Znanstvena pismenost učencev tretjega vzgojno-izobraževalnega obdobja
DOI:
https://doi.org/10.55707/ds-po.v39i1.120Ključne besede:
znanstvena pismenost, osnovnošolci, interes za naravoslovje, odnos do znanosti in tehnologijePovzetek
Z raziskavo smo želeli pridobiti podrobnejši vpogled v znanstveno pismenost osnovnošolcev iz tretjega vzgojno-izobraževalnega obdobja v Sloveniji. V kvantitativni raziskavi smo iz desetih naključno izbranih šol vključili po en oddelek učencev posameznega razreda iz tega obdobja. V raziskavo je bilo vključenih 513 učencev, ki so izpolnjevali anonimni vprašalnik o znanstveni pismenosti. Ugotavljamo, da imajo osnovnošolci v tretjem vzgojno-izobraževalnem obdobju še zelo slabe predstave o delu znanstvenikov. Učenci imajo sicer pozitiven odnos do znanosti v šoli in se zavedajo, da sta znanost in tehnologija pomembni za družbo, vendar večinoma ne želijo postati znanstveniki ali inženirji. Ugotovljeno je bilo, da imajo učenci z višjo zaključno oceno pri naravoslovju oziroma biologiji boljšo predstavo o tem, kaj delajo znanstveniki, imajo višji interes za naravoslovje, imajo boljši odnos do znanosti v šoli in do znanosti in tehnologije v družbi.
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