Assessing the biological literacy cognitive components of 10th and 11th grade students
DOI:
https://doi.org/10.12697/eha.2017.5.1.07Keywords:
biological literacy, context-based assessment, lactose intolerance, gymnasium studentsAbstract
Eesti põhikooli õpilaste loodusainete tulemused on PISA 2015 andmetel maailmas tipptasemel, kuid need ei kajastu gümnaasiumilõpetajatest kõrgkooli sisseastujate tasemes. Samas on ühiskonnas vajadus noorte järele, kes kasutavad loodusteaduslikke teadmisi probleemide lahendamiseks ning igapäevaeluliste otsuste tegemiseks ja põhjendamiseks. Uurimuse eesmärk on mõõta interdistsiplinaarse kontekstipõhise instrumendi abil 10. ja 11. klassi õpilaste bioloogia-alast kirjaoskust, võttes aluseks neli uuringuks välja valitud kognitiivset komponenti, et saada ülevaade gümnaasiumiõpilaste bioloogia-alase kirjaoskuse tähtsaimate kognitiivsete komponentide hetkeolukorrast. Tulemused näitavad, et kolm mõõdetud kognitiivset komponenti (probleemide lahendamise oskus, otsuse tegemise ja põhjendamise oskus ning loodusteadusliku loova mõtlemise voolavus) on keskmisel või madalal saavutustasemel ning üks komponent (bioloogia-alaste teadmiste reprodutseerimine) kõrgel saavutustasemel. Uuringu tulemusena selgub, et õpilaste bioloogiaalase kirjaoskuse kognitiivsetes komponentides esineb soolisi erinevusi nii 10. kui ka 11. klassi õpilastel, kuid tüdrukute natuke paremad tulemused kõikide ülesannete lahendamisel ei ole statistiliselt ega ka sisuliselt olulised. Uuring näitab, et gümnaasiumiõpilastel on bioloogiahariduses vaja rohkem tähelepanu pöörata probleemide lahendamise, otsuste tegemise ja põhjendamise oskuste ning loovuse arendamisele.
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