Preverjanje in ocenjevanje znanja naravoslovja v II. triletju osnovne šole

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Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2011
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[T.Novak]
UDK:	37.091.279.6:5(043.2)
COBISS:	8919625
Št. ogledov:	1050
Št. prenosov:	171
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Assessment and evaluation of knowledge in natural sciencies and technics in the second cycle of the elementary school
Sekundarni povzetek:	Assessment and evaluation of knowledge in natural science and technics differ a lot regarding to the teacher. Some teachers prefer traditional assessment of knowledge, others look for new methods of assessment as the teaching of natural science itself faces new guidelines which tend to make lessons more interesting, better and more diverse. Such methods try to encourage a student to think about the laws of nature and natural processes which take place in nature. Moreover, students get closer to nature and their relation to nature/natural science improves. In my research I tried to verify to what extent the assessment and evaluation of knowledge in natural science vary regarding the teacher and their teaching methods. I prepared and distributed a questionnaire to teachers. One part of the questionnaire was a test of a 4th grade student with his/her answers. The teachers had to correct and evaluate it. The other part of the questionnaire was a numeric scale in which teachers had to decide to what extent they agree or disagree with the statements regarding the assessment and evaluation of the knowledge in natural science. According to the results I found out that these two processes differ among teachers. The grades as well as some of their opinions about assessing and evaluating differed – the biggest differences were those which take into account the students individuality with the assessment and evaluation, the smallest differences were those which regard the homework.
Sekundarne ključne besede:	science education;marking;taxonomy;naravoslovna vzgoja in izobraževanje;ocenjevanje;taksonomija;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Strani:	VII, 71 f., [7] f. pril.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Assessment and evaluation of knowledge in natural sciencies and technics in the second cycle of the elementary school
Ključne besede (ePrints):	ocenjevanje
Ključne besede (ePrints, sekundarni jezik):	evaluation
Povzetek (ePrints):	V današnjih časih se preverjanje in ocenjevanje znanja naravoslovja pri učiteljih vedno bolj razlikujeta. Nekateri se bolj nagibajo k tradicionalnemu preverjanju znanja, drugi pa iščejo nove načine preverjanja, saj se tudi pri samem pouku naravoslovja pojavljajo nove smernice, ki naj bi jih učitelji upoštevali za bolj zanimive, kakovostne in raznolike ure naravoslovja. Z njimi bi pri učencih spodbudili razmišljanje o zakonitostih narave in naravnih procesih, ki se v naravi odvijajo, poleg tega pa bi učencem naravo tudi približali in izboljšali njihov odnos in stališča do narave/naravoslovja. Z raziskavo sem želela preveriti, v kolikšni meri se preverjanje in ocenjevanje znanja naravoslovja med učitelji razlikujeta, zato sem sestavila vprašalnik, ki sem ga razdelila učiteljem. En del vprašalnika je obsegal rešen test učenca 4. razreda, ki so ga morali učitelji popraviti in oceniti, drug del pa numerično lestvico strinjanja z danimi trditvami o preverjanju in ocenjevanju naravoslovnega znanja. Na podlagi rezultatov sem ugotovila, da se ta dva procesa med učitelji precej razlikujeta. Razlikovale so se tako ocene testa, ki so ga učitelji popravili in ocenili, kot tudi nekatera njihova mnenja o preverjanju in ocenjevanju. Mnenja so se najbolj razlikovala glede upoštevanja individualnosti učencev pri preverjanju in ocenjevanju znanja, najmanj pa pri trditvah, ki so se navezovale na domače naloge.
Povzetek (ePrints, sekundarni jezik):	Assessment and evaluation of knowledge in natural science and technics differ a lot regarding to the teacher. Some teachers prefer traditional assessment of knowledge, others look for new methods of assessment as the teaching of natural science itself faces new guidelines which tend to make lessons more interesting, better and more diverse. Such methods try to encourage a student to think about the laws of nature and natural processes which take place in nature. Moreover, students get closer to nature and their relation to nature/natural science improves. In my research I tried to verify to what extent the assessment and evaluation of knowledge in natural science vary regarding the teacher and their teaching methods. I prepared and distributed a questionnaire to teachers. One part of the questionnaire was a test of a 4th grade student with his/her answers. The teachers had to correct and evaluate it. The other part of the questionnaire was a numeric scale in which teachers had to decide to what extent they agree or disagree with the statements regarding the assessment and evaluation of the knowledge in natural science. According to the results I found out that these two processes differ among teachers. The grades as well as some of their opinions about assessing and evaluating differed – the biggest differences were those which take into account the students individuality with the assessment and evaluation, the smallest differences were those which regard the homework.
Ključne besede (ePrints, sekundarni jezik):	evaluation
ID:	8308107