Vključevanje knjižnično informacijskih znanj v pouk biologije v osnovni šoli

Gaberšek, Sabina

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Title:	Vključevanje knjižnično informacijskih znanj v pouk biologije v osnovni šoli
Authors:	ID Gaberšek, Sabina (Author) ID Šorgo, Andrej (Mentor) More about this mentor...
Files:	MAG_Gabersek_Sabina_2018.pdf (1,45 MB) MD5: 3EEC87F13981FD578F2C1028CCE0AF1B PID: 20.500.12556/dkum/7449449c-2d7f-4207-85f5-a14c33aa9c9f
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FNM - Faculty of Natural Sciences and Mathematics
Abstract:	Namen naše naloge je ugotoviti ali učenci zapuščajo osnovno šolo informacijsko pismeni in v kolikšni meri pripomore pouk biologije k njihovi informacijski pismenosti. Ali poznajo Kooperativni online bibliografski sistem COBISS+ in ga tudi uporabljajo, pišejo seminarske/raziskovalne naloge ali referate pri pouku biologije in ali znajo citirati vire, katere Google produkte uporabljajo najpogosteje in ali sploh poznajo pomen informacijske pismenosti. Zanimalo nas je tudi, če obstajajo tudi razlike med tistimi, ki so/niso obiskovali izbirnega predmeta Informacijsko opismenjevanje. Zajeli smo vzorec 349 devetošolcev iz različnih osnovnih šol v Sloveniji. Na podlagi rešenih anketnih vprašalnikov in neparametričnih testov smo ugotovili, da v večini poznajo pomen informacijske pismenosti, vendar zelo redko ali nikoli ne sodelujejo s knjižničarjem med poukom biologije. Še redkeje obiščejo knjižnico. Posledično je le polovica učencev vsaj enkrat napisala seminarsko nalogo/raziskovalno nalogo/referat pri pouku biologije. Težave imajo pri zapisu virov, velika večina jih ne zna razbrati iz zapisa vira, za kateri vir gre. Slabo poznajo Kooperativni online bibliografski sistem COBISS+ in njegovo uporabo. K informacijski pismenosti učencev ni, v večji meri, pripomogel izbirni predmet Informacijsko opismenjevanje, saj ga je obiskovala le nekaj učencev. Obstajajo statistično značilne razlike glede na spol, na najpogostejšo oceno pri pouku biologije v osmem in devetem razredu in obiskovanje izbirnega predmeta Informacijsko opismenjevanje.
Keywords:	Knjižnična informacijska znanja, biologija, učni načrt, informacijska pismenost, osnovna šola.
Place of publishing:	Maribor
Publisher:	[S. Gaberšek]
Year of publishing:	2018
PID:	20.500.12556/DKUM-71133
UDC:	37.091.3:57/59:659.2:003-057.874(043.2)
COBISS.SI-ID:	24020744
NUK URN:	URN:SI:UM:DK:KSFORPFX
Publication date in DKUM:	20.09.2018
Views:	1662
Downloads:	131
Metadata:
Categories:	FNM
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Licences

License:	CC BY 4.0, Creative Commons Attribution 4.0 International

Link:	http://creativecommons.org/licenses/by/4.0/
Description:	This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.
Licensing start date:	19.07.2018

Secondary language

Language:	English
Title:	Inclusion of library information literacy in elementary school biology classes
Abstract:	The purpose of the master's thesis is to find out whether students finish elementary school information literate and to what extent the biology class contributes to their information literacy. We studied whether they are familiar with and use the Co-operative Online Bibliographic System & Services (COBISS+), whether they write seminar or research papers in the biology classes and know how to cite sources, what Google’s products they use and how these products affect their information literacy. We were also interested in the possible differences between those who took the Information literacy elective course and those who did not. We collected a sample of 349 ninth grade students from various elementary schools in Slovenia. Based on the questionnaires and non-parametric tests we used in the survey, we found that most of the students are aware of the importance of the information literacy, but very rarely or never cooperate with the librarian during the biology classes. Even more rarely, they visit the library. Consequently, only half of the students wrote at least one seminar or research paper in the biology class. Students have problems with citing sources; most of them have a poor understanding of citations. They have a weak knowledge of COBISS+ and its use. The Information literacy elective course did not contribute to large extent to students’ information literacy, since only a few students attended it. There are statistically significant differences in gender, in terms of the most common grade in biology classes in the eighth and ninth grades and attending the Informational literacy elective course.
Keywords:	library information literacy, biology, curriculum, information literacy, primary school.

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