20.500.12556/DKUM-43181 Izobraževalna debata kot metoda makro-didaktične komponente preverjanje z ocenjevanjem pri pouku KEMIJE in NARAVOSLOVJA v osnovni šoli Education debate as the controlling and assessing method in Chemistry and Science teaching of elementary education Hiter napredek znanosti in informacijske tehnologije ter dostopnosti do informacij preko medmrežja silijo k drugačnemu, alternativnemu načinu poučevanja (Pisar, 2006). Učence je potrebno uvajati v interdisciplinarno povezovanje aktualnih predmetnih področij. Aktivno učenje s pomočjo različnih metod dela ima pri vzgojno–izobraževalnem procesu čedalje večji pomen. Z metodo izobraževalne debate pridobijo učenci nekatere veščine, potrebne za uspešno soočanje z izzivi današnjega časa. Ta metoda, uporabljena v makro – didaktični komponenti preverjanja z ocenjevanjem, vodi učence, ob dejavnem razvijanju široke palete kompetenc (od splošnih do predmetno – specifičnih), do najvišjih kognitivnih stopenj, kakor tudi prenekaterih stopenj njihovega psihomotoričnega in konativnega osebnostnega razvoja. Takšen pristop učenja je zanimiv tudi z učenčevih vidikov, saj se nekateri znajdejo tudi v t.i. vlogi ocenjevalcev, ko učitelj učencu dodeli »pravico« do ocenjevanja sošolca po vnaprej zapisanem, prirejenem evalvacijskem listu. Hkrati pa učinkovito učenčevo doseganje procesnih in vsebinskih ciljev, spretnosti ter stališč oz. kompetenc od učenca zahteva dobro načrtovanje, organizacijo (delitev dela) in konstruktivno izvedbo raziskovane metode dela. Ključna cilja opravljene empirične raziskave sta bila osredotočena na vidike vrednotenja kakovosti usvojenih splošnih ciljev/kompetenc (opredeljenih v veljavnih učnih načrtih) in motivacijske uporabe izobraževalne debate kot preverjalno – ocenjevalne metode na področju naravoslovnega izobraževanja. V raziskavi so sodelovali učenci šestih osnovnih šol tako urbanega kot ruralnega območja na Ptujskem (OE Maribor Zavoda RS za šolstvo). Predloženo diplomsko delo obsega, za potrebe učiteljev kemije in naravoslovja, skrbno izdelane evalvacijske liste (uporabne pri osnovnošolskih predmetih naravoslovje in kemija) kakor tudi izbor debatne vsebine z aktualnimi debatnimi temami. The quick progress of science, information technology and the availability of information through the internet make us use different, alternative learning methods (Pisar, 2006). The students need to be introduced to the interdisciplinary integration of the current subject fields. Active studying through different work methods has a bigger meaning on the educational process. Through the educational debate students acquire skills, which help them face the challenges of today more successfully. This method, used as a macro-didactic component of assessment, guides students to their highest cognitive levels, and makes them grow in terms of their affective attributes, and conative personal development; all of this happens next to developing a lot of different competencies (from general to subject-specific ones). This learning approach is also interesting for the students, because some of them get around well in the role of the assessor, when the teacher gives his student the »right« to assess his schoolmate, based on the evaluation form, which was prepared earlier. At the same time, in order for a student to achieve the process and substantive goal, skills and position and/or competencies, it requires appropriate planning, organization (work divisions), and a constructive implementation of the work method mentioned before. The main goals of the empirical research that was made were focused on the evaluation views of the acquired key competences (defined in a valid curriculum) and the motivational usage of the educational debate, being an assessment method in the science education field. The participants were students from six different elementary schools, from urban and rural areas in the area of Ptuj (The national education institute of the republic of Slovenia, regional branch Maribor). The submitted Graduation Thesis contains carefully constructed evaluation sheets (that can be used in elementary school subjects – Science and Chemistry) for the purposes of science and chemistry teachers, and a selection of debate content with current (actual) debate topics. Aktivno učenje cilji izobraževalna debata kemija kompetence naravoslovje preverjanje in ocenjevanje diplomsko delo. Active studying goals educational debate chemistry competencies science assessment Graduation Thesis. true true false [D. Horvat] Slovenski jezik Angleški jezik Diplomsko delo 2013-12-05 10:20:10 2014-01-08 12:11:13 2022-05-09 03:06:11 2021-04-27 03:32:25 2013 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 54:37(043.2) 20253960 URN:SI:UM:DK:ODU1QVJG UNI_Horvat_Davorin_2013.pdf UNI_Horvat_Davorin_2013.pdf 1 9FB351F33E725CD4C77738EA322B232B 8ae5cb00205aa6d9d68a4483c696a536d2f05762e6bdcaf5bf02f3f93dfad368 96528dc0-7c0a-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=61067 Fakulteta za naravoslovje in matematiko 0 0 0