Diferenciacija pri poučevanju naravoslovja v prvem in drugem vzgojno-izobraževalnem obdobju osnovne šole

Abstract

Vsi se zavedamo, da so med učenci razlike v njihovem znanju in tudi v sposobnostih oziroma spretnostih in stališčih. Zanimalo nas je, ali se te razlike upoštevajo pri načrtovanju in izvajanju pouka začetnega naravoslovja. Dokaze za diferenciacijo smo iskali v učnih načrtih za pouk naravoslovja na razredni stopnji, v učbenikih za pouk naravoslovja na razredni stopnji ter v pojmovanjih in ravnanjih študentov, bodočih učiteljev razrednega pouka. Ugotavljamo, da se razlik med učenci jasno zavedajo slovenski načrtovalci pouka, saj so v učnih načrtih posebej opredelili »minimalne« in »temeljne standarde znanja«. S pomočjo anketnega vprašalnika smo ugotovili, da se tudi večina študentov zaveda razlik v znanju učencev. Analiza učnih priprav, ki so jih napisali študenti, pa je pokazala velike pomanjkljivosti pri udejanjanju diferenciacije pri pouku naravoslovja. Praviloma več kot 90 % priprav, ki jih študenti napišejo na začetku izobraževanja pri didaktiki naravoslovja, ne vključuje niti kvantitativne niti kvalitativne diferenciacije. Ugotovili smo, da se ob koncu izobraževanja pojmovanje diferenciacije udejanja v elementih konstruktivistične teorije učenja. Z analizo različnih učbenikov in delovnih zvezkov smo ugotavljali, kako o diferenciaciji razmišljajo avtorji učbenikov. Izkazalo se je, da večina učnih gradiv ne vključuje elementov diferenciacije.

Keywords

učna diferenciacija;poučevanje;učni načrti;učitelji;osnovne šole;

Data

Language:	Slovenian
Year of publishing:	2013
Typology:	1.02 - Review Article
Organization:	UL PEF - Faculty of Education
UDC:	37.091.2:5
COBISS:	9788489
ISSN:	1855-4431
Parent publication:	Revija za elementarno izobraževanje
Views:	1230
Downloads:	229
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Differentation in teaching science in the first and second cycles of primary education
Secondary abstract:	There are differences between pupils with regard to their knowledge, but also their abilities or skills and attitudes. The aim of our research study was to determine whether those differences are taken into account while planning and executing primary science lessons. We looked for evidence of differentiation in primary science curricula and textbooks as well as in conceptions and practices of students who are to be future primary school teachers. We noticed that Slovenian curricula designers were clearly aware of the differentiation, as the curricula specifically defined “minimum” and “basic” standards of knowledge. Based on a questionnaire we established that most students were well aware of the differences in pupils’ level of knowledge. An analysis of the lesson plans that were written by students showed significant shortcomings in differentiation in primary science education. As a rule, over 90 per cent of lesson plans that students had to write at the beginning of natural science didactics did not include either quantitative or qualitative differentiation. We found out that once students had completed the teacher education programme, the concept of differentiation was realized through the elements of the constructivist theory of learning. By analyzing various textbooks and workbooks, we tried to determine how the authors of the respective books perceived differentiation. We came to a conclusion that a majority of teaching materials did not incorporate the elements of differentiation.
Secondary keywords:	science education;primary school;naravoslovna vzgoja in izobraževanje;osnovna šola;
URN:	URN:SI:UM:
Type (COBISS):	Scientific work
Pages:	str. 193-211
Volume:	ǂLetn. ǂ6
Issue:	ǂšt. ǂ2/3
Chronology:	sep. 2013
ID:	10865444