Experimental work, as the central method in teaching natural science and technology

V magistrskem delu raziskujemo sodobna dognanja – eksperimentalno delo kot osrednjo metodo poučevanja pri predmetu naravoslovja in tehnike. V teoretičnem delu naloge smo najprej predstavili proces poučevanja naravoslovja v osnovni šoli, s poudarkom na kurikularni zasnovi. Preučili smo kurikule držav, ki imajo zavidljive rezultate v znanju naravoslovne pismenosti na svetovni ravni. Podrobno smo predstavili zasnovo učnega načrta naravoslovja in tehnike ter analizirali vnašanje sodobnih znanstvenih dognanj vanj. Opredelili smo kompetence, ki so pomembne za trajnostni razvoj, še posebej tiste, ki izhajajo iz naravoslovnega področja. Predstavili smo didaktične oblike in metode dela ter druge podporne aktivnosti, ki se jih poslužujemo pri delu in so nam v pomoč pri poučevanju. Posebno pozornost smo namenili poučevanju naravoslovja z vidika dveh didaktičnih pristopov: tradicionalnega in sodobnega – eksperimentalno naravnanega pristopa. V empiričnem delu prikazujemo rezultate empirične raziskave, ki je bila opravljena na samostojnem vzorcu učencev 4. in 5. razreda mestnih in podeželskih šol. Preučili smo: obstajajo delitve na tradicionalne – pogosto uporabljene metode in sodobne (eksperimentalno delo) – redkeje uporabljene metodeuspešnost izbranega didaktičnega pristopa v odvisnosti od vsebinske izbire obravnavane učne temenapredek v doseganju nižjih taksonomskih nivojev znanj je večji v primeru tradicionalnega pouka v primerjavi glede na eksperimentalno raziskovalni poukvpliv stratuma (mestna in podeželska šola) pri uspešnosti izbranega didaktičnega pristopamožnost postavitve strukturalnega modela izobraževanja naravoslovja in tehnike v skladu v raziskavi postavljenimi kriteriji. Dobljeni rezultati so pokazali, da obstaja delitev na tradicionalne – pogosteje uporabljene metode in sodobne (eksperimentalno delo) – manj uporabljene metode dela. Prav tako se je izkazalo, da so nekatere teme učencem bližje kot druge, vendar pa je bila uspešnost znanja pri obeh temah večja po eksperimentalnem delu. Ker so teme določene in učitelje zavezuje rigiden učni načrt, ki ne dopušča večje izbirnosti s strani učiteljev in učencev, se je izkazalo, da ni bistvenih razlik v znanju glede na uporabo didaktičnih pristopov. Učitelji podajajo znanje za znanje in ne kot znanje za trajnostni razvoj. Zaradi takšnega učnega načrta učitelji pri pouku naravoslovja in tehnike ne uporabljajo eksperimentalnega dela kot temeljne metode pri poučevanju in s tem posledično zmanjšujejo motivacijo učencev. Eksperimentalno delo se je namreč izkazalo za pomembni faktor v motivaciji pri pouku naravoslovja in tehnike, kar bi morali izkoristiti pri razvijanju kompetenc in znanja na višjih ravneh mišljenja.The dissertation focuses on the research of modern discoveries – experimental work, as the central method in teaching natural science and technology. In the theoretical part we have first introduced the process of teaching natural science in primary school based on the curriculum. We have also studied the curricula of countries, which have enviable results in natural science knowledge according to the world ranking. We have introduced a detailed plan of the syllabus for natural science and technology and have analyzed the input of modern scientific discoveries into it. We have determined the competences which are essential for a continual development, particularly those that are based on the area of natural science. We have introduced didactic methods and approaches as well as other supporting activities that are used and are a helpful tool in teaching. We have focused especially on two didactic approaches in teaching natural science: the traditional and the modern - experimental approach. The empirical part of the dissertation shows the results of the empirical research which was carried out on an independent sample of pupils from 4th and 5th grade, from urban and provincial schools. We studied: the existence of the division of traditional-frequently used methods and the modern (experimental work) - rarely used methodsthe efficiency of the chosen didactic approach according to the chosen content of the discussed subjectthe progress in achieving the lower-order taxonomy levels is higher in traditional lessons in comparison to experimental-researching lessonsthe influence of the stratum (urban and provincial schools) on the effectiveness of the chosen didactic approachthe possibility of creating a structural model of natural science and technology education that are in line with the criteria set in the research. The results show that there is a division between the traditional, frequently used methods and the modern (experimental work), rarely used methods. The findings also show that some contents are student-friendlier than others, nevertheless both contents were more successfully acquired when experimental work was used. Since the contents are determined and the teachers are bond to the rigid syllabus, which does not allow a content selection for teachers or pupils, the findings show that there is not really a difference in the level of knowledge according to the use of didactic approaches. The teachers deliver the knowledge for knowledge and not for a continual development. That is why teachers do not use experimental work in natural science and technology as a basic teaching method and therefore it causes a decrease in pupils\u27 motivation. Experimental work is proved to be a successful factor in motivating learners at natural science and technology lessons, which should be considered in developing competences and knowledge on higher order thinking levels