magistrsko delo
Urška Keber (Author), Jelka Strgar (Mentor)

Abstract

Vsak učenec v razred vstopi s predhodnim znanjem. To je znanje, ki ga je učenec pridobil v šoli ali pa v domačem okolju. Tisti učenci, ki imajo več predhodnega znanja, imajo lahko pri tem tudi veliko napačnih predstav, kar lahko vodi do negativnega učnega transferja. Napačne predstave so znanje, ki je v nasprotju z znanstveno sprejetimi dejstvi. Čeprav so slovenski učenci glede na mednarodne raziskave nadpovprečni pri doseganju ciljev s področja biologije in naravoslovja, pa dosedanje raziskave dokazujejo, da pri doseganju ciljev s področja poznavanja evolucije človeka to ne drži. Evolucijska biologija je znanstvena disciplina, ki je kompleksna in včasih zelo zahtevna ter tako predstavlja velik izziv ne samo učencem ampak tudi učiteljem. Evolucija človeka se v slovenskem učnem načrtu za biologijo pojavi šele v 9. razredu osnovne šole, v katerem najdemo samo en učni cilj o tej temi. Cilj naše raziskave je bil ugotoviti, kakšno je predznanje učencev v 8. razredu osnovne šole o evoluciji človeka, in ugotoviti, katere napačne predstave o evoluciji človeka imajo ti učenci. Zanimalo nas je tudi, ali je to znanje povezano s spolom učencev ter šolo, ki jo obiskujejo. Raziskovali smo tudi, ali imajo učenci različnih šol enake napačne predstave ali ne. V raziskavo je bilo vključenih 230 učencev treh osnovnih šol. Naš instrument za zbiranje podatkov je bil spletni vprašalnik. Zanj smo se odločili, ker je bila v času raziskave v Sloveniji razglašena epidemija virusa SARS-CoV-2. Z raziskavo smo ugotovili, da imajo učenci zadovoljivo predznanje o evoluciji človeka. Dokazali smo tudi, da se pri učencih osmih razredov kljub dobremu splošnemu predznanju o evoluciji človeka pojavljajo značilne napačne predstave o tej temi. Največ napačnih predstav so učenci imeli pri časovni in krajevni umestitvi dogodkov, povezanih z razvojem sodobnega človeka in neandertalca.

Keywords

napačne predstave;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [U. Keber]
UDC: 57:373.3(043.2)
COBISS: 65550851 Link will open in a new window
Views: 271
Downloads: 8
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Other data

Secondary language: English
Secondary title: Eighth gradersʹ prior knowledge of human evolution
Secondary abstract: Every pupil enters the classroom with prior knowledge. This is the knowledge that a pupil acquired in school or at home. The pupils with more prior knowledge can also have many misconceptions which can lead to a negative learning transfer. Misconceptions are knowledge that is in contrast with scientifically accepted facts. Even though according to international studies Slovenian pupils are above average as to meeting biology and science objectives, the studies up to this point show that this is not true when it comes to meeting objectives about knowing the evolution of man. Evolutionary biology is a complex and sometimes difficult scientific discipline, presenting a challenge to both pupils and teachers. In the Slovenian curriculum, the evolution of man only appears in the 9th grade of elementary school, where only one learning objective about this topic can be found. The objective of our study is to find out what is the extent of prior knowledge of pupils in the 8th grade of elementary school about the evolution of man, and what misconceptions they have about it. We also wanted to establish whether this knowledge is connected to the pupils' gender and their school. In addition, we researched whether pupils from different school have the same misconceptions or not. The study included 230 pupils from three elementary schools. Our data-collection instrument was an online questionnaire. It was chosen due to the fact that, at the time of our study, an epidemic of Sars-CoV-2 was declared in Slovenia. Our study showed that pupils have an acceptable prior knowledge about the evolution of man. We also proved that despite having a good general knowledge about the evolution of man, 8th-grade pupils have common misconceptions about this topic. Pupils had the most misconceptions about the timing and localization regarding the evolution of modern man and Neanderthal.
Secondary keywords: Osnovnošolsko izobraževanje;Razvoj človeka;Univerzitetna in visokošolska dela;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Dvopredmetni učitelj Biologija - Kemija
Pages: VIII, 73 f.
ID: 13031888