Znanje osnovnošolcev o evoluciji človeka

Lah, Lucija (author), Strgar, Jelka (mentor)

Evolucija je zahtevna tema, ki jo večina učencev težko razume. To je posledica različnih pedagoških pristopov pri poučevanju teme in ostalih dejavnikov (čustvenih, religioznih…) . V šolstvu se morajo učitelji držati učnega načrta, ki je bil Sloveniji nazadnje spremenjen leta 2011. V tem učnem načrtu je evolucija človeka obravnava v devetem razredu z zgolj enim učnim ciljem. Ta učni cilj omogoča, da učenci dobijo osnovno znanje o evoluciji človeka, učbeniki pa to temo obravnavajo različno ‒ od zelo malo do malo obširneje. Kljub temu, da tema evolucije ni priljubljena in jo lahko učitelji razlagajo različno, so slovenski osnovnošolci še vedno zelo uspešni pri mednarodnih raziskavah, ki raziskujejo znanje na področju naravoslovja. V naši raziskavi smo preverjali, kakšno je znanje osnovnošolcev o evoluciji človeka in tudi ali se znanje razlikuje glede na šolo, ki jo obiskujejo, razred/starost in spol. V raziskavi je sodelovalo 448 učenk in učencev 7., 8. in 9. razreda štirih osnovnih šol. Odgovarjali so na 34 vprašanj, ki so se navezovala na evolucijo človeka. Od prvega do šestega vprašanja so odgovarjali tako, da so obkrožili pravilni odgovor, pri ostalih vprašanjih pa so odgovarjali s 4-stopenjsko Likertovo lestvico z obkroževanjem (1 = nikakor se ne strinjam, 4 = popolnoma se strnjam). V raziskovalnem delu je najprej analiziran vprašalnik, ki so ga učenci reševali. Odgovori na vsako vprašanje so prikazani grafično. V nadaljevanju smo rezultate primerjali med seboj glede na šolo, razred in spol učencev. Rezultati so pokazali, da med učenci različnih šol so razlike v znanju evolucije. Razlike so med različno starimi učenci, pri čemer so več znanja pokazali učenci 9. razreda, kar smo pričakovali, saj je evolucija tema, s katero se učenci srečajo šele v 9. razredu osnovne šole. Razlog za slabše znanje pri mlajših učencih je tudi v napačnih predstavah, ki jih imajo učenci. Zato je pomembno, da učitelj izbere dobre metode, da učence pritegne in tako tudi pomaga, da se napačne predstave nadomestijo s pravilnimi. Med dekleti in fanti je bilo samo 5 statistično pomembnih razlik. Na koncu raziskovalnega dela je analiza učbenikov, v kateri smo ugotovili, da učbeniki dosegajo cilje, ki so zapisani v učnem načrtu, a da se obsežnost teme o evoluciji človeka se med njimi zelo razlikuje. Razlike med učbeniki so tudi v količini slikovnega materiala, vprašanjih za ponavljanje in ključnih pojmih. Ugotovili smo, da imajo učenci zadovoljivo znanje o evoluciji človeka (vsaj 60 % uspešnost na testu), vendar pa so se pokazale nekatere napačne predstave. Znanje bi bilo verjetno še boljše, če bi učitelji učne ure nadgradili z različnimi interaktivnimi vsebinami; učence bi motivirali z materialom, ki bi ga učenci raziskovali; povezali bi se z učitelji na drugih šolah in si med seboj svetovali, kako izboljšati učne ure in kako razlagati učno snov.

• Language: Slovenian
• Keywords: osnovna šola
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-87225
• COBISS.SI-ID: 11360073
• Publication date in RUL: 31.08.2017

Secondary language

• Language: English
• Title: Knowledge about human evolution among primary school pupils

Abstract

Evolution is a difficult subject that pupils struggle to entirely comprehend. This is due to various pedagogical approaches in teaching subjects and other factors (emotional , religious ... ) Slovenian educational system requires teachers to follow the curriculum which was last moderated in 2011. Human evolution is taught in the 9th grade with just one learning objective that enables pupils to gain basic knowledge of human evolution. Various textbooks approach the subject differently, some sparsely and some more extensively. Despite the fact that the subject is not popular and can be taught diversely, Slovenian pupils are still very successful according to international researches that investigate the level of knowledge of natural sciences. We investigated the level of pupils’ knowledge of human evolution and any possible differences according to school, grade, age and gender. The research included 448 pupils in the 7th, 8th and 9th grade at four different primary schools. There were 34 questions about human evolution. For questions 1-6 pupils had to circle the correct answer and for the rest of the questions they had to use the four point Likert Scale (1 = Strongly Disagree, 4 = Strongly Agree). In the second part of the study a survey questionnaire filled in by pupils is analysed. The answers to a particular question are shown with graphs. Moreover, the results are compared according to school, grade and gender. The results have shown substantial differences in knowledge among pupils from various primary schools. There are differences among pupils of different age groups, which was to expect as they first get familiar with the subject of human evolution in the 9th grade. One of the reasons for poor knowledge among younger pupils is misconceptions about the subject. Therefore, it is essential that teachers use the appropriate methods to attract and help pupils do away with misconceptions. There were only 5 statistically important differences between boys and girls. At the end of the research part, textbooks are examined. It was discovered that they are in line with curriculum, but the subject of human evolution is approached differently in various textbooks. There are also differences in the amount of graphics, revision questions and key concepts. Pupils generally have an adequate knowledge of human (at least 60 % success rate on the test) evolution but on the other hand, some misconceptions are indicated. Knowledge would probably be even better if teachers upgraded their lessons with various interactive contents; pupils would be motivated by research materials; teachers would connect with colleagues from other primary schools and advise each other how to improve the lessons and eventually explain the subject matter.

• Keywords: primary school