Nataša Dolenc-Orbanić (Author), Petra Furlan (Author)

Abstract

Cilj sodobne šole je oblikovati naravoslovno pismene posameznike, ki morajo biti kos zahtevam sodobne družbe, v kateri ima naravoslovje pomembno vlogo. Za dosego tega cilja pa mora učitelj/-ica izbrati sodobne strategije poučevanja, ki temeljijo na aktivnem delu učencev. V prispevku bomo prikazali, kakšni so pogledi bodočih učiteljev na sodobno poučevanje naravoslovja ter koliko izobraževanje in praksa vplivata nanje. Raziskava je bila izvedena s študenti tretjega letnika (N = 56) študijskega programa razredni pouk Pedagoške fakultete Univerze na Primorskem, ki še niso bili seznanjeni z vsebinami predmeta didaktika naravoslovja, in s študenti četrtega letnika (N = 28) študijskega programa razredni pouk po tem, ko so se s teoretičnimi in praktičnimi (laboratorijske vaje in nastopi) vsebinami o sodobnih vidikih poučevanja naravoslovja že seznanili. Študentje so izpolnili anketni vprašalnik z desetimi vprašanji odprtega in zaprtega tipa. Nanašala so se na njihova prepričanja o tem, kako je treba poučevati naravoslovje: kakšni so po njihovem mnenju primerni pristopi, kakšen je njihov odnos do eksperimentalnega dela in dela z živim materialom, kako bi poučevali naravoslovje, da bi bilo za učence bolj zanimivo, ter kako bi načrtovali sodobni pouk naravoslovja. Anketne vprašalnike smo pregledali, analizirali in med seboj primerjali mnenja študentov tretjega in četrtega letnika.

Keywords

naravoslovje;sodobni pristopi poučevanja;bodoči učitelji;naravoslovna pismenost;didaktika naravoslovja;

Data

Language: Slovenian
Year of publishing:
Typology: 1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization: UP PEF - Faculty of Education Koper
UDC: 373.3:5
COBISS: 1537773252 Link will open in a new window
Views: 4035
Downloads: 144
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Other data

Secondary language: English
Secondary title: The pre-service teachers' views on the contemporary teaching of science
Secondary abstract: The objective of contemporary school is to develop scientifically literate individuals, who are able to meet the demands of modern society, in which science plays an imortant role. In order to achieve this goal, a teacher has to use contemporary teaching strategies based on pupils' active learning. This paper presents the pre-service teachers' views on the contemporary teaching of science and how do education and teaching practice influence them. A research was carried out with the third year students (N = 50) of the study programme Primary teacher education at the Faculty of Education, University of Primorska, who had not taken the Science teaching methodology course yet and the fourth year students (N = 40) of the study programme Primary teacher education after they had become familiar with the theory and practice (laboratory work and individual teaching) in the field of the contemporary aspects of science teaching. The students completed questionnaires including ten open- and closed-ended questions. The questions dealt with their beliefs about science teaching: which are the appropriate approaches, what is their attitude towards experimental work and work with living materials, how would they teach science to make it more interesting for pupils and how would they plan science lessons. We examined and analysed the questionnaires and compared the third year students' views with the fourth year students' views.
Secondary keywords: science;contemporary approaches to teaching;pre-service teachers;scientific literacy;science teaching methodology;teaching and learning mathematics;
Type (COBISS): Not categorized
Pages: Str. 343-356, 628-629
ID: 9057866