Spreminjajoča se vloga učbenikov v osnovnošolskem izobraževanju v digitalni dobi: česa se lahko naučimo s pomočjo raziskav branja
Povzetek
Učbeniki so od 19. stoletja osnovno učno sredstvo. Po svoji naravi so vsebovali celovit povzetek vsebine določenega predmeta z namenom, da bi jo razložili; to znanje pa je bilo običajno filtrirano tako, da je ustrezalo pričakovanjem določene družbe glede osnovnega znanja o naravnem in družbenem okolju. Veliko je bilo raziskav o tem, kako se je vsebina učbenikov spreminjala skladno s spreminjajočimi se vrednotami v različnih družbah in v različnih časovnih obdobjih. Malo pa je bilo raziskav o tem, kako so se spreminjale bralne podlage in oblika učbenikov ter kako so te spremembe vplivale na učenje in razumevanje. Študije, ki so sistematično preučevale učinke različnih bralnih podlag in različnih oblik na branje in učno razumevanje, so se sistematično pojavile šele konec 20. stoletja in v začetku 21. stoletja. Preučili smo več takšnih študij in rezultate raziskave PISA 2021 ter oblikovali pet sklepov za prihodnje raziskave učbenikov. Ti kažejo, da so zasloni pri nekaterih vrstah branja slabši od tiskanih besedil, medtem ko interaktivnost in dinamična zasnova nista vrednoti sami po sebi, ampak za izboljšanje bralne uspešnosti in spretnosti mišljenja na višji ravni zahtevata skladno zasnovo.
Prenosi
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