Razumevanje grafičnih prikazov v besedilih v drugem triletju osnovne šole - Pajk, Teja (2019)
V vsakdanjem življenju, v šoli, v službi … se srečujemo z besedili, tudi s takimi, ki vsebujejo grafične prikaze. Kdor je bralno pismen, zna brati oz. razume tudi taka besedila. Z raziskavo v empiričnem delu smo želeli ugotoviti, kako dobro osnovnošolci razumejo grafične prikaze, ki so sestavni del besedil. Od grafičnih prikazov smo v raziskavo vključili prikaz z vrsticami, tortni prikaz in preglednico. Z eno od nalog pa smo preverjali tudi zmožnost tvorjenja grafičnega prikaza, in sicer miselnega vzorca. Uporabili smo kvantitativni raziskovalni pristop. Naš vzorec je sestavljalo 92 učencev 4., 5. in 6. razreda ter 6 njihovih učiteljev. Podatke za raziskavo smo zbrali s testoma znanja in anketnima vprašalnikoma. Ugotovili smo, da učenci besedni del razumejo bolje kot grafičnega izjema v našem vzorcu so bili petošolci, ki so bolje razumeli grafični del. Pokazalo se je, da učenci najtežje razumejo preglednico, čeprav sami menijo, da je preglednica grafični prikaz, ki jim ne povzroča težav. Tudi učitelji so se strinjali z mnenji učencev, da učenci najlažje razumejo in tvorijo preglednico, sicer pa zmožnost tvorjenja in razumevanja grafičnih prikazov svojih učencev na splošno ocenjujejo kot dobro. Četrto- in šestošolci so imeli najmanj težav pri razumevanju tortnega prikaza, petošolci pa pri razumevanju prikaza z vrsticami. Učenci se z besedili, ki vsebujejo grafične prikaze, v šoli srečujejo redko ko pa se, je to najpogosteje pri slovenščini ali matematiki. Polovica učiteljev je izpostavila, da imajo učenci lahko težave pri branju in razumevanju grafičnih prikazov, ker ne preberejo navodil dovolj natančno in so površni pri razbiranju ali izpisovanju podatkov z grafičnega prikaza. Pri tvorjenju miselnega vzorca so se najbolj izkazali učenci 5. razreda, najmanj pa četrtošolci. In our everyday life, be it at school or work, we encounter texts that include graphic representations. Every individual who is literate can read and understand these kinds of texts. With the research shown in the empirical section, we wanted to found out how well the primary school students understand graphic representations which are constituent parts of various texts. From different graphic representations, we decided to include a bar chart, a pie chart and a table. One of the exercises also tested the ability of forming a graphic representation, namely a mind map. We used a quantitative approach of research. Our sample consisted of 92 students from 4th, 5th and 6th grade as well as their teachers. Data for our research were obtained from a test and a questionnaire. We have found out that the students are better at understanding the texts than graphic representations. The only exception were the students from the 5th grade who were better at understanding the graphic representations. It has been pointed out that the students have problems reading the tables, even though they think that this is the type of graphic representation they understand the best. The teachers agreed that the students understand and can form a table without bigger problems. In general teachers evaluate the ability to form and understand graphic representations as good. Students from the 4th and the 6th grade had the least problems with understanding a pie chart and the students from the 5th grade with a bar chart. At school, students don't encounter texts with graphic representations very often, but when they do it is during a lesson of Slovene or Math. Half of the teachers have pointed out that the students can have difficulties with reading and understanding graphic representations because they don't read the instructions well enough and they are careless when copying the data from graphic representations. Students from the 5thgrade were the best at forming a mind map and students from the 4th grade were the worst.