diplomsko delo
Marko Vrbec (Author), Jelka Strgar (Mentor)

Abstract

Preverjanje in ocenjevanje znanja nas spremljata na vsakem koraku izobraževanja. Preverjanje in ocenjevanje znanja v šoli lahko razdelimo na notranje (interno) in zunanje (eksterno) preverjanje in ocenjevanje znanja. Področje naravoslovja in biologije v osnovni šoli in prvem letniku srednje šole pokrivajo tri zunanja preverjanja znanja: nacionalno preverjanje znanja (NPZ), program mednarodne primerjave dosežkov učenk in učencev (PISA) in mednarodna raziskava trendov matematične in naravoslovne pismenosti (TIMSS). Raziskava PISA je raziskava o matematični, bralni in naravoslovni pismenosti učencev, raziskava TIMSS pa raziskuje trende znanja matematike in naravoslovja. NPZ je oblika zunanjega preverjanja znanja, ki se izvaja na vseh slovenskih osnovnih šolah. Namen NPZ v osnovnih šolah je ugotavljanje in zagotavljanje kakovosti šolskega dela. NPZ daje povratne informacije o doseganju učnih ciljev in standardov znanja, določenih z učnimi načrti, učencem, staršem, učiteljem, ravnateljem, ostalim strokovnim sodelavcem šole in strokovnjakom na nacionalni ravni ter tako omogoča boljšo organizacijo in izboljšavo pedagoškega dela. V okviru diplomskega dela nas je zanimalo, katere so značilne pomanjkljivosti oziroma tipični nepravilni odgovori, ki se pojavljajo v odgovorih učencev pri NPZ iz biologije leta 2017, in katerih tem, zajetih v operativnih ciljih učnih načrtov za naravoslovje in biologijo, učenci ne obvladajo zadovoljivo. V ta namen smo v sodelovanju z Državnim izpitnim centrom (RIC) pridobili dostop do 276 rešenih preizkusov učencev, kar je predstavljalo vzorec za našo raziskavo. Nato smo iz vsake pole našega vzorca izpisali vse odgovore ter določili frekvence posameznih odgovorov. Zbrane odgovore učencev smo vsebinsko analizirali. Analiza odgovorov učencev na NPZ iz biologije 2017 je pokazala, da imajo učenci na koncu osnovnošolskega izobraževanja pri biologiji težave pri: razumevanju procesov fotosinteze in celičnega dihanja ter transporta snovi po rastlinah, pri razumevanju zgradbe semena in nespolnega razmnoževanja pri rastlinah, pri razumevanju izmenjave snovi pri enoceličarjih, načrtovanju poskusov, poznavanju zgradbe DNA in poznavanju zgradbe posameznih organskih sistemov pri človeku. Težave se pojavljajo tudi pri razlikovanju med fenotipom in genotipom, pri razumevanju biotehnoloških postopkov in pri razumevanju vpliva genetske raznolikosti populacije na njeno izumrtje.

Keywords

zunanje preverjanje znanja;nacionalno preverjanje znanja;osnovna šola;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL BF - Biotechnical Faculty
Publisher: [M. Vrbec]
UDC: 57:37.091.276(043.2)
COBISS: 12091977 Link will open in a new window
Views: 592
Downloads: 122
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Other data

Secondary language: English
Secondary title: Content analysis of the national assessment of knowledge in biology in 2017
Secondary abstract: Checking and assessing the knowledge are regular companions at every step of education. Checking and assessing the knowledge at school can be divided into internal and external checking and assessing the knowledge. The field of natural sciences and biology in primary school and the first year of secondary school is covered by three external knowledge tests: National Checking of Knowledge (NPZ), Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). PISA research is a study on mathematical, reading and science literacy among pupils, while the TIMSS research explores trends in mathematics and science literacy. NPZ is a form of external checking of knowledge, which is carried out in all Slovenian primary schools. The purpose of NPZ in primary schools is to identify and ensure the quality of schoolwork. NPZ provides feedback on the achievement of the learning objectives and standards of knowledge defined in curricula, to students, parents, teachers, school principals, other professional staff members and experts at the national level, thus facilitating better organization and improvement of pedagogical work. In the course of the diploma thesis we were interested in what are the typical deficiencies or incorrect answers that occur in pupils’ answers in Biology NPZ in 2017, and what topics covered in the operational objectives of the curricula for natural sciences and biology are not satisfactorily mastered by the pupils. For this purpose, we cooperated with the National Examination Center (RIC) and gained access to 276 completed pupils' tests, which represented a sample for our research. From every pole of our sample, we wrote out all the answers and set the frequencies of individual answers. Then we analysed the collected pupils' answers. The analysis of pupils' answers in Biology NPZ 2017 showed that pupils at the end of primary education in biology have difficulties in: understanding the processes of photosynthesis and cellular respiration and transport of substances in plants, understanding the structure of the seed and the asexual reproduction in plants, understanding the exchange of substances in unicellular organisms, planning experiments, knowing the DNA structure, and knowing the structure of individual organ systems in humans. Problems also arise in distinguishing between phenotype and genotype, in understanding biotechnological processes and in understanding the impact of the genetic diversity of the population on its extinction.
Secondary keywords: biology;primary education;marking;biologija;osnovnošolski pouk;ocenjevanje;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Dvopredmetni učitelj biologija in kemija
Pages: 100 str., [26] str. pril.
ID: 10954607