Vloga čudenja pri učencih glede pojmovanja evolucije in učenja o njej
Povzetek
Učenje o evoluciji utegne učencem predstavljati izziv, saj lahko od njih terja, da morajo za popolno razumevanje uvideti svet na nove načine, da obvladajo strokovni jezik in razumejo kompleksne procese. Na podlagi dolge vrste teoretično utemeljenih argumentov filozofov in raziskovalcev za vključevanje čudenja v poučevanje naravoslovja poročamo o izsledkih empirične študije, ki je bila osredinjena na vlogo čudenja pri učenju evolucije učencev. Raziskava je bila izvedena s formativno intervencijo, v kateri sta dva raziskovalca naravoslovnega izobraževanja sodelovala z učiteljico sedmega razreda. V obdobju šestih tednov je 45 učencev sodelovalo pri pouku in na delavnicah, katerih cilj je bil vzbuditi občutek čudenja v povezavi s koncepti, za katere je znano, da vplivajo na učenje evolucije. Vključili smo štiri »sprožilce«, s čimer smo med po-ukom naravoslovja pri učencih izvali čudenje: estetska doživetja, kljubovanje pričakovanjem, posredništvo in zavest o skrivnosti v običajnem. Dnevniški vnosi so skupaj s tandemskimi intervjuji učencev zagotovili empirično gradivo za kvalitativno analizo vloge čudenja pri oblikovanju pomenov, ki jih imajo učenci o evoluciji, učenju in o sodelovanju pri njej. Izsledki kažejo, da je mogoče poučevanje naravoslovja zasnovati tako, da bi pri učencih sprožilo čudenje v kontekstu zamišljenega učnega cilja. Prav tako izsledki nakazujejo, da so sodelujoči učenci to opisali na kvalitativno različne načine, pri čemer so stežka osmislili koncept evolucije tudi po šestih tednih poučevanja
Prenosi
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