ANALIZA DELOVNIH ZVEZKOV NARAVOSLOVJA ZA 7. RAZRED DEVETLETNE OSNOVNE ŠOLE

Halilič, Aida

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Title:	ANALIZA DELOVNIH ZVEZKOV NARAVOSLOVJA ZA 7. RAZRED DEVETLETNE OSNOVNE ŠOLE
Authors:	ID Halilič, Aida (Author) ID Šorgo, Andrej (Mentor) More about this mentor...
Files:	UNI_Halilic_Aida_2011.pdf (3,21 MB) MD5: EF12D9B0B51AE738EA4F5F7C6B6E9EEF PID: 20.500.12556/dkum/953256b2-6d67-4898-a697-cdbef054f8e9
Language:	Slovenian
Work type:	Undergraduate thesis
Organization:	FNM - Faculty of Natural Sciences and Mathematics
Abstract:	V diplomskem delu sem predstavila analizo delovnih zvezkov naravoslovja za 7. razred devetletne osnovne šole. Izvedla sem kvantitativno in kvalitativno analizo. V slednji sem želela raziskati na katerem kognitivnem nivoju so zastavljena vprašanja v delovnih zvezkih. V kvantitativno analizo sem vključila tudi likovno-grafično opremo, s katero sem želela ugotoviti kakšne so razlike v številu slikovnih gradiv med delovnimi zvezki. Teoretični del naloge zajema opredelitev in operacionalizacijo ciljev vzgojno-izobraževalnega procesa ter opredelitev taksonomij učnih ciljev po originalni in revidirani Bloomovi lestvici. V empiričnem delu sem v delovnih zvezkih različnih založb za predmet Naravoslovje v 7. razredu devetletne osnovne šole analizirala vprašanja in naloge, ki jih je bilo mogoče ovrednotiti po Bloomovi taksonomiji kognitivnih ciljev. Vprašanja sem razvrščala v ustrezno šeststopenjsko lestvico zasnovano na revidirani Bloomovi taksonomiji in nato izračunala delež zastopanosti posameznih vprašanj glede na kategorijo ter izdelala še mrežne diagrame. Izvedla sem medsebojno primerjavo delovnih zvezkov. Izkazalo se je, da se ti le malo razlikujejo. V vseh štirih delovnih zvezkih prevladujejo vprašanja nižjih stopenj na nivoju (pomniti, razumeti), medtem ko so vprašanja, ki bi vključevala višje miselne procese (vrednotiti in ustvarjati) vključena le občasno. Ugotovimo lahko, da tako zasnovani delovni zvezki ne morejo bistveno prispevati h kakovosti znanja na nivoju višjih miselnih procesov ter inovativnosti in ustvarjalnosti.
Keywords:	analiza, naravoslovje, učni cilji, delovni zvezek, Bloomova taksonomija
Place of publishing:	Maribor
Publisher:	[A. Halilić]
Year of publishing:	2011
PID:	20.500.12556/DKUM-19352
UDC:	57/59(043.2)
COBISS.SI-ID:	18534920
NUK URN:	URN:SI:UM:DK:QQXJNTC9
Publication date in DKUM:	18.07.2011
Views:	3828
Downloads:	337
Metadata:
Categories:	FNM
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Secondary language

Language:	English
Title:	ANALYSIS OF THE NATURAL SCIENCE EXERCISE BOOKS FOR SEVENTH GRADE OF THE NINE-YEAR PRIMARY SCHOOL
Abstract:	In this diploma work I present an analysis of workbooks for teaching Science in the seventh grade of primary school. I conducted a quantitative and qualitative analysis. In the latter, I wanted to explore on which cognitive level are questions which are asked in workbooks. The quantitative analysis also includes an art-graphic design, which is used for finding the differences in the number of images between workbooks. Theoretical section of this diploma work includes determination and operationalization of the objectives of the educational process, and the determination of taxonomies of learning objectives by the original and revised Bloom's scale. In the empirical part of my work I analyzed the questions and tasks in workbooks of different publishers for teaching Science in 7th grade of primary school. I analyzed all questions and tasks that could be evaluated after Blooms taxonomy of cognitive objectives. I sorted those questions in the appropriate six-grade scale based on the revised Bloom's taxonomy and then I calculated the proportion of representation of individual questions according to category. I presented those in network diagrams. I carried out the comparison of different workbooks. It turns out that there are only minor differences in them. All four workbooks are dominated by questions on the level of reduced rates (remember, understand), while issues involving higher mental processes (to evaluate and create) are included only occasionally. It can be established that such workbooks cannot significantly contribute to the quality of knowledge at the level of higher mental processes, innovation and creativity.
Keywords:	analysis, science, learning objectives, workbook, Bloom's taxonomy

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