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Title:RAZVIJANJE NARAVOSLOVNE PISMENOSTI PRI POUKU SPOZNAVANJA OKOLJA V TRETJEM RAZREDU
Authors:ID Zupanc, Monika (Author)
ID Hus, Vlasta (Mentor) More about this mentor... New window
Files:.pdf UNI_Zupanc_Monika_2011.pdf (2,96 MB)
MD5: FB80DA1C0595795A7CF8E558F46F5D32
PID: 20.500.12556/dkum/c835a185-e585-4bb0-be7a-51ea9f3d1524
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:PEF - Faculty of Education
Abstract:V diplomskem delu je uvodoma teoretično predstavljeno naravoslovno znanje. Opredeljujejo ga pojmi, postopki in stališča, ki se razvijajo z naravoslovnimi dejavnostmi. V nadaljevanju sledi predstavitev preverjanja in ocenjevanja znanja. Poudarek je na preverjanju naravoslovnega znanja, saj sodobne oblike in metode dela, ki temeljijo na aktivni vlogi učencev, zahtevajo tudi drugačno preverjanje in ocenjevanja znanja. Ugotavljali smo zastopanost dejavnosti, ki vključujejo postopke, v učnem načrtu in v učbeniških kompletih za spoznavanje okolja v tretjem razredu. Razlike v številu zastopanosti postopkov glede na posamezne tematske sklope in posamezne založbe so analizirane. Rezultati so pokazali, da so postopki v priročnikih, učbenikih in delovnih zvezkih posameznih založb različno zastopani, v učnem načrtu se postopki pojavljajo predvsem med predlaganimi dejavnostmi, največ v naravoslovnih tematskih sklopih. Dodali smo nabor nalog oz. dejavnosti za razvijanje, preverjanje in ocenjevanje procesnega znanja oz. postopkov.
Keywords:spoznavanje okolja, naravoslovna pismenost, naravoslovno znanje, postopki, preverjanje
Place of publishing:Maribor
Publisher:[M. Zupanc]
Year of publishing:2011
PID:20.500.12556/DKUM-17659 New window
UDC:37(043.2)
COBISS.SI-ID:18233352 New window
NUK URN:URN:SI:UM:DK:IEQUI4Y7
Publication date in DKUM:23.03.2011
Views:4137
Downloads:444
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:DEVELOPING THE NATURAL SCIENCE LITERACY AT ENVIRONMENTAL SCIENCES IN THE THIRD GRADE OF PRIMARY SCHOOL
Abstract:Initially in this diploma paper there is theoretically presented science knowledge. It is determined by concepts, procedures and views that develop with science activities. The presentation of assessment and grading follows below. The emphasis is on the assessment of science knowledge since modern forms and methods are based on active students and therefore demand different approaches in assessment and grading. We have been determining the representation of activities which include procedures in curriculum and course books of Environmental science in third grade of primary school. The differences in the representation of procedures according to individual theme area and publishers are analyzed. The results have shown that the procedures in teacher’s books, books and workbooks of different publishers are differently represented; nevertheless, in curriculum these procedures are one of the proposed activities with maximum in science theme areas. We added a set of tasks and activities for developing, assessing and grading students’ procedural knowledge.
Keywords:environmental studies, science literacy, science knowledge, procedures, assessment


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