Vpliv uporabe raziskovalnih škatel na razvoj naravoslovne pismenosti pri 4-5 letnikih

Ungar, Vanja

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Title:	Vpliv uporabe raziskovalnih škatel na razvoj naravoslovne pismenosti pri 4-5 letnikih
Authors:	ID Ungar, Vanja (Author) ID Golob, Nikolaja (Mentor) More about this mentor...
Files:	VS_Ungar_Vanja_2020.pdf (13,42 MB) MD5: F1D64F5D04AEB1C16DCAD90F09F9EFC5 PID: 20.500.12556/dkum/c718ac25-e1ed-4f75-8041-4b6e56f708f4
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Naravoslovna pismenost je po PISA opredeljena kot sposobnost uporabe naravoslovnega znanja in kompetenc za razumevanje in spreminjanje naravnega sveta. Raziskovalne škatle po dosedanjih raziskavah uspešno dopolnjujejo raziskovalne spretnosti otrok. Pri pripravi raziskovalnih škatel smo upoštevali spoznanja raziskav glede potrebe po pripravi slikovnih navodil s fotografijo. Opisali smo izdelavo štirih raziskovalnih škatel in podrobno predstavili pripomočke, vsebino in delovne kartice. Škatle so zastavljene tako, da zadnja škatla predstavlja nadgradnjo prejšnjih in omogoča ocenjevanje napredka v razvoju naravoslovne pismenosti. V raziskavo smo vključili 10 otrok, starih 4 in 5 let. Ugotovili smo, da uporaba raziskovalnih škatel pomembno vpliva na razvoj naravoslovne pismenosti. Razumevanje magnetizma se je izboljšalo za 70 %, reševanje nalog ločevanja snovi pa za 50 %. Večina otrok je usvojila, da plovnost ni neposredno povezana z maso predmeta. Vsi otroci so usvojili naravoslovne postopke zaznavanja, primerjanja in merjenja s tehtnico. Bolj zahtevne postopke je usvojilo 60 % otrok. Vsi otroci so izkazali pozitiven odnos do naravoslovja, 70 % otrok je bilo za raziskovanje zelo motiviranih in niso potrebovali spodbud. Sklepamo, da ustrezno pripravljeno in skrbno načrtovano delo z domišljenimi raziskovalnimi škatlami omogoča nadgradnjo naravoslovnih spretnosti in znanja, kar pomembno prispeva k naravoslovni pismenosti predšolskih otrok tudi na področjih, ki se omenjajo kot nerazumljena in zahtevna še v odrasli dobi.
Keywords:	naravoslovna pismenost, raziskovalna škatla, naravoslovno znanje, naravoslovne kompetence, odnos do naravoslovja
Place of publishing:	Maribor
Publisher:	[V. Ungar]
Year of publishing:	2020
PID:	20.500.12556/DKUM-76882
UDC:	373.2:5:37.015.31(043.2)
COBISS.SI-ID:	27609091
NUK URN:	URN:SI:UM:DK:OX0JAEDZ
Publication date in DKUM:	09.09.2020
Views:	1816
Downloads:	370
Metadata:
Categories:	PEF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	23.07.2020

Secondary language

Language:	English
Title:	Thec impact of discovery boxes use on development of science literacy in 4-5 year olds
Abstract:	PISA defines science literacy as ability to use scientific knowledge to understand and shape the natural world. Existing researches show that discovery boxes contribute to researching abilities of the children. In making of the boxes we considered the findings about importance of using pictures instructions. We described the making of the discovery boxes, their content and work cards. First three boxes are a unit on their own; the last box rounds them all up and is allowing assessments of progress in development of science literacy. 10 children aged 4 and 5 took part in the research. We determined that the use of discovery boxes has an important impact on development of science literacy. Understanding of magnetism picked up 70 %, separation of substances from mixtures picked up 50 %. Majority of children assimilated understanding, that buoyancy was not connected with mass of an object directly. All children learned scientific procedures of perception, comparing and measuring with scale. 60 % of children learned more demanding scientific procedures. All children showed positive attitudes towards science, 70 % of children were very motivated for research and they did not need outside stimulations. We conclude that carefully and properly prepared discovery boxes have an important impact on development of science literacy in preschool children, even in the areas that are often misunderstood by adults.
Keywords:	science literacy, discovery box, scientific knowledge, scientific competencies, attitudes towards science

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