Primerjava stališč do žuželk in znanja o žuželkah pri osnovnošolcih in bodočih učiteljih : magistrsko delo

Sedej, Neža (author), Tomažič, Iztok (mentor)

V šolah naj bi učitelji uporabljali metodo izkustvenega učenja/poučevanja, saj je znano, da neposredne izkušnje z živimi organizmi, ki jih učenci pridobijo pri takšnem pouku pomembno pripomorejo k boljšemu razumevanju vsebine, posledično pa tudi k bolj pozitivnim stališčem do organizmov. Znanje, ki ga učenci pri takem pouku pridobijo, je trajnejše (Tomažič, 2009). V raziskavi smo se odločili preveriti, kakšna so stališča učencev in bodočih učiteljev do žuželk ter njihovo znanje o žuželkah. Raziskava predstavlja nadgradnjo raziskave diplomskega dela na prvi stopnji študija (Sedej, 2013). Za nadaljevanje raziskave smo se odločili, ker je na tem področju raziskanega bolj malo. V naši raziskavi smo, zaradi primerljivosti rezultatov, uporabili enak anketni vprašalnik ter preizkus znanja, kot v diplomskem delu (Sedej, 2013). Anketiranci, ki smo jih vključili v raziskavo, so učenci šestega in sedmega razreda ene izmed devetletne osnovne šole. V raziskavo so vključene tudi študentke Pedagoške fakultete v Ljubljani, smeri Biologija z vezavo (Biologija - Gospodinjstvo in Biologija - Kemija) Pedagoške fakultete v Ljubljani, ki predstavljajo vzorec bodočih učiteljic bioloških vsebin. Anketne vprašalnike s preizkusom znanja smo razdelili 291 anketirancem, ki so jih reševali 20 minut. S pomočjo anketnega vprašalnika in preizkusa znanja, smo pri anketirancih ugotavljali, kakšna so njihova stališča do žuželk in kakšno je njihovo znanje o žuželkah. Prikazali smo tudi povezave v znanju učencev in študentov, bodočih učiteljev, o žuželkah z njihovimi stališči do žuželk. Obenem smo preverjali tudi napačne predstave anketirancev o žuželkah. Na tak način smo ugotavljali, na katerih področjih obravnavane tematike je mogoče predlagati izboljšave ali izpostaviti pozitivne vidike trenutnega stanja. Poleg tega je naš cilj, da se učitelji zavedajo pomembnosti vključevanja žuželk v pouk. Rezultati, ki smo jih pridobili s pomočjo anketnega vprašalnika, so pri anketirancih pokazali dokaj visoko število navedb neposrednih izkušenj z žuželkami. Opaziti je, da se anketiranci v veliki meri zanimajo za žuželke. Zanimanje za proučevanje žuželk in učenje o njih so pokazala predvsem dekleta, saj menijo, da so žuželke v naravi zelo pomembne in bi jih rade natančneje spoznale. Obenem pri nekaterih anketirancih opazimo višji nivo odpora do žuželk, kar se kaže predvsem pri anketirancih, ki obiskujejo nižje stopnje šolanja. Pri anketirancih, ki obiskujejo višje stopnje šolanja opazimo nižji nivo odpora do žuželk, saj so ti anketiranci nenazadnje tudi bodoči učitelji bioloških vsebin. Anketiranci so tudi mnenja, da so žuželke v naravi pomembne. Pri anketirancih nižjih stopenj šolanja opazimo, da se strinjajo s tem, da bi bilo žuželke najbolje kar pobiti in da ob njihovem izumrtju ne bi bilo škode. Anketiranci višjih stopenj šolanja se s tem ne strinjajo, saj se zavedajo pomembnosti žuželk v naravi. Vsi anketiranci, zajeti v anketo, se žuželk v večji meri bojijo. Nivo strahu do žuželk pri anketirancih, lahko povežemo predvsem s slabo neposredno izkušnjo z žuželkami, ki so jo ti bodisi imeli ali pa so nanjo, v smislu potencialno nevarnih žuželk (čebel, os,…) pomislili. Da nivo strahu do žuželk pri anketirancih višjih razredov osnovne šole narašča, pri tistih, ki obiskujejo fakulteto pa se kaže, da nivo strahu do žuželk z višjimi letniki študija upada. Razlog za to lahko iščemo v višji količini prejetih informacij pri študentkah, bodočih učiteljicah bioloških vsebin, ki imajo posledično tudi višjo količino znanja in s tem v tej smeri bolj pozitivna stališča do žuželk. Na splošno so anketiranci na trditve o žuželkah odgovarjali zelo slabo. Težave imajo tako s splošnimi značilnostmi žuželk, kot tudi z njihovo zgradbo, načinom življenja, razvrščanjem žuželk v sistem. Opazimo torej slabo poznavanje žuželk, posledično pa tudi slabo znanje o teh. V večji meri so osnovnošolke in osnovnošolci na trditve, v povezavi z znanjem o žuželkah, odgovarjali slabše, kot študentke oziroma bodoče učiteljice, kar je bilo glede na smer študija pričakovati. V splošnem so se bili vsi sodelujoči v raziskavi, ob višji količini znanja, bolj pripravljeni učiti o žuželkah, obenem pa so bili tudi manj pripravljeni onesnaževati in ogrožati okolje in žuželk, ki v živijo v njem. Tako do okolja, kot tudi do žuželk so imeli bolj pozitivna stališča. Pomembno je, da se vsi, tako učitelji, kot tudi bodoči učitelji bioloških vsebin, zavedajo pomembnosti neposredne izkušnje z žuželkami pri poučevanju. Izobraževanje bi moralo v vseh nivojih šolanja vključevati čim več neposrednega spoznavanja organizmov. Izkušenjski pristop pri poučevanju namreč poveča nivo interesa pri učencih in študentih, ne nazadnje pa se s pomočjo slednjega izboljša tudi pomnjenje in trajnost znanja. Vključevanje neposredne izkušnje z žuželkami v pouk bioloških vsebin je pomembno, tako na nižjih, kot tudi na višjih stopnjah šolanja, saj ta v kombinaciji z znanjem pripelje do bolj pozitivnih stališč do žuželk.

• Language: Slovenian
• Keywords: žuželke, stališča, učenci, bodoči učitelji
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [N. Sedej]
• Year: 2015
• Number of pages: 56 str., [2] str. pril.
• PID: 20.500.12556/RUL-80156
• UDC: 595.7:373.3(043.2)
• COBISS.SI-ID: 10891337
• Publication date in RUL: 28.01.2016

Secondary language

• Language: English
• Title: Comparison of attitudes toward and knowledge about insects among primary school pupils and pre-service teachers

Abstract

In schools, teachers should use the experiential learning / teaching method because it is known that direct experience with live organisms which pupils gain by such lessons, importantly aid in better understanding of the subject and consequentially in more positive attitude towards organisms. The knowledge which pupils gain by such lessons is longer-lasting (Tomažič, 2009). In this research we decided to check the attitudes of pupils and future teachers towards insects and their knowledge about them. The research represents an upgrade of the research of the first degree thesis (Sedej, 2013). We decided to continue the research because not much has been explored in this field. In order to compare the results we used the same questionnaire and knowledge test as in mentioned thesis paper (Sedej, 2013). The included interviewees were pupils of sixth and seventh grade of one of the primary schools with a nine-year program. We also included the students of the Faculty of Education in Ljubljana, study course two subject teachers Biology - Home Economics and Biology – Chemistry, who represent a sample of future teachers of biology. The questionnaires were distributed among 291 interviewees who had 20 minutes to respond. With this questionnaires and knowledge tests we tried to find out their attitudes and knowledge about insects. We also showed correlations between the knowledge of pupils and future teachers about insects and their attitudes towards them. At the same time we also checked misconceptions of the interviewees about insects. This way, we tried to find out for which educational topics about insects we can propose improvements or to expose positive aspects of the current situation. Besides that, our aim was to make the teachers become aware of the importance of inclusion of insects into lessons. The majority of interviewees reported direct experiences with insects. We noticed that interviewees to a great extent showed an interest in insects. The interest in studying insects and learning about them was shown mostly by girls. They believed that insects were an important part of the ecosystems and they would like to know them better. At the same time in some interviewees we noticed a higher level of reluctance towards insects, especially those in lower school grades. Interviewees from higher school grades show a lower level of reluctance towards insects, which is understandable, as they are also future teacher of biological contents. They also believe that insects are important within the ecosystems. Interviewees of lower school grades agree that it would be best to kill the insects and their extinction would bring no harm while future teachers disagree with that because they are aware of their importance. In general, all of them are afraid of insects. The level of fear can probably be related mostly with negative direct experiences with insects which they had or thought about (bees or wasps). The level of fear increases in interviewees of higher school grades while in university students it decreases through the years of study. The reason for that is greater amount of information students, future teachers of biological contents, receive which means that they are more knowledgeable and their attitude towards insects is more positive. In general, interviewees responded badly on the knowledge test. They had problems regarding general facts about insect, their structure, their way of life, classifying them. We thus notice bad identification of insects and consequentially bad knowledge about them. Primary school pupils responded worse than future teachers, which could be expected, regarding their study discipline. Generally, all the respondents were ready to learn about insects and were reluctant to pollute and endanger the environment where insects live. They had a positive attitude towards the environment and towards insects. It is important that everybody, teachers and future teachers of biological contents, become aware of the importance of direct experience with insect in a class. Education, on all levels, should include as much direct contact with organisms as possible. The experiential approach in teaching increases the level of interest in pupils and in students and last but not least, it means the knowledge they obtain is better and more durable. Inclusion of direct contact with insects into biology lessons is important, in lower as well as in higher school grades. In combination with knowledge it leads to a more positive attitudes towards insects.

• Keywords: pupils