Špela Svetičič (Author), Vesna Ferk Savec (Author)

Abstract

Nizka motivacija za učenje kemije še vedno predstavlja izziv na področju kemijskega izobraževanja. Pogost razlog zanjo je, da učenci ne vidijo povezav med vsebino kemijskega izobraževanja in njihovim osebnim življenjem ter družbo. Možnost za preseganje te problematike in doseganje relevantnosti kemijskega izobraževanja za učence v vseh treh dimenzijah relevantnosti (dimenziji subjekta, družbeni in poklicni dimenziji) predstavlja kemijsko izobraževanje, ki temelji na sodelovanju med »šolami-univerzo-podjetji«. Z namenom spodbuditve sodelovanja med »šolami-univerzo-podjetji« v slovenskem prostoru je bilo v študijskem letu 2016/17 v okviru izvajanja dveh študijskih programov izobraževanja bodočih učiteljev kemije na Univerzi v Ljubljani takšno sodelovanje izvedeno. Glavni namen prispevka je preučiti povezavo te izkušnje s percepcijo bodočih učiteljev kemije o relevantnosti sodelovanja med »šolami-univerzo-podjetji«. Vzorec raziskave predstavlja 33 študentov, bodočih učiteljev kemije v osnovnih in srednjih šolah, ki so bili udeleženci omenjenega sodelovanja. V raziskavi je bil za pridobitev informacij glede percepcije bodočih učiteljev kemije o relevantnosti sodelovanja pred in po izkušnji sodelovanja uporabljen vprašalnik. Na podlagi pridobljenih rezultatov je bilo ugotovljeno, da je izkušnja sodelovanja med »šolami-univerzo-podjetji« pri bodočih učiteljih kemije povezana z večjim deležem odgovorov, ki se nanašajo na percepcijo relevantnosti sodelovanja iz vidika različnih dimenzij relevantnosti kemijskega izobraževanja - dimenzije subjekta (šol, bodočih učiteljev, univerze, podjetij), poklicne dimenzije in družbene dimenzije. Pri tem je posebej izpostavljena kognitivna domena, in sicer usvajanje znanj in izkušenj učencev ter bodočih učiteljev kemije, med učitelji kemije, bodočimi učitelji kemije in univerzo pa proces izmenjave novih znanj in izkušenj v nasprotju z zgolj enostranskim prenosom med različnimi deležniki.

Keywords

bodoči učitelji kemije;

Data

Language: Slovenian
Year of publishing:
Typology: 1.06 - Published Scientific Conference Contribution (invited lecture)
Organization: UL PEF - Faculty of Education
UDC: 37.011.3-051:54
COBISS: 11939145 Link will open in a new window
Views: 623
Downloads: 107
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Other data

Secondary language: English
Secondary title: ǂThe ǂexperience of "school-university-industry" collaboration from the perspective of future chemistry teacher
Secondary abstract: Low motivation for chemistry learning still represents a challenge in the field of chemistry education. A frequently mentioned reason is that students do not see the connections between the content of the chemistry education and their personal life and society. Applying chemistry education based on industry collaboration to teaching practice represents the possibility to overcome this issue and to enhance and contributing to all three dimensions of the relevance of chemistry education (an individual, a societal and a vocational dimension). In order to encourage the "schools-university-industry" cooperation in Slovenia, this kind of collaboration took place during the academic year 2016/17 in the framework of the implementation of two study programs of education of future chemistry teachers at the University of Ljubljana. The main purpose of this paper is to examine the connection between this experience and the perception of the relevance of "schools-university-industry" cooperation from the point of view of future chemistry teachers. The sample consists of 33 students, future chemistry teachers in elementary and secondary schools, who participated in the mentioned "schools-university-industry" cooperation. In the survey, a questionnaire was used to obtain the information regarding the perception of future chemistry teachers about the relevance of collaboration before and after the experience of the cooperation. The results indicate that the experience of "schools-university-industry" collaboration is connected with the higher proportion of students’ responses related to their perceptions of the relevance of the collaboration from the aspects of different dimensions of the relevance of chemistry education - an individual, a societal and a vocational dimension. The cognitive domain is particularly exposed, namely as the acquisition of knowledge and experiences of students and future chemistry teachers or as the process of exchanging knowledge and experiences between teachers, future teachers and university, in contrast to one-sided transmission between different stakeholders.
Secondary keywords: chemistry;education;kemija;vzgoja in izobraževanje;
File type: application/pdf
Type (COBISS): Conference report
Pages: Str. 449-460
ID: 10914059