In my thesis, I explored the understanding of the concept of "living" and the term "animal" among Slovenian primary school students in 2023, comparing the results with those of a similar study conducted in 1995. The primary goal of the research was to determine whether the understanding of these two concepts has changed over time, and how updated curricula and modern pedagogical methods have influenced students’ comprehension. Additionally, I examined how students of different age groups perceive more complex scientific concepts, such as fire and clouds.
The theoretical part of the thesis addresses key learning objectives in science education, as well as the role of different teaching forms and methods in the classroom. Special emphasis was placed on the impact of the constructivist approach to learning, highlighting the importance of adaptive teaching methods and active inquiry in developing an understanding of complex scientific concepts. In this context, I also analyzed common misconceptions and misunderstandings among students, relating them to Piaget’s theory of cognitive development, which underscores the school’s role in fostering children’s cognitive growth.
The empirical part of the research was based on a quantitative analysis of data collected through surveys among students of various age groups. The results indicated that, in 2023, students showed a slightly better understanding of the concept of "living" compared to 1995, though no significant changes were observed overall. One notable exception was that younger students in 2023 were less successful in identifying an apple as a "living" entity. For more complex concepts such as fire and clouds, students' understanding has not significantly changed over time. The study confirmed that, despite advances in curricula, the basic understanding of natural science concepts remains stable, demonstrating the effectiveness of the current educational programs in maintaining essential biological knowledge.
Moreover, statistical analysis revealed significant differences between younger and older students, with older students generally achieving better results across most tasks.
The findings suggest that, despite progress in pedagogical methods, the understanding of basic concepts has not drastically improved. This thesis provides insight into the long-term stability of some biological concepts among primary school students while raising questions about the impact of specific curriculum updates on the comprehension of more complex scientific ideas. Further research is recommended to explore these influences in greater depth and to improve the teaching of fundamental scientific concepts in primary education.
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