k njihovi nadaljnji samostojnosti. V raziskavi, ki je temeljila na kvantitativnem raziskovalnem pristopu, je sodelovalo sto štirideset učencev iz šestih osnovnih šol. Učenci so rešili preizkus znanja, s katerim smo preverjali njihovo razumevanje naravoslovnega raziskovanja, in izpolnili vprašalnik individualnega interesa in samopodobe, s katerim smo ugotavljali raven interesa do učenja naravoslovnih vsebin. Ugotovljeno je bilo, da imajo učenci naiven in prehoden pogled o razumevanju in poznavanju vidikov naravoslovnega raziskovanja. Rezultati kažejo, da večina učencev ima znanje o raziskovanju, težave pa se pojavijo pri pomanjkljivem utemeljevanju odgovorov na zastavljena vprašanja. Pri analizi problemskih nalog smo ugotovili, da nastopijo težave, ko znanje, ki ga učenec usvoji, postavimo v konkreten življenjski primer. Vzroki za to so lahko učenje na pamet in ne z razumevanjem in pa pomanjkanje eksperimentalnega dela pri pouku. V osnovnih šolah se učenci običajno naučijo le korake raziskave, ki jo bodo poskušali sami načrtovati in izvesti ob prisotnosti učitelja. Izkazalo se je, da je učencem najbolj razumljiv vidik naravoslovnega raziskovanja, razvoj končne razlage raziskav, ki je kombinacija lastnih zbranih podatkov in že obstoječih ugotovitev. Analiza stališč učencev do naravoslovja je pokazala, da učence predmet naravoslovje zanima, pri pouku radi sodelujejo, vsebina predmeta jim ni prezahtevna, kar se odraža v dobrih ocenah, izpostavili pa so tudi zanimanje po eksperimentiranju. Rezultati so pokazali pomanjkanje pozornosti in motivacije za dodatno ukvarjanje z naravoslovnimi vsebinami tudi izven pouka.

• Jezik: Slovenski jezik
• Ključne besede: naravoslovje
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2022
• PID: 20.500.12556/RUL-140263
• COBISS.SI-ID: 120907523
• Datum objave v RUL: 27.09.2022

STAREŠINIČ, Kristina, 2022, Pogledi na naravoslovno raziskovanje pri dvanajstletnikih v Sloveniji [na spletu]. Magistrsko delo. [Dostopano 18 april 2025]. Pridobljeno s: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=slv&id=140263

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Views on science exploration by 12 year-olds in Slovenia

Izvleček

The development of scientific literacy was and is the goal of science education. By eliminating illiteracy, we develop the personality of the individual as we face everyday challenges. It is our way of thinking that helps us to overcome them. When we speak of developing scientific literacy, we have in mind the knowledge and skills that enable individuals to approach scientific questions and ideas as thinking individuals. The educator and teacher has an important role in this process. Through carefully planned lessons, students become scientifically literate individuals. This means that they will be able to engage in meaningful discussions about science and technology, which requires certain competencies. Students are expected to understand the basic aspects of scientific research. Teachers are expected to engage students in lessons that make sense of scientific inquiry in order to achieve an understanding of science content that contributes to students' ongoing independence. The study, based on a quantitative research approach, involved 140 students from six lower secondary schools. The students solved a test, which was used to check their understanding of science research, and filled out a questionnaire of individual interest and self-image, which was used to determine the level of interest in learning science contents. Students were found to have naive and mixed views about their understanding and knowledge of aspects of scientific research. The results show that most students know how research works but have difficulty justifying the answers to the questions asked. Analysing the problem, we found that difficulties occur when the knowledge acquired by the students is applied to a concrete life example. The reason for this could be memorization rather than comprehension and a lack of experimental work in class. In lower secondary school, students usually only learn the steps required for a research, which they then try to plan and carry out themselves in the presence of a teacher. It turns out that the aspect of scientific research that is best understood by students is the development of a final interpretation of the research, which is a combination of the data collected and the evidence already known. The analysis of students' attitudes towards science showed that they are interested in the subject, enjoy participating in class, do not find the subject content too challenging, which is reflected in good grades, and also show interest in experimentation. The results showed that they lack attention and motivation to further engage in science outside the classroom.

• Ključne besede: science