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Magistrsko delo z naslovom Učbeniška gradiva za pouk naravolovja in tehnike v četrtem razredu osnovne šole s stališča Bloomove taksonomije je sestavljeno iz teoretičnega in empiričnega dela, ki sta vsak zase zaključena celota, se pa med seboj dopolnjujeta in nadgrajujeta. Teoretični del sestavljajo naravoslovni sklop (opisani so naravoslovje, njegova področja in vede, vertikala naravoslovja v osnovni šoli, pridobivanje naravoslovnih kompetenc skozi naravoslovne vsebine, naravoslovna pismenost in pomen zgodnjega naravoslovja), psihološki sklop (predstavljene so psiho-fizične lastnosti devet- in desetletnikov) in didaktični sklop (predstavljeni so pouk glede na Bloomovo taksonomijo ciljev ter gradiva za pouk naravoslovja in tehnike v četrtem razredu osnovne šole). V empiričnem delu sta predstavljena analiza učnega načrta za naravoslovje in tehniko ter analiza Sveta Republike Slovenije za vzgojo in izobraževanje potrjenih učbeniških kompletov za pouk naravoslovja in tehnike v četrtem razredu (v šolskem letu 2016/2017) po Bloomovi taksonomiji. Ugotovljeno je, da učni načrt za naravoslovje in tehniko (2011) vsebuje cilje vseh taksonomskih stopenj po Bloomu, vendar premalo poudarja enakomerno razporeditev ciljev s stališča Bloomove taksonomije. Prav tako so rezultati analiz pokazali, da v učbeniških kompletih za naravoslovje in tehniko v četrtem razredu (potrjenih za šolsko leto 2016/2017) prevladujejo cilji nižjih taksonomskih stopenj po Bloomu in da se v gradivih, katerih soavtor je specialni didaktik s področja naravoslovja, pojavi večja razpršenost ciljev s stališča Bloomove taksonomije. Master's thesis entitled Science Textbooks in the 4th Grade of Primary School from the Bloom's Taxonomy Standpoint consists of theoretical and empirical work. Each of them is a complete unit, however one is complementary to another and by that they are mutally upgraded. The theoretical part consists of a science unit (in which Science education is described, its scope and branches, vertical system of natural sciences in elementary school, gaining science competences through natural science content, science literacy and the importance of early science education), psychology unit (in which psychophysical features of a nine and ten year olds are presented) and didactic unit (in which lessons are presented according to Bloom's taxonomy of objectives and materials for science education and technology in the fourth grade of elementary school). The empirical part introduces an analysis of the Science and Technology Curriculum and the sets of Science and Technology textbooks in the fourth grade of Primary school from the Bloom's taxonomy standpoint, approved by Council for Education of the Republic of Slovenia (school year 2016/17). It has been observed that the Science and Technology Curriculum (2011) contains the objectives of all taxonomic levels according to Bloom, however it does not put enough attention to a more even distribution of didactic objectives from the Bloom's taxonomy perspective. Furthermore, the results of the analysis have demonstrated that in the fourth grade Science and Technology textbooks (approved in the school years 2016/2017) the objectives of lower Bloom's taxonomic levels prevail, and that the material, which has been co-authored by a didact specialising in natural sciences, exhibits a greater dispersion of the objectives regarding the Bloom's taxonomy standpoint. |
