magistrsko delo
Petra Drčar (Author), Tom Turk (Reviewer), Jelka Strgar (Mentor), Jelka Strgar (Thesis defence commission member), Iztok Tomažič (Thesis defence commission member), Tom Turk (Thesis defence commission member)

Abstract

Hitro naraščajoča količina informacij v znanosti se odraža tudi v učnih načrtih programa splošne gimnazije. Učnih ciljev je vedno več, število šolskih ur, namenjenih obravnavani snovi, pa ostaja nespremenjeno. Z raziskavo smo želeli ugotoviti, kako pomembni in kako zahtevni se zdijo izbrani učni cilji za drugi letnik biologije v programu gimnazije v Sloveniji gimnazijskim učiteljem. Podatke smo zbrali s spletnim vprašalnikom, v katerem so učitelji ocenjevali pomembnost in zahtevnost 59 učnih ciljev na lestvici od 1 (zelo nepomemben ali zelo nezahteven učni cilj) do 5 (zelo pomemben ali zelo zahteven učni cilj). Ugotovili smo, da se učiteljem biologije v slovenskih splošnih gimnazijah učni cilji za biologijo v drugem letniku zdijo pomembni, saj so 27 % vseh ciljev ocenili kot zelo pomembne, 56 % vseh ciljev pa kot pomembne. Prav tako so učitelji mnenja, da so učni cilji razmeroma zahtevni, saj so 32 % vseh učnih ciljev ocenili kot zahtevne, 42 % vseh učnih ciljev pa kot srednje zahtevne. Ugotovili smo, da delovna doba učitelja ni povezana z njegovim mnenjem niti o pomembnosti niti o zahtevnosti učnih ciljev, saj nismo našli statistično značilnih razlik med njihovimi odgovori. Po mnenju učiteljev je največ zelo pomembnih učnih ciljev v sklopu »Zgradba in delovanje človeka in drugih živali« (46 %), v katerem je tudi največ zahtevnih učnih ciljev (46 %).

Keywords

biologija;gimnazija;profesorji;učni načrt;učni cilji;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL BF - Biotechnical Faculty
Publisher: [P. Drčar]
UDC: 355.233.1:57(043.2)
COBISS: 103831811 Link will open in a new window
Views: 149
Downloads: 23
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Other data

Secondary language: English
Secondary title: Opinion of biology teachers on learning outcomes in second grade of high school
Secondary abstract: Advances of science and rapid rising amount of newly acquired information is showing also in learning catalogues or curricula for high school. The number of learning goals is increasing but the time dedicated for them stays the same. With this work, we wanted to find out what Slovenian biology professors think of specific learning outcomes. For that purpose, we prepared online questionnaire and asked biology professors to asses 59 learning outcomes from 1 (not important at all or not difficult at all) to 5 (very important or very difficult). With this work, we conducted that biology professors think most of the learning outcomes are either very important (27 %) or important (56 %). They also think that learning outcomes are either difficult (32 %) or of medium difficulty (42 %). This work also shows that professors’' opinion of importance and difficulty is not related to their years of service in teaching. In professors’ opinion the number of very important learning outcomes belongs to segment »Structure and function of human and other animals« (46 %), which also contains the highest number of difficult learning outcomes (46 %).
Secondary keywords: biology;high school;professors;curriculum;learning objectives;
Type (COBISS): Master's thesis/paper
Study programme: 0
Thesis comment: Univ. Ljubljana, Biotehniška fak.
Pages: VII, 67 f.
ID: 14768441