The change in student scientific literacy levels during gymnasium studies

Authors

  • Miia Rannikmäe
  • Regina Soobard
  • Priit Reiska
  • Arne Rannikmäe
  • Jack Holbrook

DOI:

https://doi.org/10.12697/eha.2017.5.1.03

Keywords:

scientific literacy, Cmaps, nature of science

Abstract

Uurimuse eesmärk on longituuduuringule tuginedes kirjeldada gümnaasiumiõpilaste loodusteadusliku kirjaoskuse kujunemise protsessi dünaamikat. Töös kasutatud originaalinstrument koosneb neljast osast: neljast kontekstipõhisest ülesandest, teaduse olemuse ja enesehinnangu küsimustikest ning mõistekaardist. Representatiivse valimiga uuringus osalesid õpilased 42 koolist. Uurimistulemustest ilmneb, et õpilaste loodusteadusliku kirjaoskuse tase kasvab gümnaasiumi jooksul minimaalselt. Õpilaste tulemused 10. ja 12. klassis on sarnased nii aineteadmiste reprodutseerimises, kõrgemat järku kognitiivsetes oskustes, teaduse olemuse mõistmises, enesehinnangus ja ka mõistekaardi kasutamises. Seega, kuigi õppekava on kompetentsuspõhine, näitavad uurimistulemused, et õpilaste loodusteadusliku kirjaoskuse taseme muutus tuleneb pigem aineteadmiste juurdekasvust kui muudest komponentidest. Seetõttu on vaja alustada hariduspoliitilist diskussiooni loodusteaduslike õppeainete õpetamise nüüdisajastamiseks.

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Published

2017-04-26

How to Cite

Rannikmäe, M., Soobard, R., Reiska, P., Rannikmäe, A., & Holbrook, J. (2017). The change in student scientific literacy levels during gymnasium studies. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 5(1), 59–98. https://doi.org/10.12697/eha.2017.5.1.03

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Vol. 5 No. 1 (2017)

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