Naravoslovne kompetence učencev petega razreda: priložnost za ponovni razmislek o nadaljnjem izobraževanju za razvoj naravoslovnih kompetenc
Povzetek
Ta prispevek obravnava naravoslovne kompetence učencev petega razreda (starosti 10 in 11 let) v Sloveniji. Naravoslovne vsebine, vključene v preizkusih znanja v raziskavi, se navezujejo na kemijske pojme, kot so: vodne raztopine, agregatna stanja snovi in prehrana. Opredeljene so naravoslovne kompetence, ki naj bi jih razvijali osnovnošolci. V nadaljevanju sta pojasnjena odnos do naravoslovja in njegov vpliv na konstrukt naravoslovne kompetence. Tri komponente naravoslovnih kompetenc 10- in 11-letnih učencev so bile merjene z uporabo preizkusa znanja, ki je zajemal vsebinsko in proceduralno znanje, ter anketnega vprašalnika za merjenje odnosa učencev do naravoslovja. Ugotovitve kažejo, da je pri omenjeni skupini učencev proceduralno naravoslovno znanje najmanj razvita komponenta naravoslovnih kompetenc. Potrjeno je tudi, da imajo komponente odnosa do naravoslovja pomembno vlogo pri interpretaciji skupnih dosežkov na preizkusu znanja naravoslovnih kompetenc. V zaključku je poudarjen celostni pogled na razvoj naravoslovnih kompetenc (znanje, spretnosti in odnos). Predlagano je nadaljnje raziskovanje odnosa do naravoslovja v povezavi z razvojem naravoslovnih kompetenc na širši ravni.Prenosi
Literatura
Alaydin, E., Demirel, G., Altin, S., & Altin, A. (2013). Environmental knowledge of primary school students: Zonguldak (Turkey) example. Procedia - Social and Behavioral Sciences, 141(2014), 1150–1155. https://doi.org/10.1016/j.sbspro.2014.05.195
Allum, N., Sturgis, P., Tabourazi, D., and Brunton-Smith, I. (2008). Science knowledge and attitudes across cultures: a meta-analysis. Public Understanding of Science, 17(1), 35–45. https://doi.org/10.1177/0963662506070159
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. Addison Wesley Longman.
Blanco, A., & Prieto, T. (1997). Pupils’ views on how stirring and temperature affect the dissolution of a solid in a liquid: a cross‐age study (12 to 18). International Journal of Science Education, 19(3), 303–315. https://doi.org/10.1080/0950069970190304
Brownie, S., Thomas, J., & Bahnisch, M. (2011). Exploring the literature: Competency-based education and competency-based career frameworks. Australian Health Workforce Institute in partnership with Health Workforce Australia.
Çalık, M., & Ayas, A. (2005). A cross-age study on the understanding of chemical solutions and their components. International Education Journal, 6(1), 30–41. https://files.eric.ed.gov/fulltext/EJ854953.pdf
Chang, T. L., & Hsin, H. T. (2020). The effect of the Self-explain–Discuss–Re-explain (SDR) learning strategy on high- and low-achieving fifth-grade students’ achievement in science. Research in Science & Technological Education, 39(4), 461–488. https://doi.org/10.1080/02635143.2020.1772223
de Villiers, A., Steyn, N. P., Draper, C. E., Hill, J., Gwebushe, N., Lambert, E. V., & Lombard, C. (2016). Primary school children’s nutrition knowledge, self-efficacy, and behavior, after a three-year healthy lifestyle intervention (HealthKick). Ethnicity & Disease, 26(2), 171–180. https://doi.org/10.18865/ed.26.2.171
Devetak, I. (2017). Context-based teaching material and learning chemistry. In L. Leite, L. Dourado, A. S. Afonso, & S. Morgado (Ed.), Contextualizing teaching to improve learning: the case of science and geography (pp. 261–282). Nova science publishers.
Directorate for Education, Employment, Labour and Social Affairs Education Committee (DeSeCo). (2002). Definition and Selection of Competences: Theoretical and Conceptual Foundations. DEELSA/ED/CERI/CD(2002) 9. OECD. http://www.oecd.org/education/skills-beyond-school/41529556.pdf
Duschl, R. (2007). Science education in three-part harmony: Balancing conceptual, epistemic and social learning goals. Review of Research in Education, 32, 268–291. https://doi.org/10.3102/0091732X07309371
European Commission, Directorate-General for Education, Youth, Sport and Culture. (2019). Key competences for lifelong learning. Publications Office. https://data.europa.eu/doi/10.2766/569540
Guenther, L., & Weingart, P. (2016). A unique fingerprint? Factors influencing attitudes towards science and technology in South Africa. South African Journal of Science, 112(7/8), 1–4. https://doi.org/10.17159/sajs.2016/20160093
Guo, J., Nagengast, B., Marsh, H. W., Kelava, A., Gaspard, H., Brandt, H., Cambria, J., Flunger, B., Dicke, A.-L., Häfner, I., Brisson, B., & Trautwein, U. (2016). Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes. AERA Open, 2(1). https://doi.org/10.1177/2332858415626884
Guthrie, H. (2009). Competence and competency-based training: What the literature says. National Centre for Vocational Education Research (NCVER).
Halász, G. and Michel, A. (2011), Key Competences in Europe: interpretation, policy formulation and implementation. European Journal of Education, 46(3), 289–306. https://doi.org/10.1111/j.1465-3435.2011.01491.x
Holbrook, J. & Rannikmae, M. (2009). The meaning of scientific literacy. International Journal of Environmental & Science Education, 4(3), 275–288. https://files.eric.ed.gov/fulltext/EJ884397.pdf
Hu, X., Leung, F. K., & Chen, G. (2018). School, family, and student factors behind student attitudes towards science: The case of Hong Kong fourth-graders. International Journal of Educational Research, 92, 135–144. https://doi.org/10.1016/j.ijer.2018.09.014
Illeris, K. (2007). How we learn: Learning and non-learning in schools and beyond. Routledge.
Illeris, K. (Ed.). (2009). International perspectives on competence development: Developing skills and capabilities. Routledge.
Juriševič, M. (2005). Učna motivacija v odnosu do učenja in učne uspešnosti učencev [Role of learning motivation in learning and academic achievement of primary school pupils]. [Doctoral dissertation, University of Ljubljana, Faculty of Arts]. DLIB. http://www.dlib.si/details/URN:NBN:SI:doc-CFT9G29K
Juriševič, M., Vogrinc, J., & Glažar, S. A. (2010). Attitude towards Science [Odnos do naravoslovja]. In S. A. Glažar (Ed.), Analiza dejavnikov, ki vplivajo na trajnejše znanje z razumevanjem naravoslovno-tehniških vsebin: ciljno raziskovalni projekt [Analysis of factors that influence
more permanent knowledge through the understanding of natural science and technical content: Targeted research project] (pp. 40–41). University of Ljubljana, Faculty of Education. http://www.dlib.si/?URN=URN:NBN:SI:DOC-VNUVCMHA
Krnel, D. (2004a). Pojmi in postopki pri naravoslovju in tehniki [Terms and procedures in Science and Technology]. Modrijan.
Krnel, D. (2004b). Pojmi in postopki pri spoznavanju okolja [Terms and procedures in Learning about the Environment]. Modrijan.
Krnel, D., Glažar, S. & Watson, R. (2003). The Development of the concept of “matter”: A cross-age study of how children classify materials. Science Education, 87(5), 621–639. https://doi.org/10.1002/sce.10080
Krnel, D., Watson, R., & Glažar, S. (2005). The development of the concept of ‘matter’: a cross‐age study of how children describe materials. International Journal of Science Education, 27(3), 367–83. https://doi.org/10.1080/09500690412331314441
Lakshman, R. R., Sharp, S., J., Ong, K., K., & Forouhi, N., G. (2010). A novel school-based intervention to improve nutrition knowledge in children: cluster randomised controlled trial. BMC Public Health, 10(2010), 1–9. https://doi.org/10.1186/1471-2458-10-123
Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71–94. https://doi.org/10.1002/(SICI)1098-237X(200001)84:1<71::AID-SCE6>3.0.CO;2-C
Lee, S., & Kim, S.-H. (2018). Scientific knowledge and attitudes toward science in South Korea: Does knowledge lead to favorable attitudes? Science Communication, 40(2), 147–172. https://doi.org/10.1177/1075547017753189
Mausethagen, S. (2013). Governance through concepts: The OECD and the construction of “competence” in Norwegian education policy. Berkeley Review of Education, 4(1), 161–181. https://doi.org/10.5070/B84110058
Miller, J. D. (1998). The measurement of civic scientific literacy. Public Understanding of Science, 7(3), 203–223. https://doi.org/10.1088/0963-6625/7/3/001
Narmadha, U., & S. Chamundeswari. (2013). attitude towards learning of science and academic achievement in science among students at the secondary level. Journal of Sociological Research, 4(2), 114–124. https://doi.org/10.5296/JSR.V4I2.3910
OECD. (2018). PISA for development assessment and analytical framework: Reading, mathematics and science. PISA, OECD Publishing. https://doi.org/10.1787/9789264305274-en
OECD. (2019a). PISA 2018 assessment and analytical framework. PISA, OECD Publishing. https://doi.org/10.1787/b25efab8-en
OECD. (2019b). PISA 2018 results (volume I): What students know and can do. PISA, OECD Publishing. https://doi.org/10.1787/5f07c754-en
Pešakovič, D., Flogie, A. & Aberšek, B. (2014). Development and evaluation of a competence-based teaching process for science and technology education. Journal of Baltic Science Education, 13(5), 740–755. https://doi.org/10.33225/jbse/14.13.740
Potvin, P. & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 5(1). https://doi.org/10.1080/03057267.2014.881626
Radulović, L. & Stančić, M. (2017). What is needed to develop critical thinking in schools? Center for Educational Policy Studies Journal, 7(3), 9–25. https://doi.org/10.26529/cepsj.28
Razdevšek–Pučko, C. (2002). Nacionalni preizkusi znanja in sodobna pojmovanja preverjanja in ocenjevanja znanja [National knowledge assessments and contemporary perspectives on the evaluation and grading of knowledge]. Vzgoja in izobraževanje, 32(2), 4–10.
Reid, N. (2006). Thoughts on attitude measurement. Research in Science & Technological Education, 24(1), 3–27. https://doi.org/10.1080/02635140500485332
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037110003-066X.55.1.68
Rychen, D.S., & Salganik, L.H. (Eds.). (2003). Definition and Selection of Key Competencies: Executive Summary. Hogrefe.
Salleh, M. F. M., Zuki, N. H. M., Ismail, M. H., & Abdullah, N. (2016). Secondary School Students’ Knowledge and Awareness on Environmental Issues. In C. Y. Fook, G. K. Sidhu, S. Narasuman, L. L. Fong & S. B. Abdul Rahman (Eds.), 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings (pp. 563–577). Springer. https://doi.org/10.1007/978-981-287-664-5_44
Schiefele, U., & Rheinberg, F. (1997). Motivation and knowledge acquisition: Searching for mediating processes. In M. L. Maehr, and P. R. Pintrich (Eds.), Advances in motivation and achievement (pp. 251–301). JAI Press.
Shen, M., Hu, M., & Sun, Z. (2015). Assessment of school-based quasi-experimental nutrition and food safety health education for primary school students in two poverty-stricken counties of West China. PLoS ONE, 10(12), 1–16. https://doi.org/10.1371/journal.pone.0145090
Slapničar, M., Tompa, M., Glažar, S. A. & Devetak, I. (2018). Fourteen-year-old students’ misconceptions regarding the sub-micro and symbolic levels of specific chemical concepts. Journal of Baltic Science Education, 17(4), 620–632. https://doi.org/10.33225/jbse/18.17.620
Smart, J. (2017). Inspiring young minds: Scientific inquiry in the early years. Redleaf Press.
Taber, K. S. (2017). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Toma, R. B., Greca, I. M., & M. L. Orozco Gómez. (2019). Attitudes towards science and views of nature of science among elementary school students in terms of gender, cultural background and grade level variables. Research in Science & Technological Education, 37(4), 492–515. https://doi.org/10.1080/02635143.2018.1561433
Torkar, G., Debevec, V., Johnson, B. & Manoli, C. C. (2021). Assessing children’s environmental worldviews and concerns. Center for Educational Policy Studies Journal, 11(1), 49–65. https://doi.org/10.26529/cepsj.793
Treagust, D. F., Amaranta, A., Chandrasegarana A. L., & Wona, M. (2016). A case for enhancing environmental education programs in schools: Reflecting on primary school students’ knowledge and attitudes. International Journal of Environmental & Science Education, 11(12), 5591–5612. https://files.eric.ed.gov/fulltext/EJ1115645.pdf
Urbančič, M. & Glažar, S. A. (2012). Impact of experiments on 13-year-old pupils’ understanding of selected science concepts. Eurasia Journal of Mathematics, Science & Technology Education, 8(3), 207–218. https://doi.org/10.12973/eurasia.2012.836a
Urdan, T., & Turner, J. C. (2005). Competence motivation in the classroom. In A. J. Elliot and C. Dweck (Eds.), Handbook of competence and motivation (pp. 297–317). Guilford.
van Uum, M. S., Verhoeff, R. P., & Peeters, M. (2016). Inquiry-based science education: Towards a pedagogical framework for primary school teachers. International Journal of Science Education, 38(3), 450–469. https://doi.org/10.1080/09500693.2016.1147660
Vodopivec, I., A. Papotnik, A. Gostinčar Blagotinšek, D. Skribe Dimec, & A. Balon. 2011. Učni načrt: Program osnovna šola, Naravoslovje in tehnika [Curriculum: Elementary school programma, science and technology]. Ministry of Higher Education, Science and Innovation Slovenia, National Education Institute Slovenia. https://www.gov.si/assets/ministrstva/MIZS/Dokumenti/Osnovna-sola/Ucni-nacrti/obvezni/UN_naravoslovje_in_tehnika.pdf
Wall, D. E., Least, C., Gromis, J., & Lohse, B. (2011). Nutrition education intervention improves vegetable‐related attitude, self‐efficacy, preference, and knowledge of fourth‐grade students. Journal of School Health, 82(1), 37–43. https://doi.org/10.1111/j.1746-1561.2011.00665.x.
Zulirfan, Z., Rahmad, M., Yennita, Y., Kurnia, N., & Hadi, M. S. (2018). Science process skills and attitudes toward science of lower secondary students of Merbau Island: A preliminary study on the development of maritime based contextual science learning media. Journal of Educational Sciences, 2(2), 90–99. https://doi.org/10.31258/jes.2.2.p.90-99
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
