Analiza vprašanj v učbenikih in delovnih zvezkih pri predmetu naravoslovje in tehnika

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Language:	Slovenian
Year of publishing:	2011
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[K. Muhič]
UDC:	50:37.091.64(043.2)
COBISS:	8948809
Views:	860
Downloads:	180
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Analysis of issues in textbooks and workbooks in the subject science and technology
Secondary abstract:	The focus of my dissertation is issues in textbooks and workbooks in the subject science and technology. The theoretical part brings major turnarounds in the history of Slovenian school system, which influenced on turnarounds of the subject and its teaching. More specifically, I focused on the changes brought by the nine-year elementary school. Changing structure of the course followed the curricula, textbooks and the method of teaching. I also presented a variety of teaching approaches, with emphasis on constructivism, which is more and more involved in teaching. I highlighted the importance of the issues asked from teachers or textbooks and the importance of knowing the basis of taxonomy for learning, both conceptual and procedural. The empirical part presents the analysis of issues and tasks set forth in the textbooks and workbooks, which were approved by the Scientific Council of the Republic of Slovenia for General Education, for the subject science and technology. My intention was to find out what kind of issues are presented in different textbooks and if the authors account various taxonomies of knowledge. I found that the proportion of procedural questions and exercises in the textbooks and workbooks is higher than conceptual issues. At the same time the number of questions and tasks that include the lower level of knowledge are represented in bigger number; so from Bloom taxonomy as according to Elstgeest’s definition of productive questions.
Secondary keywords:	science education;textbook;question;knowledge level;naravoslovna vzgoja in izobraževanje;učbenik;vprašanje;stopnja znanja;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	X, 77 str., [45] str. pril.
Type (ePrints):	thesis
Title (ePrints):	Analysis of issues in textbooks and workbooks in the subject science and technology
Keywords (ePrints):	naravoslovje in tehnika
Keywords (ePrints, secondary language):	science and technology
Abstract (ePrints):	V diplomskem delu sem se osredotočila na vprašanja in naloge, ki jih učencem četrtih in petih razredov devetletne osnovne šole zastavljajo učbeniki in delovni zvezki različnih avtorskih skupin pri predmetu naravoslovje in tehnika. Teoretični del predstavlja pomembnejše preobrate v zgodovini slovenskega šolstva, ki so vplivali na spreminjanje predmeta naravoslovje ter hkrati na njegovo poučevanje. Podrobneje sem se osredotočila na spremembe, ki jih je prinesla devetletna osnovna šola. Poleg struktur predmeta so se spreminjali tudi učni načrti, učbeniška gradiva ter sam način poučevanja. V nadaljevanju svojega dela sem predstavila različne pristope poučevanja, s poudarkom na konstruktivizmu, ki se pri poučevanju vedno bolj uveljavlja. Izpostavila sem pomembnost vprašanj, ki jih učencem postavlja učitelj oziroma učbenik ali delovni zvezek, ter na njihovi podlagi poudarila pomembnost poznavanj taksonomij znanj, tako konceptualnih kot proceduralnih. V empiričnem delu je predstavljena analiza vprašanj in nalog, zastavljenih v učbenikih in delovnih zvezkih, ki so bili potrjeni s strani Strokovnega sveta Republike Slovenije za splošno izobraževanje, za poučevanje predmeta naravoslovje in tehnika. Zanimalo me je predvsem, kakšna vprašanja in naloge zastavljajo avtorske skupine ter ali pri tem upoštevajo različne taksonomije znanj. Ugotovila sem, da je delež proceduralnih vprašanj in nalog v učbenikih in delovnih zvezkih večji od deleža konceptualnih vprašanj, hkrati pa je več tistih vprašanj in nalog, ki obsegajo nižje ravni zahtevnosti znanja, tako po Bloomovi taksonomiji kot glede na vrsto produktivnih vprašanj, kot jih je opredelil Elstgeest.
Abstract (ePrints, secondary language):	The focus of my dissertation is issues in textbooks and workbooks in the subject science and technology. The theoretical part brings major turnarounds in the history of Slovenian school system, which influenced on turnarounds of the subject and its teaching. More specifically, I focused on the changes brought by the nine-year elementary school. Changing structure of the course followed the curricula, textbooks and the method of teaching. I also presented a variety of teaching approaches, with emphasis on constructivism, which is more and more involved in teaching. I highlighted the importance of the issues asked from teachers or textbooks and the importance of knowing the basis of taxonomy for learning, both conceptual and procedural. The empirical part presents the analysis of issues and tasks set forth in the textbooks and workbooks, which were approved by the Scientific Council of the Republic of Slovenia for General Education, for the subject science and technology. My intention was to find out what kind of issues are presented in different textbooks and if the authors account various taxonomies of knowledge. I found that the proportion of procedural questions and exercises in the textbooks and workbooks is higher than conceptual issues. At the same time the number of questions and tasks that include the lower level of knowledge are represented in bigger number; so from Bloom taxonomy as according to Elstgeest’s definition of productive questions.
Keywords (ePrints, secondary language):	science and technology
ID:	8308307