Predstave osnovnošolcev in srednješolcev o človeški ribici

Jordan, Katarina (author), Strgar, Jelka (mentor)

Človeško ribico poimenujemo tudi proteus ali močeril. Je jamska dvoživka, ki naseljuje podzemne vode dinarskega krasa, zato jo imenujemo tudi dinarski endemit. O njej je prvi pisal Valvasor v svoji Slavi vojvodine Kranjske leta 1689. V raziskavi je bilo vključenih 310 učencev 5., 6. in 7. razreda osnovne šole ter 67 dijakov 1., 2. in 3. letnika srednje šole. Podatke smo zbrali leta 2010 v sodelovanju s Postojnsko jamo. Udeleženci so pred vstopom v jamo rešili vprašalnik, katerega del je bilo tudi risanje človeške ribice. Vsi udeleženci so se šolali po učnem načrtu, ki je bil v veljavi do leta 2011. Vsebine, kjer bi lahko v osnovni šoli obravnavali človeško ribico, so zajete v petem, sedmem in osmem razredu. Dijaki se lahko s temi vsebinami srečajo pri predmetu biologija skozi celotno srednjo šolo. Risbe, ki so jih narisali učenci in dijaki, smo analizirali s pomočjo kodirnika, ki smo ga sestavili v ta namen. Cilj naše raziskave je bil, da preverimo, kakšne predstave imajo osnovnošolci in srednješolci o zunanji telesni zgradbi človeške ribice. Zanimalo nas je tudi, ali se znanje srednješolcev, ki imajo za sabo daljše šolanje, razlikuje od znanja osnovnošolcev. Poleg tega smo tudi ugotavljali, ali se morda pri učencih in dijakih pojavljajo kakšne značilne napačne predstave, ki so povezane s človeško ribico. Rezultati so pokazali, da se znanje med osnovnošolci in srednješolci ne razlikuje veliko, kar pomeni, da dijaki skozi svoje daljše šolanje niso pridobili skoraj nič novega znanja o poznavanju zunanje telesne zgradbe človeške ribice. Njihova predstava je zadovoljiva, ima pa določene pomanjkljivosti. Pri večini lastnosti je več kot polovica udeležencev v obeh skupinah pravilno narisala dele zunanje telesne zgradbe človeške ribice. To velja za lastnosti, ki so povezane s trupom, z repom, nogami, glavo in očmi. Najslabše so se odrezali pri risanju repne plavuti, pravilnem številu prstov na nogah in prisotnosti škrg. Če primerjamo osnovnošolce in srednješolce, lahko rečemo, da prvi bolje poznajo lastnosti repa človeške ribice, pri ostalih lastnostih pa so njihove predstave dokaj enotne. Ena izmed napačnih predstav pri obeh skupinah je, da ima človeška ribica srednje dolgo oziroma kratko telo. Oboji večinoma dobro poznajo njene noge, vendar jih le peščica ve, da ima na sprednjih nogah po tri in zadnjih po dva prsta. Večinoma tudi ne vedo, da je rep človeške ribice obdan z repno plavutjo. Na splošno lahko rečemo, da je presenetljivo to, da srednješolci nimajo nič boljšega znanja kot osnovnošolci, pri nekaterih lastnostih imajo kvečjemu slabše znanje kot učenci. Ta podatek je zelo zanimiv, ker je v učnem načrtu za srednje šole veliko vsebin, kjer bi lahko obravnavali človeško ribico. Menimo, da bi bilo treba organizmom, ki naseljujejo naše ozemlje, dati pri pouku večji poudarek ter hkrati osnovnošolce in srednješolce ustrezno motivirati za sodelovanje.

• Language: Slovenian
• Keywords: človeška ribica
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-87064
• COBISS.SI-ID: 11320905
• Publication date in RUL: 04.09.2017

Secondary language

• Language: English
• Title: Conceptions about proteus among primary and secondary school pupils

Abstract

The human fish, also named proteus or cave blind salamander, is a cave amphibian. It inhabits underground waters of Dinaric Carst and is thus endemic to Dinara. It was first mentioned by Valvasor in The Glory of the Duchy of Carniola in 1689. Our survey covered a sample of 310 pupils from fifth, sixth and seventh grade of primary school and 67 pupils from first, second and third year of secondary school. Data was gathered in 2010 in association with Postojna Cave. Participants had to complete a questionnaire before entering the cave. They had to draw the human fish in one part of the questionnaire. All participants in our survey, were included in curriculum valid until 2011. Topics which allowed lessons on the human fish were in the fifth, seventh and eighth class in primary school. However, it was possible to study the human fish all through the secondary school in Biology lectures. We analyzed pupils’ drawings with specially organized code system. The goal of our survey was to check what knowledge did primary and secondary school pupils have about external appearance of the human fish. Our interest was also in the difference in knowledge between pupils in primary and those in secondary school who had been in the school system for a longer period of time. We wanted to see if there were any misconceptions related to the human fish. The results showed that there were no big differences in knowledge between pupils attending primary and those attending secondary school. This means that secondary school pupils did not gain any new knowledge about external appearance of the human fish in spite of attending school for a longer period of time. Pupils’ understanding was satisfactory, but it contained some misconceptions. Most of the pupils made accurate drawings of the body, tail, legs, head and eyes of the human fish. Drawings were the least accurate in connection to tail fin, the correct number of toes and the presence of gills. When we compare results of both groups, we can see that primary school pupils are more familiar with the features of the tail, but there are no major differences in understanding other characteristics. One of the misconceptions in both of the groups is that the body of the human fish is medium long or short. Both of the groups are familiar with the characteristics of its legs, but only a handful knows that the front legs have three toes and the rear have two. Most of them do not know that its tail is surrounded by a thin fin It is interesting, that pupils of secondary school do not have a broader knowledge in comparison to primary school pupils. Moreover, their knowledge is even poorer in understanding certain characteristics. This is interesting, because secondary school curriculum offers a variety of topics where the human fish can be studied. In our opinion, more time and prominence should be provided to organisms which inhabit our area and we should properly motivate primary and secondary school pupils to take an active part in learning.

• Keywords: Proteus anguinus