Razvijanje naravoslovne pismenosti pri pouku spoznavanja okolja v tretjem razredu

diplomsko delo

Monika Zupanc (Author), Vlasta Hus (Mentor)

Abstract

V diplomskem delu je uvodoma teoretično predstavljeno naravoslovno znanje. Opredeljujejo ga pojmi, postopki in stališča, ki se razvijajo z naravoslovnimi dejavnostmi. V nadaljevanju sledi predstavitev preverjanja in ocenjevanja znanja. Poudarek je na preverjanju naravoslovnega znanja, saj sodobne oblike in metode dela, ki temeljijo na aktivni vlogi učencev, zahtevajo tudi drugačno preverjanje in ocenjevanja znanja. Ugotavljali smo zastopanost dejavnosti, ki vključujejo postopke, v učnem načrtu in v učbeniških kompletih za spoznavanje okolja v tretjem razredu. Razlike v številu zastopanosti postopkov glede na posamezne tematske sklope in posamezne založbe so analizirane. Rezultati so pokazali, da so postopki v priročnikih, učbenikih in delovnih zvezkih posameznih založb različno zastopani, v učnem načrtu se postopki pojavljajo predvsem med predlaganimi dejavnostmi, največ v naravoslovnih tematskih sklopih. Dodali smo nabor nalog oz. dejavnosti za razvijanje, preverjanje in ocenjevanje procesnega znanja oz. postopkov.

Keywords

razredni pouk;naravoslovje;pismenost;razvijanje;spoznavanje okolja;pouk;tretji razred;postopki;preverjanje;diplomska dela;

Data

Language:	Slovenian
Year of publishing:	2011
Source:	Maribor
Typology:	2.11 - Undergraduate Thesis
Organization:	UM PEF - Faculty of Education
Publisher:	[M. Zupanc]
UDC:	37(043.2)
COBISS:	18233352
Views:	3485
Downloads:	394
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	DEVELOPING THE NATURAL SCIENCE LITERACY AT ENVIRONMENTAL SCIENCES IN THE THIRD GRADE OF PRIMARY SCHOOL
Secondary abstract:	Initially in this diploma paper there is theoretically presented science knowledge. It is determined by concepts, procedures and views that develop with science activities. The presentation of assessment and grading follows below. The emphasis is on the assessment of science knowledge since modern forms and methods are based on active students and therefore demand different approaches in assessment and grading. We have been determining the representation of activities which include procedures in curriculum and course books of Environmental science in third grade of primary school. The differences in the representation of procedures according to individual theme area and publishers are analyzed. The results have shown that the procedures in teacher's books, books and workbooks of different publishers are differently represented; nevertheless, in curriculum these procedures are one of the proposed activities with maximum in science theme areas. We added a set of tasks and activities for developing, assessing and grading students' procedural knowledge.
Secondary keywords:	environmental studies;science literacy;science knowledge;procedures;assessment;
URN:	URN:SI:UM:
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages:	157 f.
Keywords (UDC):	social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID:	19140