Kvantitativna analiza organizacije vsebine v treh učbenikih za 8. razred osnovne šole

Šimenc, Goca (author), Strgar, Jelka (mentor)

Zaradi prenove in preoblikovanja osnovnošolskega izobraževanja so se preoblikovale metode in oblike dela v vzgojno-izobraževalnem procesu. Posledica tega je bila prenova učnih gradiv. Vprašanje, ki se ob tem postavlja, je, kako oceniti kakovost učbenikov in delovnih zvezkov. V diplomskem delu smo za evalvacijo učbenikov in delovnih zvezkov izbrali analizo besedil s pomočjo faktorja napredovanja in analizo ilustracij rastlin s pomočjo v naprej postavljenih ocenjevalnih kategorij. Analizirali smo tri učbenike in njim pripadajoče delovne zvezke za 8. razred devetletne osnovne šole. Analiza besedil s pomočjo faktorja napredovanja (progressing density) je pokazala, da je organizacija vsebine vsakega od analiziranih učnih sklopov v vseh treh učbenikih podobna. Faktorji napredovanja pa so pokazali, da je vsebina za starostno stopnjo učencev, ki jim je namenjena, dokaj zahtevno predstavljena. Pri analizi ilustracij rastlin nas je zanimalo, katere rastline avtorji vključujejo v besedilo učbeniških kompletov in na kakšen način. Ugotovili smo, da se učbeniški kompleti treh založb med seboj precej razlikujejo po deležu ilustracij rastlin. V vseh treh kompletih vsebujejo učbeniki precej večji delež ilustracij rastlin kot pripadajoči delovni zvezki. Vsi trije učbeniški kompleti vsebujejo precej večji delež barvnih kot črno-belih ilustracij rastlin in v vseh treh prevladujejo fotografije, precej manj pa je risb in skic. V analiziranih učbeniških kompletih prevladujejo ilustracije uporabnih rastlin, sledijo ilustracije rastlin z lastnostmi, zaradi katerih se zdijo učencem zanimive oz. takih, pri katerih lahko z dodatnimi informacijami povečamo njihovo zanimivost, bistveno manj je ilustracij rastlin, ki so nenavadne oz. presenetljive in ilustracij lepih rastlin, najmanj je ilustracij rastlin, o katerih bi učenci morali že nekaj vedeti.

• Language: Unknown
• Keywords: biologija
• Work type: Not categorized
• Organization: PEF - Faculty of Education
• Year: 2015
• PID: 20.500.12556/RUL-72800
• COBISS.SI-ID: 10732105
• Publication date in RUL: 01.10.2015

Secondary language

• Language: Unknown
• Title: Quantitative analysis of content organization in three textbooks for 8. grade of elementary school

Abstract

The elementary school education has been modernized and reformed and so have been the methods and modes of work in the educational process. The consequence of this fact was that the appliances for teaching had to be renovated as well. The outstanding question now is how to evaluate the quality of textbooks and workbooks. For the evaluation of textbooks and workbooks we decided in this graduation thesis to use the analysis of texts taking into consideration the progressing factor, while in the analysis of plant illustrations we took into consideration the evaluation categories that had already been settled. Three textbooks with the appurtenant workbooks for the 8th grade of elementary school have been analysed. The analysis of texts has shown that the arrangement of contents in each of the analysed education complex is similar in all three text-books, while the progressing density pointed the fact that the contents of these textbooks is of rather great pretension for the grade of pupils. Analysing the illustrations of plants we were mainly interested in the fact, which plants were included in the education units by the authors, and in what way. We have stated that the three educational complexes issued by three different publishers are rather various considering the number of plant illustrations. In all the three units the textbooks contain much more illustrations of plants than the workbooks. All three units also contain a greater part of colour than black and white illustrations. And in all three units photos of plants prevail, while drawings and sketches are in minority. In the analysed educational units the illustrations of plants for everyday use prevail, then follow illustrations of plants with the characteristics interesting for pupils and of those plants where the pupils’ interest could be increased by adding some additional information. There is a lack of illustrations of unusual and astonishing plants as well as illustrations of beautiful plants. And the least of all are the illustrations of the plants of which the pupils should already know something.

• Keywords: biology