Znanje koroških osnovnošolcev o evoluciji človeka

• Main Author: Vreš, Ana
• Other Authors: Strgar, Jelka
• Format: Master Thesis
• Language: Slovenian
• Published: 2019
• Subjects: znanje; knowledge; sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=112053; https://repozitorij.uni-lj.si/Dokument.php?id=123959&dn=; https://plus.si.cobiss.net/opac7/bib/12650057 ?lang=sl

Slovenski učenci imajo glede na dosedanje raziskave dobro znanje iz naravoslovja in biologije, pri poznavanju evolucije človeka pa to ne drži. Ravno zato se v zadnjem času znanje učencev na tem področju intenzivneje raziskuje. Osnovnošolski učitelji so pri tej temi prepuščeni sami sebi, saj je v učnem načrtu le en cilj, ki se nanaša na evolucijo človeka. Poleg tega so učitelji in učenci v povezavi s to temo lahko soočeni tudi z notranjimi konflikti. Naš cilj je bil s testom znanja ugotoviti, ali imajo učenci koroških osnovnih šol ob koncu obveznega osnovnošolskega izobraževanja zadovoljivo znanje o evoluciji človeka ter ali je to znanje povezano s spolom, starostjo učencev ter šolo, ki jo obiskujejo. Ugotavljali smo tudi, ali imajo učenci kakšne napačne predstave o evoluciji človeka. V raziskavo je bilo vključenih 269 učencev 8. in 9. razredov petih osnovnih šol iz koroške regije. Ugotovili smo, da znanje koroških osnovnošolcev o evoluciji človeka ni zadovoljivo, saj so na testu povprečno dosegli 57,94-odstotni uspeh. Ugotovili smo, da imajo učenci 9. razredov več znanja kot učenci 8. razredov, učenke pa so le na eno vprašanje odgovarjale bolje od učencev. Majhne razlike so bile tudi v znanju učencev različnih šol, in sicer so učenci šole 4 pokazali malenkost več znanja od učencev drugih šol, ki so bili med seboj izenačeni. Tipična napačna predstava o evoluciji človeka, ki smo jo ugotovili pri testiranih učencih, je bila, da se je sodobni človek razvil iz neandertalca, učenci pa so imeli tudi slabo znanje o tem, kje se je razvil sodobni človek. According to research, Slovenian pupils have good knowledge of natural science and biology, but less about the human evolution. Recently, this has caused intensified reasearches in the topic. Teachers are mainly left to themselves, since the official curriculum contains only one goal pertaining to human evolution. Besides, teachers as well as students can face significant internal conflicts when dealing with the topic of human evolution. The aim of our study was to test the knowledge of pupils in the Slovenian Carinthia region, and figure out if the pupils at the end of primary education have sufficient knowledge of human evolution and how this knowledge correlates with sex, age and specific school they are attending. Additionally we wanted to find out various misconceptions pupils might have with regards to human evolution. Two hundred sixty-nine pupils of 8th and 9th grade of five primary schools in the Carinthia region were included in our study. We found out that Carinthian pupils have insufficient knowledge of human evolution, since the average test score was 57,94%. 9th grade pupils have more knowledge than 8th graders, while sex had minimal effect on the outcome. We detected small differences in knowledge between pupils of different schools those from school number 4 had more knowledge than pupils of other schools which showed insignificant differences in test. The typical misconception which we observed in all schools included in the study was that the modern human evolved from Homo neanderthalensis. The pupils also showed poor knowledge about where the modern humans had evolved.