magistrsko delo
Maruša Hribar Skubic (Avtor), Tinka Bačič (Mentor)

Povzetek

Magistrsko delo obravnava golosemenke pri pouku biologije in naravoslovja v osnovni šoli. Golosemenke razdelimo v več skupin. Njihova delitev je v različnih literaturnih virih različna. V nalogi smo sledili delitvi golosemenk na 4 skupine. Skupini Cycadophyta in Gnetophyta smo le na kratko opisali. Osredotočili smo se skupino Coniferophyta (iglavci ali storžnjaki). V to skupino sodijo naše avtohtone vrste golosemenk. Podrobno smo opisali šest vrst iglavcev, ki uspevajo pri nas. Od ostalih vrst smo podrobno opisali tudi dvokrpi ginko, ki sodi v skupino Ginkgophyta. Za teh sedem vrst smo izdelali tudi informativne liste, ki bodo v pomoč učiteljem in učencem pri izvajanju pouka. Namen magistrskega dela je bil ugotoviti, kje in kako glede na učne načrte vključiti golosemenke v pouk biologije in naravoslovja. Izdelali smo tudi nekaj predlogov za praktično uporabo golosemenk pri pouku. Najprej smo pregledali učne načrte za predmete z biološko vsebino v osnovni šoli. V preglednico smo izpisali operativne učne cilje, v katere lahko vključimo vsebine o golosemenkah. Zraven smo dopisali tudi primere dejavnosti pri pouku. Za tri dejavnosti smo izdelali podrobna navodila, skupaj z rezultati in razpravo. Z raziskavo smo želeli ugotoviti, v kolikšni meri in na kakšen način učitelji obravnavajo golosemenke pri pouku biologije in naravoslovja in ali učitelji pri pouku uporabljajo golosemenke kot učno sredstvo za doseganje ciljev. Izvedli smo spletno anketo med učitelji biologije, naravoslovja in izbirnih predmetov v osnovnih šolah. Z raziskavo smo ugotovili, da največ učiteljev vsebine o golosemenkah obravnava pri predmetu Naravoslovje v 6. razredu. Največ učiteljev si pri razlagi pomaga z nabranim materialom, ki ga pokažejo v učilnicah, in tudi s slikovnim določevalnim ključem, učence peljejo na teren, pomagajo pa si tudi s slikami v učbeniku in na spletu. Ugotovili smo tudi, da večina učiteljev obravnava vsebine o golosemenkah samo za primerjavo s kritosemenkami. Golosemenke omenijo tudi ob drugih vsebinah. Posameznemu načinu obravnave učitelji običajno namenijo 1–3 ure. Učitelji v veliki meri izvajajo praktične dejavnosti, pri katerih uporabljajo golosemenke kot material za doseganje učnih ciljev. Najpogostejše dejavnosti so: določanje golosemenk z določevalnimi ključi, opazovanje, opisovanje, primerjanje in terensko delo. Z raziskavo smo ugotovili, da učni načrti za naravoslovne predmete v OŠ vključujejo malo vsebin o golosemenkah. Ugotovili smo tudi, da so golosemenke primerno učno sredstvo za doseganje ciljev učnega načrta. S pomočjo anketnega vprašalnika smo ugotovili, da dobri dve tretjini učiteljev obravnava golosemenke kot samostojno vsebino. Ugotovili smo tudi, da velika večina učiteljev izvaja praktične dejavnosti, pri katerih uporabljajo golosemenke kot material za doseganje učnih ciljev.

Ključne besede

semenke;iglavci;učni načrt;praktične dejavnosti;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Hribar Skubic]
UDK: 58:373.3(043.2)
COBISS: 21122563 Povezava se bo odprla v novem oknu
Št. ogledov: 439
Št. prenosov: 54
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Gymnosperms in biology and science instruction in elementary school
Sekundarni povzetek: The master thesis addresses the gymnosperms in biology and science class in elementary school. The gymnosperms are divided into several groups. Their division is different in different literatures. We followed the classification into 4 taxonomical groups. We have only briefly descibed the groups Cycadophyta and Gnetophyta. We focused on the Coniferophyta group (conifers). This group includes our native species of gymnosperms. We have described in detail the six species of conifers that thrive in our country. Of the other species, we also described in detail the Ginkgo biloba belonging to the Ginkgophyta group. For these seven species, we have also produced fact sheets to help teachers and schoolchildren carry out lessons. The purpose of the master thesis was to find out where and how to integrate gymnosperms in biology and science classes according to curriculum. We also wanted to make some suggestions for the practical use of gymnosperms in classes. First we reviewed the curriculum for elementary school biological subjects. We have outlined operational learning objectives in the table, in which we can include content about the gymnosperms. We also provided examples of activities for lessons. For three activities, we produced practical examples, together with the results and discussion. In our survey, we wanted to found out to what extent and in what way teachers teach about gymnosperms in biology and science classes and whether teachers use gymnosperms as a materials for achieving their learning objectives. We conducted an online survey among teachers of biology, science and optional subject in primary school. In the survey we found out that most teachers deal with gymnosperms content in the 6th grade science course. Most teachers use the material collected in the pield which they show in classrooms, as well as with a pictorial identification key, to take schoolchildren to the field, and to help them with pictures in the textbook and online. We have also found that most teachers only treat gymnosperms for comparison with angiosperms. Gymnosperms are also mentioned along with themes. Teachers usually devote 1–3 hours to each mode of treatment. To a large extent teachers carry out practical activities in which they use the gymnosperms as a material to achieve learning objective. The most common activities are: identification of gymnosperms with identification keys, observation, description, comparison and fieldwork. The survey we found out that the curriculum for science subject in primary school include a little content about gymnosperms. We also found out that gymnosperms are material for achieving their learning objectives. With survey questionnaire, we found out that more than two third of teachers treat gymnosperms as independent content. We also found out that the vast majority of teachers carry out practical activities in which they use the gymnosperms as a material to achieve learning objective.
Sekundarne ključne besede: primary education;biology;osnovnošolski pouk;biologija;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje biologije in kemije
Strani: 137 str.
ID: 11876372