Õpilaste loodusteadusliku kirjaoskuse tasemete muutus gümnaasiumiõpingute jooksul

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

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.

 Summary


Keywords


loodusteaduslik kirjaoskus, kontekstipõhine hindamine, mõistekaardi meetod, teaduse olemus

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References


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

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