Vpliv učenja z raziskovanjem pri obravnavi svetlobe na naravoslovno pismenost sedmošolcev

Fajić, Selma (avtor), Pavlin, Jerneja (mentor), Dolenc, Saša (komentor)

Magistrsko delo obravnava vpliv učenja z raziskovanjem pri obravnavi svetlobe na naravoslovno pismenost sedmošolcev. Izhodišče raziskave predstavljajo trije gradniki naravoslovne pismenosti, opredeljeni v okviru projekta NA-MA POTI: i) naravoslovnoznanstveno razlaganje pojavov; ii) naravoslovnoznanstveno raziskovanje, interpretiranje podatkov in dokazov ter iii) odnos do naravoslovja. Raziskava je bila izvedena z metodo kvazieksperimenta v dveh skupinah učencev; eksperimentalna skupina je vsebine o svetlobi obravnavala po metodi učenja z raziskovanjem, medtem ko je kontrolna skupina sledila tradicionalnemu pouku. Učenci so pred in po izvedbi pouka reševali preizkuse znanja ter izpolnjevali vprašalnike o stališčih in doživljanju pouka. Rezultati raziskave so pokazali, da se med učenci kontrolne in eksperimentalne skupine na predtestu niso pojavljale statistično pomembne razlike v povprečnem številu doseženih točk, kar pomeni, da sta bili skupini pred izvedbo učnih ur primerljivi glede začetnega znanja. Prav tako se niso pojavljale statistično pomembne razlike v povprečnem številu doseženih točk na potestu, a so učenci eksperimentalne skupine po izvedbi učnih ur dosegli nekoliko višje povprečno število doseženih točk v primerjavi z učenci kontrolne skupine. To nakazuje, da je učenje z raziskovanjem prispevalo k izboljšanju naravoslovne pismenosti učencev, zlasti pri nalogah višje kognitivne ravni, ki so zahtevale uporabo znanstvenoraziskovalnega mišljenja in prenos pridobljenega znanja v nove kontekste. Rezultati so prav tako pokazali, da se med skupinama pred izvedbo učnih ur pojavljajo statistično pomembne razlike v stališčih do pouka naravoslovja. Po izvedbi učnih ur analiza odgovorov ni pokazala statistično pomembnih razlik v stališčih do pouka naravoslovja, so pa učenci eksperimentalne skupine izrazili višjo stopnjo interesa za obravnavane vsebine. Ugotovitve raziskave prispevajo k razumevanju učinkov raziskovalnega pouka k poučevanju naravoslovja in lahko služijo kot primer dobre za izboljšanje kakovosti poučevanja.

• Jezik: Slovenski jezik
• Ključne besede: učenje z raziskovanjem, naravoslovje, naravoslovna pismenost, svetloba.
• Vrsta gradiva: Magistrsko delo/naloga
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2026
• PID: 20.500.12556/RUL-179499
• Datum objave v RUL: 15.02.2026

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Effects of Inquiry-Based Learning about Light on the Science Literacy of Seventh Graders

Izvleček

The master's thesis explores the impact of inquiry-based learning on the topic of lights on seventh-graders' science literacy skills. The research is based on three key components of scientific literacy, as defined by the NA-MA POTI project: i) scientific explanation of phenomena, ii) scientific research, interpretation of data and evidence, and iii) attitude toward science. The study was conducted using a quasi-experimental method involving two groups of students. The experimental group was taught the topic of light through inquiry-based learning, while the control group followed a traditional teaching approach. Before and after the lessons, students took tests and filled out questionnaires about their attitudes and experiences with the science lessons. The research results showed that there was no statistically significant difference in the average number of points achieved between the control and experimental groups on the pre-test, which means that the two groups were comparable in terms of initial knowledge before the lessons. Similarly, there was no statistically significant difference in the average number of points achieved on the post-test, however, students in the experimental group achieved slightly higher average scores compared to the control group. This indicates that inquiry-based learning contributed to the improvement of students' scientific literacy, particularly in tasks of higher cognitive levels that required the use of scientific-research thinking and the transfer of acquired knowledge to new contexts. Results also showed that there was a statistically significant difference in attitudes towards science education between the two groups before the lessons were given. After the lessons, the analysis of the responses did not show a statistically significant difference in attitudes towards science classes, but the students in the experimental group expressed a higher level of motivation and interest in the content being taught. The research findings contribute to the understanding the effects of inquiry-based teaching on science education and may serve as an example of good practice for improving the quality of teaching.

• Ključne besede: inquiry-based learning, science, scientific literacy, light.