Poučevanje nadarjenih učencev pri pouku naravoslovja, biologije in kemije v osnovni šoli

Bergant, Tjaša (author), Juriševič, Mojca (mentor), Torkar, Gregor (comentor)

Učitelji se pri poučevanju srečujejo z nadarjenimi učenci. Poučevanje teh učencev od njih zahteva prilagojene strategije dela, ki učiteljem lahko predstavljajo zahtevne izzive. Četudi so se na področju dela z nadarjenimi učenci na naravoslovnem področju v zadnjih letih že pokazale številne izboljšave pa raziskave še vedno nakazujejo na določene težave. V magistrskem delu sem se osredotočila na delo učiteljev naravoslovja, biologije in kemije v osnovnih šolah oz. na način poučevanja nadarjenih učencev. Empirična raziskava je bila zasnovana v dveh delih. V njej je sodelovalo 97 osnovnošolskih učiteljev naravoslovja, biologije in kemije iz različnih slovenskih regij. S prvim, kvalitativnim delom raziskave, ki ga je predstavljal polstrukturiran intervju s 14 učitelji iz predvidenega namenskega vzorca, sem z vsebinsko analizo pridobila informacije o delu učiteljev z nadarjenimi. V drugem, kvantitativnem delu, sem z anketnim vprašalnikom, ki sem ga oblikovala na osnovi ugotovitev iz prvega dela raziskave, pridobila podatke o uporabi metod inkluzivnega poučevanja nadarjenih učencev, možnostih, ki jih učitelji imajo za delo z njimi, ter predstavili stališča učiteljev do izobraževanja nadarjenih oziroma o izobraževanju za delo z njimi. Podatke sem statistično obdelala, pri čemer sem uporabila postopke deskriptivne analize. Rezultati empirične raziskave so pokazali, da so učitelji naklonjeni prepoznavanju potreb nadarjenih učencev in podpirajo izvajanje obogatitvenih programov, a so mnenja, da šole ne zagotavljajo dovolj širokega nabora dejavnosti. Učitelji učne načrte pri predmetih naravoslovje, biologija in kemija upoštevajo, pogrešajo pa metodološke usmeritve in konkretna priporočila za delo z nadarjenimi učenci. Delo z viri in reševanje nalog na višjem nivoju sta po rezultatih sodeč najpogosteje izvajani aktivnosti. Učitelji stremijo k usmerjanju nadarjenih učencev k udeležbi na tekmovanjih ter obiskovanju dodatnega pouka in izbirnih predmetov s področij, za katera kažejo zanimanje. Učiteljem največje ovire pri poučevanju predstavljajo preobsežni učni načrti, primanjkljaji s področja poučevanja nadarjenih in pomanjkanje konkretnih usmeritev za delo z njimi, številčno preveliki oddelki in visok odstotek identificiranih nadarjenih učencev. Z raziskovalnimi ugotovitvami sem želela opozoriti predvsem na zanemarjanje nadarjenosti na področju naravoslovja in izoblikovati natančnejšo sliko o delu z nadarjenimi, ki je lahko dobro izhodišče za razvijanje izjemnih učnih potencialov učencev in spodbuda k strokovnemu razvoju učiteljev za bolj kakovostno delo z nadarjenimi pri naravoslovnih predmetih.

• Language: Slovenian
• Keywords: nadarjeni učenci
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2021
• PID: 20.500.12556/RUL-132370
• COBISS.SI-ID: 81883139
• Publication date in RUL: 26.10.2021

Secondary language

• Language: English
• Title: Natural sciences, biology and chemistry classes for talented elementary school students

Abstract

Teachers more and more frequently encounter gifted students. Teaching these students requires a different work strategy from the teacher, which can represent challenges to them. Despite the developments in the field of science, the current research points to the issues of working with gifted students. The primary focus of this MS thesis is the work of primary school natural science, biology, and chemistry teachers, more specifically, their work with gifted students. The empirical part of the study was conducted as a twofold study which included 97 primary school natural science, biology, and chemistry teachers from different Slovenian regions. In the first, qualitative part of the research process, we conducted 14 semi-structured interviews with teachers from our sample with the purpose of obtaining general information regarding the teachers’ work with gifted students. In the second, quantitative part, we acquired data based on the questionnaire, which dealt with methods used in inclusive teaching of gifted students, the possibilities teachers have to work with them, the presentation of teachers’ perspectives and opinions towards working with gifted students, and the professional development provided for that purpose. I conducted a descriptive statistical analysis. The results of the empirical study showed that teachers have a positive attitude towards educating and working with gifted students. They support the implementation of enrichment programs and at the same time think that schools do not provide a sufficiently wide range of activities. Teachers follow school curriculums in biology, chemistry, and science, but lack methodological guidelines and recommendations for working with gifted students. Judging by the results, the use of learning resources and solving tasks at the highest level are the most frequently performed activities. Teachers also strive to direct gifted students to participate in competitions as well as attend additional classes and elective courses in the student’s field of interest. Teachers’ biggest limitations to teaching are excessive school curriculums, deficiencies in the teaching of gifted students and lack of concrete guidelines for working with them, overcrowded classes, and high percentage identified gifted students. With the research findings, I wanted to bring attention to the neglect of talent in the field of science and create more accurate picture of working with gifted, which can be a good starting point for developing exceptional learning potential of students and encourage professional development of teachers for better work with gifted students.

• Keywords: gifted students