magistrsko delo
Nives Kukovec (Author), Iztok Tomažič (Mentor)

Abstract

V prenovljenem učnem načrtu Biologija, ki se izvaja v 8. in 9. razredu osnovne šole, so zajete tudi vsebine, povezane z genetiko in biotehnologijo. Te vsebine so namreč po prenovi postale del obveznega programa. Omenjeni področji sta tesno povezani s področji razvoja v znanosti in medicini. Zato je pomembno, da se mlade generacije že v osnovni šoli izobražujejo o novostih in napredku. Genetiko delimo na tri večja področja: molekularno genetiko (preučuje dedni material na molekularnem nivoju), klasično ali transmisijsko genetiko (način prenosa in rekombinacija genov iz generacije v generacijo) in populacijsko genetiko (preučuje dinamiko genov znotraj populacij) (Herzog Velikonja, Gruden, Pašič, 2000). Največji poudarek je na molekularni genetiki in transmisijski genetiki, s katero se učenci najbolj podrobno seznanijo. Vključevanje vsebin genetike in biotehnologije se pripisuje tudi temu, da je vsako leto vse več novih odkritij na obeh področjih, ki nam omogočajo nove načine zdravljenja različnih bolezni ter, ohranjanje starih in odkrivanje novih vrst, ki naseljujejo naš planet. Ker se povečuje tudi uporaba gensko spremenjenih organizmov (GSO), se morajo učenci že v osnovni šoli srečati tudi s temi vsebinami. Danes lahko v dnevnem tisku vedno bolj pogosto prebiramo vesti o novih tehnologijah, ki že posegajo v svet živega na način, ki se nam je še pred nedavnim zdel nemogoč in zelo oddaljen. Naslovi, ki nas napeljejo v branje prispevkov, so velikokrat prav alarmantni, ter pogosto v nas vzbudijo občutek, da nam genski inženiring in genske tehnologije prinašajo celo vrsto neznank in nevarnosti (Bohanec in sod. 2004). V magistrskem delu smo želeli s pomočjo anketnega vprašalnika raziskati, kakšna so stališča učencev dveh slovenskih regij do gensko spremenjenih organizmov, ali obstajajo razlike v stališčih glede na spol, glede na raven izobraževanja in glede na regijo, iz katere učenci prihajajo. V raziskavo je bilo vključenih 280 učencev 8. in 9. razreda iz dveh slovenskih regij. Ugotovili smo, da obstajajo statistično pomembne razlike glede stališč do gensko spremenjenih organizmov med spoloma, med regijama, glede na nivo izobraževanja in glede na to, ali so se učenci o GSO v šoli že učili ali ne. Najmanj statistično pomembnih razlik se je pokazalo med obema regijama, ter glede na to, ali so se v šoli o GSO že učili ali ne. Med regijama smo statistično pomembne razlike ugotovili pri štirih trditvah. Glede na to, ali so se učenci o GSO v šoli učili ali ne, pa so se razlike pokazale le pri dveh trditvah, a kljub temu so večji interes za učenje o gensko spremenjenih organizmih pokazali tisti učenci, ki so se o GSO v šoli že učili. Med spoloma in glede na nivo izobraževanja pa so se statistično pomembne razlike pokazale pri sedmih oz. osmih trditvah od dvaindvajsetih (~1/3). Dekleta so pokazala večje zanimanje za učenje o gensko spremenjenih organizmih, se bolj strinjajo z uporabo uporabo GSO, podpirajo ekološko kmetijstvo in ne bi kupovala živil, ki vsebujejo GSO. Prav tako so se devetošolci bolj pripravljeni učiti o GSO, so bolj proti neoznačevanju GSO – hrane in se manj strinjajo z uporabo genskega inženirstva za izbiro lastnosti njihovih otrok, kakor osmošolci. Iz rezultatov lahko sklepamo, da mediji niso dober vir informacij, saj ne omogočajo ustreznega znanja, ki je potrebno, da se izoblikujejo jasna in trdna stališča do uporabe gensko spremenjenih organizmov. Učitelji morajo za izboljšanje poučevanja uporabljati predvsem strokovno in ažurno literaturo, ter v poučevanje vključiti vizualizacijska sredstva in multimedijo. Ker na stališča posameznika vpliva vir informacij menimo, da je pomembno, da se učenci z ustrezno strokovno literaturo srečajo že v osnovni šoli, saj bodo le tako lahko razvili svojo naravoslovno pismenost. Taki učenci tudi kasneje v višješolskem izobraževanju bolje usvojijo in poznajo strokovno terminologijo, kar vodi v bolj poglobljeno znanje.

Keywords

biotehnologija;učenec;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [N. Kukovec]
UDC: 373.3:57(043.2)
COBISS: 11579721 Link will open in a new window
Views: 439
Downloads: 102
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Other data

Secondary language: English
Secondary title: The views of elementary school pupils of Celje and Bela krajina region on genetically modified organisms
Secondary abstract: In the renewed Biology curriculum, which is implemented in the eighth and ninth grade of elementary school, contents related to genetics and biotechnology are also included. After renovation, these contents became part of the compulsory school programme. Mentioned areas are closely related to the fields of science and medicine. Therefore it is important, that the education of young generations about the latest advances starts early in the primary school. Genetics is divided into three mayor areas: molecular genetics (studying genetic material on molecular level), classic or transmission genetics (modes of transmission and recombination of genes from generation to generation) and population genetic (studying dynamics of genes within populations) (Herzog Velikonja, Gruden, Pašič, 2000). The greatest emphasis is made on the molecular genetics and transmission genetics, about which pupils learn the most. Integrating contents of genetics and biotechnology is attributed to the fact, that every year more and more new discoveries are made in both areas, that enable us to treat different diseases in new ways and preservation of old and the discovery of new species, that inhibit our planet. Because of the increasing use of genetically modified organisms (GMOs) pupils should encounter content in primary school. Today individuals daily read about the new technologies that are already affecting the world of the living in a way that until recently seemed impossible and very distant. The titles that trick us into reading articles are often very alarming, and often evoke in us the feeling that genetic engineering and gene technology brings us a whole series of unknowns and risks (Bohanec in sod., 2004). In this thesis we wanted, with the help of a questionnaire, to investigate what are the views of the pupils of two Slovenian regions on genetically modified organisms, or are there differences in views based on gender, level of education, region which pupils are from, and based on whether the pupils have already learned about GMO or not. The study included 280 pupils of 8th and 9th grade from two Slovenian regions. We have found that there are statistically significant differences in views on genetically modified organisms between the sexes, between regions, depending on the level of education and whether pupils have already learned about GMO in school or not. The smallest statistically significant difference was shown between the two regions, and whether the pupils have learned about GMO in school or not. Among the two regions, statistically significant differences were found in four statements. Whether the pupils have learned about GMO in school or not, statistically significant differences were found in only two statements, nevertheless, the pupils that have learned about GMO in school showed greater interest for learning about GMO. Between genders and regarding the level of education statistically significant differences were shown in seven or eight of the twenty-two statements (~1/3). The girls have shown greater interest in learning about genetically modified organisms, they agree more with the use of GMOs, they support organic agriculture, and would not be buying foods that contain GMOs. Also, nine graders are more willing to learn about GMO, are against not labeling GMO – food, and they have less agreement with the use of genetic engineering for the selection of the characteristics of their children, as eight graders. From the results we can conclude that the media are not a good source of information, since they don’t allow the proper knowledge, which is necessary to form a clear and solid perspective of the use of genetically modified organisms. Teachers need to improve teaching using primarily professional and up-to-date literature, and should include visualization and multimedia resources into teaching. Since the views of the individual are affected by the source of information, we believe it is important that pupils already in primary school meet with the corresponding professional literature, as this is the only way they can develop their scientific literacy. Such pupils will later in higher education show better understanding and acquirement of professional terminology, leading to more in-depth knowledge.
Secondary keywords: primary education;biology;osnovnošolski pouk;biologija;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak.
Pages: 31, [3] str. pril.
ID: 10843806