20.500.12556/DKUM-68679 Študentje razrednega pouka in njihovo pojmovanje različnih razsežnosti naravoslovja Primary education teaching students and their understanding of the various dimensions of natural sciences V prispevku proučujemo stališča študentov razrednega pouka do različnih razsežnosti pojmovanja naravoslovja. Raziskava je temeljila na študentih razrednega pouka pedagoških fakultet v Sloveniji (N = 276). Preverjali smo obstoj razlik glede na študente prvih in četrtih letnikov ter obstoj razlik glede na okolico in korelacijo med različnimi razsežnostmi. Rezultate smo primerjali tudi z ugotovitvami tujih raziskav, narejenih v ZDA in Južni Koreji. Primerjalno med različnimi državami smo ugotovili oblikovanje različnih profilov bodočih učiteljev razrednega pouka, med pedagoškimi fakultetami v Sloveniji pa bistvenih razlik v oblikovanju profilov bodočih učiteljev razrednega pouka nismo odkrili. Ugotavljamo, da se programi za bodoče učitelje razrednega pouka v Sloveniji in v primerjanih državah razlikujejo predvsem v organizaciji, vsebini, strukturi in ravnotežju posameznih naravoslovnih vsebin. Takšna raznolikost vsekakor mora vplivati na samo razumevanje in odnos študentov do naravoslovnih znanosti. The article analyses the viewpoints of students in the study programme Elementary Education on different dimensions of their conception of natural sciences. The research was based on the students of primary school teaching at the Faculties of Education in Slovenia (n=276). We investigated the existence of differences among the first and final year students, the existence of environment-related differences and the correlation among different dimensions. The results were then compared to foreign (USA, South Korea) research findings. We found out different profiles of future primary school teachers were being educated. However, we did not find any major differences in the education of future primary school teachers in Slovenia. We have found out that study programmes of primary school teaching in Slovenia and in different other countries mainly differ in organization, content, structure and balance of individual natural science contents. Such differences could nevertheless have a significant influence on students’ final conception of and on their attitude towards natural science. študentje razredni pouk naravoslovje pojmovanje znanosti students primary school teaching science understanding of science true true true Slovenski jezik Angleški jezik Članek v reviji 2017-10-09 12:08:12 2017-10-09 12:09:28 2024-03-22 12:00:43 2019-07-11 17:00:53 2016 0 0 str. 23-33 št. 3 Letn. 9 jun. 2016 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1855-4431 37.091.2/.3:5 239555072 22352136 1855-4431 URN:SI:UM:DK:598MXEVN Revija_za_elementarno_izobrazevanje_2016_Hribar,_Fosnaric_Studentje_razrednega_pouka_in_njihovo_pojmovanje_razlicnih_razseznosti_naravos.pdf Revija_za_elementarno_izobrazevanje_2016_Hribar,_Fosnaric_Studentje_razrednega_pouka_in_njihovo_pojmovanje_razlicnih_razseznosti_naravos.pdf 1 62D16DB16F6978982CBBB5B6CC6A61DA c00e38d0383b7cb041b3617d0aa38730e96a549afe66110067e05fb502239021 6afa3c9b-7c0f-11eb-bb7a-00155d0001ca 20.500.12556/dkum/a3473adb-63b2-484c-9e87-5a6dff478e54 https://dk.um.si/Dokument.php?lang=slv&id=119462 http://rei.pef.um.si/images/Izdaje_revije/2016/3/REI_9_3_cl_2.pdf 1 https://dk.um.si/Dokument.php?lang=slv&id=119461 Pedagoška fakulteta Revija za elementarno izobraževanje 0 0 0