Razvijanje okoljskih kompetenc v osnovni šoli pri predmetu naravoslovje

Rebolj, Neva (author), Devetak, Iztok (mentor)

Glavni namen raziskave je bil pojasniti razvoj okoljskih kompetenc pri učencih, specifično povezanih z vodami. V okviru tega je bil razvit inovativni didaktični model, ki naj bi pripomogel k razvoju in formiranju kakovostnih ter trajnejših okoljskih kompetenc pri učencih. Inovativni didaktični model na temo voda je bil apliciran v eksperimentalni skupini, medtem ko so se enake vsebine o vodi učili tudi učenci kontrolne skupine, vendar brez aplikacije modela. Iz rezultatov analize je moč ugotoviti, da so tisti učenci, ki so bili pri predmetu naravoslovje bolj uspešni, izkazali statistično pomembno boljše splošno znanje o okoljskih vsebinah, kot učenci, ki so bili pri predmetu naravoslovje manj uspešni. Rezultati analize dosežkov kontrolne in eksperimentalne skupine kažejo, da so učenci eksperimentalne skupine, ki so vsebine o vodi spoznavali z inovativnim didaktičnim modelom izkazali statistično pomembno boljši odnos do naravoslovja, kot učenci kontrolne skupine, ki so vsebine o vodi spoznavali na tradicionalen način. Prav tako so bili učenci eksperimentalne skupine statistično pomembno uspešnejši na poznem preizkusu znanja II, ki so ga reševali po preteku štirih mesecev od zaključka učenja z inovativnim didaktičnim modelom, v primerjavi z učenci kontrolne skupine. Učenci eksperimentalne skupine so izkazali statistično pomembno višji situacijski interes kot učenci kontrolne skupine. Rezultati raziskave so znanstveno doprinesli k pomembnim spoznanjem na področju didaktike naravoslovja, še posebej didaktike okoljskih vsebin, saj so podali poglobljen vpogled v procese formiranja pojmovanj o okoljskih vsebinah, specifično povezanih s pojavi v hidrosferi. V aplikativnem smislu se pridobljene rezultate lahko uporabi kot zanesljive in znanstveno potrjene smernice za pripravo učnih načrtov, raznovrstnega učnega materiala ter univerzitetnega izobraževanja učiteljev na 1. in 2. stopnji ter njihovega stalnega strokovnega izobraževanja na področju okoljskih vsebin.

• Language: Slovenian
• Keywords: naravoslovje
• Work type: Doctoral dissertation
• Typology: 2.08 - Doctoral Dissertation
• Organization: PEF - Faculty of Education
• Year: 2021
• PID: 20.500.12556/RUL-125069
• COBISS.SI-ID: 53658883
• Publication date in RUL: 22.03.2021

Secondary language

• Language: English
• Title: Development of environmental competences in elementary school at the subject of science

Abstract

The main purpose of this research was to explain the development of students’ environmental competences, specifically connected with waters. That is why an innovative didactic model has been developed in order to help with the development and formation of quality and permanent students’ environmental competences. Innovative didactic model about waters was applied in the experimental group, while the same content about water was taught to the students of the control group, but without the model application. Results show that those students who were more successful in the subject Science, have shown statistically significant better general knowledge about environmental contents than the less successful ones. Results show that experimental group students that have been learning the contents of water through innovative didactic model, have shown statistically significantly better attitude towards Science than the students of the control group that have learnt the contents of water in traditional way. Also, students of the experimental group were statistically significantly more successful on the delayed achievement test II, which was applied four months after learning with innovative didactic model, in comparison with the students of the control group. The experimental group students have shown statistically significantly higher levels of situational interest than the students of the control group. Results of the research have brought scientifically important findings on the field of Science didactics, especially environmental education, since they have given an in-depth view in the processes of forming concepts about environmental contents, specifically connected with occurrences in hydrosphere. In applicative meaning, the obtained results can be used as reliable and scientifically approved guidelines for preparing curriculums, diverse study material and university education of pre-service teachers on the first and second level and in-service professional development programmes in the area of environmental education.

• Keywords: sciences