20.500.12556/DKUM-21627 Analiza učbenikov biologije za osmi razred devetletne osnovne šole Analysis of biology textbooks for eight grade of primary school Učbenik kljub vsesplošni digitalizaciji v šoli še vedno predstavlja osnovni vir znanja za učence. Kljub številnim raziskavam opravljenim po vsem svetu še vedno ne moremo določiti modela idealnega učbenika. V diplomskem delu smo primerjali med seboj tri aktualne učbenike za biologijo v osmem razredu devetletne osnovne šole. Pri naši analizi smo bili pozorni na tehnične elemente, kot so obseg in slikovno gradivo. Posvetili smo se jezikovnim značilnostim, kot so dolžina povedi, število novih pojmov in tujk. Ugotovili smo, da se učbeniki v teh značilnosti precej razlikujejo. Glavni del naše raziskave pa je predstavljala analiza vprašanj, ki se pojavijo v analiziranih učbenikih in določanje njihovih kognitivne stopnje po Bloomovi šeststopenjski taksonomski lestvici, nato pa še po prilagojeni tristopenjski taksonomski lestvici. Rezultate smo primerjali s priporočili Komisije za vodenje nacionalnih preizkusov znanja. Odstopanja so bila velika; preveč je bilo vprašanj na nivoju nižjih taksonomskih stopenj in premalo na nivoju višjih. Pri primerjavi z analizama učbenikov biologije za deveti razred (Matjašič, 2010) in učbenikov naravoslovja za šesti razred (Stajnko, 2010) smo ugotovili, da so učbeniki za osmi razred najobsežnejši in vsebujejo največ slikovnega gradiva. Po strukturi vprašanj so učbeniki za osmi in deveti razred primerljivi, medtem ko je v učbenikih za šesti razred vprašanj na nižjih taksonomskih stopnjah še več. Despite overall digitalisation textbook remains the basic source of knowledge for students in school. Even though many research all over the world has been done, we still cannot determine an ideal textbook model. In graduation thesis we compared three current textbooks for biology in eight grade of primary school. Our analysis was focused on technical elements like page range and illustrations. We also dedicated to grammatical properties like the length of the sentences, number of new terms and foreign words. We determined that textbooks differ a lot regarding these properties. The main part of our research was analysis of the questions found in the textbook and determining their cognitive level by Bloom’s six level taxonomy and than by the revised three level taxonomy. The results were compared to recommendations of the Commission for national examinations. Deviations were big; there was too many lover taxonomy level questions and too few higher taxonomy level questions. When comparing our results to results of analysis of biology textbooks for ninth grade (Matjašič, 2010) and analysis of science textbooks for sixth grade (Stajnko, 2011), we observe that the textbook for eight grade are the thickest and they contain the most illustrative materials. The structure of questions for eight and ninth grade is comparable, whereas textbooks for sixth grade contain more questions of the lower taxonomy levels. učbenik osnovna šola biologija analiza Bloomova taksonomija textbook primary school biology analysis Bloom’s taxonomy true true false [D. Žibert] Slovenski jezik Angleški jezik Diplomsko delo 2011-12-12 18:57:27 2011-12-21 14:45:05 2022-04-14 10:45:04 2023-12-29 03:07:13 2011 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 57/59(043.2) 18834184 URN:SI:UM:DK:UARWI0K5 UNI_Zibert_Doroteja_2011.pdf UNI_Zibert_Doroteja_2011.pdf 1 472A65FEE72F30EA608615F1273F3472 f4957e5d1129b89ab85062d0c910b7c10fe316a32ccba7f161a328db43a5f87d e6d2ffa1-7c05-11eb-bb7a-00155d0001ca 20.500.12556/dkum/76cb13e4-3413-4b5c-86e5-4faf222e53c7 https://dk.um.si/Dokument.php?lang=slv&id=27483 Fakulteta za naravoslovje in matematiko 0 0 0