Pisno preverjanje in ocenjevanje naravoslovnega znanja v osnovni šoli z nižjim izobrazbenim standardom

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Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[K. Vlahinja]
UDC:	37.091.26:50(043.2)
COBISS:	9309769
Views:	1372
Downloads:	576
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Written assessment of knowledge in natural sciences in special school with lower educational standard
Secondary abstract:	The importance and means of assessment of knowledge in natural science differs from teacher to teacher. We can notice the emerging trend towards more modern methods of teaching. There is a shift from traditional ways of teaching towards more modern and children friendly ways of teaching natural science topics. Focus is shifted towards learning and teaching with physical objects, outside the classroom, practical work, developing processes skills and active participation of all students. Examining and evaluating should be modified accordingly. However, most of the teachers still assign greatest importance to the written examination. Empirical part of the research included special teachers of two special schools with lower educational standards. The aim of the research was comparison between tasks used in the written exams and teacher’s individual perception of tasks used in terms of different levels of knowledge, types of tasks and processes skills. Results show significant differences in use of Bloom taxonomy and processes skills. Teachers tend to mainly use lower levels of Bloom taxonomy, regardless of the number of years teaching. Tasks involving processes skills do not occur often. Despite the modern trends of teaching and assessment teachers focus mainly on the verbal methods of teaching and written examination.
Secondary keywords:	backward child;science education;assessment;otrok s posebnimi potrebami;naravoslovna vzgoja in izobraževanje;vrednotenje;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	XII, 125 str.
Type (ePrints):	thesis
Title (ePrints):	Written assessment of knowledge in natural sciences in special school with lower educational standard
Keywords (ePrints):	preverjanje
Keywords (ePrints, secondary language):	assessment
Abstract (ePrints):	Pomen in način preverjanja in ocenjevanja naravoslovnega znanja se razlikuje od učitelja do učitelja. Pojavljajo se težnje k bolj sodobnim načinom poučevanja, opaziti je premik od tradicionalnega načina poučevanja k bolj sodobnim in učencem primernejšim načinom podajanja naravoslovne snovi. Velik pomen se pripisuje učenju in poučevanju s konkretnimi predmeti, zunaj učilnice, praktičnemu delu, razvijanju naravoslovnih postopkov in aktivnemu sodelovanju vseh učencev. Vsem tem sodobnim načinom poučevanja pa bi moralo slediti tudi temu primerno preverjanje in ocenjevanje naravoslovnega znanja. Večina učiteljev še vedno največji pomen pripisuje pisnemu preverjanju znanja in ocene, pridobljene na pisni način, najvišje vrednoti. V empirični del raziskave sem vključila specialne in rehabilitacijske pedagoge dveh osnovnih šol z nižjim izobrazbenim standardom. Z raziskavo sem želela preveriti, ali učitelji v rešenih vprašalnikih podajo svojo realno oceno pogostosti uporabe višjih in nižjih ravni znanja po Bloomovi taksonomiji, vrst nalog in naravoslovnih postopkov v nalogah pisnega preverjanja znanja. Odgovore učiteljev iz vprašalnikov sem primerjala z analiziranimi nalogami pisnih preverjanj znanj v upoštevanju Bloomove taksonomije, vrste nalog in naravoslovnih postopkov. Na podlagi rezultatov sem ugotovila, da prihaja do velike razlike med rešenimi vprašalniki učiteljev in njihovimi pisnimi preverjanji znanja pri upoštevanju Bloomove taksonomije in naravoslovnih postopkov. Učitelji v svojih pisnih preverjanjih največ uporabljajo nižje ravni znanja po Bloomovi taksonomiji, ne glede na število let poučevanja. Naloge, ki vključujejo naravoslovne postopke, se v pisnih preverjanjih ne pojavljajo pogosto. Prav tako sem ugotovila, da učitelji, kljub sodobnim smernicam poučevanja, preverjanja in ocenjevanja, največji pomen še vedno pripisujejo verbalnim metodam poučevanja in pisnemu preverjanju znanja.
Abstract (ePrints, secondary language):	The importance and means of assessment of knowledge in natural science differs from teacher to teacher. We can notice the emerging trend towards more modern methods of teaching. There is a shift from traditional ways of teaching towards more modern and children friendly ways of teaching natural science topics. Focus is shifted towards learning and teaching with physical objects, outside the classroom, practical work, developing processes skills and active participation of all students. Examining and evaluating should be modified accordingly. However, most of the teachers still assign greatest importance to the written examination. Empirical part of the research included special teachers of two special schools with lower educational standards. The aim of the research was comparison between tasks used in the written exams and teacher’s individual perception of tasks used in terms of different levels of knowledge, types of tasks and processes skills. Results show significant differences in use of Bloom taxonomy and processes skills. Teachers tend to mainly use lower levels of Bloom taxonomy, regardless of the number of years teaching. Tasks involving processes skills do not occur often. Despite the modern trends of teaching and assessment teachers focus mainly on the verbal methods of teaching and written examination.
Keywords (ePrints, secondary language):	assessment
ID:	8310496