Application of constructivistic approach to science education

V zadnjih dveh desetletjih se pri nas več strokovnjakov ukvarja z raziskavami, ki bi namesto tradicionalnega pristopa poučevanja učence aktivnejše vključevale v pedagoški proces. Eden izmed pristopov, ki se uporablja pri poučevanju naravoslovja, je konstruktivizem. Takšen pouk je raznolik in ustvarjalen, upošteva posameznika, njegovo predznanje in morebitne napačne predstave ter ga spodbuja, da si na podlagi predhodnih izkušenj sam gradi znanje. Konstruktivistični pristop spodbuja samostojno aktivnost učencev in povezovanje s problemi iz vsakodnevnega življenja. Učitelj učence vodi, ti pa preko eksperimentiranja in pogovora pridejo do novih spoznanj. Uporablja se ga predvsem, kadar se želi doseči znanje z razumevanjem. V magistrskem delu smo ugotavljali, ali učitelji razrednega pouka poznajo konstruktivistični pristop, kako pogosto ga uporabljajo pri poučevanju naravoslovja ter ali obstajajo razlike v pogostosti uporabe konstruktivističnega pristopa med učitelji z različno dolgo delovno dobo in med različnimi ustanovami, kjer so študirali (LJ, KP, MB), ter med učitelji, ki sodelujejo s pedagoškimi fakultetami (študentje pri njih opravljajo pedagoško prakso, izvajajo nastope pri specialni didaktiki naravoslovja), in tistimi, ki ne. Zanimalo nas je tudi, ali učitelji iščejo informacije za izpopolnjevanje znanja iz naravoslovja ter na kakšen način pridobivajo le-te. Pri raziskovalnem delu je bil uporabljen kvantitativen pristop z deskriptivno in kavzalno neeksperimentalno metodo raziskovanja. Vzorec v raziskavi je bil naključen in priložnostni, sodelovalo je 106 učiteljev razrednega pouka iz osnovnih šol po vsej Sloveniji. Izsledki raziskave kažejo, da večina učiteljev pozna konstruktivističen pristop ter ga tudi uporablja. Med učitelji z različno dolgo delovno dobo in različnimi ustanovami, kjer so študirali (LJ, KP, MB), ne prihaja do statistično pomembnih razlik v pogostosti uporabe konstruktivističnega pristopa. Ravno tako sodelovanje s pedagoškimi fakultetami ne vpliva na pogostost uporabe tega pristopa pri poučevanju naravoslovja. Učitelji izpopolnjujejo znanje za poučevanje naravoslovja z branjem strokovnih revij, od sodelavcev, drugih učiteljev, preko spleta, seminarjev, primerov dobrih praks. Izsledkov raziskave ne moremo posplošiti na osnovno množico, lahko pa so izhodišče za nadaljnje raziskovanje. Raziskava je ena izmed novejših, ki se dotikajo uporabe konstruktivističnega pristopa pri nas in prikazuje aktualne razmere.In the last two decades several of our experts have been researching ways that would instead of the traditional approach to teaching involve pupils to be more active in the pedagogical process. One of the approaches used in teaching natural science is constructivism. Such lesson is diverse and creative, it takes into account the individual, his/her previous knowledge and possible misconceptions, and encourages him/her to build knowledge on the basis of previous experience. Constructivist approach to teaching encourages pupils’ independency and their problem-solving skills. The teacher leads the learners, whereas they come to new revelations through their own conversational experimentation. This approach is used primarily to achieve knowledge with understanding. In the master\u27s thesis we determined whether classroom teachers are familiar with the constructivist approach, how often they use it in teaching science, and whether there are differences in the frequency of use of the constructivist approach among teachers with various length of employment, various institutions where they used to study (LJ, KP, MB), among teachers who work with pedagogical faculties (student practice, special didactics appearances in natural science) and those who do not. We were also interested in whether teachers are looking for information to upgrade knowledge in natural science and how they acquire this information. A quantitative approach with a descriptive and causally non-experimental research method was used in the research part of the thesis. The sample in the survey was random and there were 106 elementary school teachers from all over Slovenia who participated. Results of the research show that most teachers know and use the constructivist approach to teaching. There are no statistically significant differences in the frequency of use of the constructivist approach among teachers with different length of employment and various institutions where they used to study (LJ, KP, MB). Cooperation with pedagogical faculties also does not affect the frequency of using the approach in teaching natural sciences. Teachers improve their knowledge of natural science teaching by reading professional magazines, consulting their colleagues or other teachers, by finding information online, attending seminars, exchanging examples of good practices, etc. The results of the research cannot be generalized to the basic but they can be the starting point for further research. Also is this research one of the newest among those which are about using constructivist approach in Slovenia and shows actual condition