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Bralna pismenost osem- in devetletkarjev : za premišljeno uporabo rezultatov mednarodnih raziskav
ID Gaber, Slavko (Author), ID Marjanovič Umek, Ljubica (Author)

URLURL - Presentation file, Visit http://www.pei.si/UserFilesUpload/file/digitalna_knjiznica/SP/2010/%C5%A0olsko%20polje,%20letnik%20XXI,%20%C5%A1tevilka%201-2,%202010.pdf This link opens in a new window

Abstract
V študiji, v kateri sva izsledke več mednarodnih primerjalnih raziskav znanja umestila v širši kontekst edukacijskih sistemov in posebej kritično analizirala nekatere zasuke v interpretacijah dosežkov, sva posebej primerjalno analizirala bralno pismenost otrok (dosežke v mednarodni primerjalni raziskavi PIRLS 2006), ki so bili vključeni v osem- in devetletno osnovno šolo. Ugotovila sva, da razlike med obema skupinama niso statistično pomembne na nobeni od mer bralne pismenosti, pomembne pa so razlike v dosežkih glede na spol, izobrazbo njihovih staršev in vključenost v vrtec, in to tako v osem- kot devetletki. Posebej sva preverila, ali bi lahko bile morebitne razlike v vzorcih otrok, ki so bili v osem- oz. devetletki (razlike v deležih deklic in dečkov; podskupin glede na izobrazbo staršev in glede na čas vključenosti v vrtec), razlog za skorajda enake dosežke v obeh skupinah. Ker tudi te hipoteze nisva potrdila, sva v nadaljevanju razmišljala o moznih sistemskih in vsebinskih razlogih za relativno majhen oz. po najini presoji nezadosten učinek enega leta šolanja več v devetletni osnovni šoli v primerjavi z osemletno, ki med drugim lahko povzroči tudi (pre)velike pritiske na poučevanje in učenje v višjih razredih osnovne šole.

Language:Slovenian
Keywords:bralna pismenost, mednarodne raziskave, PISA, preizkusi znanja, Slovenija
Work type:Not categorized
Typology:1.01 - Original Scientific Article
Organization:PEF - Faculty of Education
Publisher:Slovensko društvo raziskovalcev šolskega polja
Year:2010
Number of pages:Str. 55-71
Numbering:Letn. 21, št. 1-2
PID:20.500.12556/RUL-56580 This link opens in a new window
UDC:37.014.22:028(497.4)
ISSN on article:1581-6036
COBISS.SI-ID:8398153 This link opens in a new window
Publication date in RUL:10.07.2015
Views:1126
Downloads:149
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Record is a part of a journal

Title:Šolsko polje
Shortened title:Šol. polje
Publisher:Slovensko društvo raziskovalcev šolskega polja, Pedagoški inštitut
ISSN:1581-6036
COBISS.SI-ID:122842112 This link opens in a new window

Secondary language

Language:English
Title:za premišljeno uporabo rezultatov mednarodnih raziskav znanja
Abstract:
In the study that strives to contextualize the findings of several international comparative knowledge assessment studies within the broader context of educational systems and critically analyzes certain shifts in the interpretation of the results, we have carried out a separate comparative analysis of reading literacy (i.e., scores in the international comparative study PIRLS 2006) for children in eight- and nine-year primary schools in Slovenia. We demonstrated that the differences between the two groups are not statistically significant on any of the measures of reading literacy; however, score differences are sigificant with regard to sex, parental education, and preschool attendance for both groups. We separately examined whether possible differences in the samples of children from eight- and nine-year primary school programs (differences in sex ratio, or subgroups with regard to parental education or preschool attendance) could have been the reason for nearly the same scores in both groups. While these hypotheses were not confirmed too, we went on to consider possible systemic and substantive reasons for the relatively small (and, in our view, insufficient) effect of an additional year of schooling in the nine-year program in comparison to the eight-year program, which among other things may also be reflected in major or excessive pressure on teaching and learning in the upper grades of primary school.

Keywords:reading literacy, PISA, knowledge tests, cross-cultural studies, Slovenia

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