Název: Bez prírodopisu to nejde, alebo, Ako ho vnímajú žiaci základných škôl
Variantní název:
- It cannot be done without biology, or, How the lower secondary school pupils perceive it
Zdrojový dokument: Studia paedagogica. 2011, roč. 16, č. 2, s. [75]-88
Rozsah
[75]-88
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2011-2-4
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/115892
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Výskumných prác týkajúcich sa problematiky postojov žiakov k prírodopisu je neveľký počet. Publikované práce viažuce sa k tejto problematike okrem celkovej úrovne postojov skúmajú najmä vplyv genderu a v menšej miere aj vplyv veku (triedy) na ne. V predkladanom príspevku je okrem dvoch uvedených premenných zisťovaný aj vzťah obľúbeného predmetu na úroveň postojov k prírodopisu u žiakov druhého stupňa základných škôl. Výskumnú vzorku tvorilo 496 žiakov zo šiestich českých základných škôl, pričom boli zastúpené všetky ročníky druhého stupňa. Pomer chlapcov a dievčat bol približne vyrovnaný. Viac žiakov z výskumnej vzorky označilo ako obľúbený predmet jeden z neprírodovedných. Ako výskumný nástroj bol použitý dotazník obsahujúci 25 položiek Likertovho typu. Aplikovaním faktorovej analýzy boli položky rozdelené do troch dimenzií: Pomôcky a význam prírodopisu, Náročnosť prírodopisu a Záujem o prírodopis. Na zistenie rozdielov medzi skupinami jednotlivých kategorických premenných bola použitá analýza rozptylu a multivariátna analýza rozptylu. Bol zistený pozitívny postoj žiakov k prírodopisu. Dievčatá, šiestaci a žiaci s obľúbeným prírodovedným predmetom dosiahli vyššie skóre. Na záver sú navrhnuté možnosti ďalšieho smerovania výskumu v tejto oblasti.
There are a small number of research studies relating to pupils attitudes toward biology. In addition to the overall level of attitudes, the existing papers are focused mainly on the influence of gender and to a lesser extent on the influence of age (class) on attitudes towards biology. In this contribution attention is paid to the two above-mentioned variables as well as the influence of lower secondary pupils' favourite subject on the level of their attitudes towards biology. The sample consisted of 496 pupils from six Czech lower secondary schools and represented all classes at lower secondary level. The ratio of boys and girl was approximately the same. More pupils chose a non-science subject as their favourite subject. The measurement tool was a questionnaire with 25 Likert-type items. By applying a factor analysis, items were sorted into three dimensions: aids and the importance of biology, the difficulty of biology, and interest in biology. An analysis of variance and a multivariate analysis of variance were used to determine differences among groups of categorical variables. It was found that pupils have a relatively positive attitude towards biology. Girls, 6th grade pupils and pupils whose favourite subject is a science had more positive attitudes. In conclusion new directions of investigation are suggested.
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[5] MYERS, R. E., FOUTS, J. T. A cluster analysis of high school science classroom environments and attitude toward science. Journal of Research in Science Teaching, 1992, roč. 29, č. 9, s. 929–937. ISSN 0022-4308. | DOI 10.1002/tea.3660290904
[6] ORMEROD, M. B., BOTTOMLEY, J. M., KEYS, W. P., WOOD, C. Girls and physics education. Physics Education, 1979, roč. 14, č. 5, s. 271–277. ISSN 0031-9120.
[7] OSBORNE, J., SIMON, S., COLLINS, S. Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, 2003, roč. 25, č. 9, s. 1049–1079. ISSN 0950-0693. | DOI 10.1080/0950069032000032199
[8] PELL, T., JARVIS, T. Developing attitude to science scales for use with children of ages from five to eleven years. International Journal of Science Education, 2001, roč. 23, č. 8, s. 847–862. ISSN 0950-0693.
[9] PROKOP, P., KOMORNÍKOVÁ, M. Postoje k prírodopisu u žiakov druhého stupňa základných škôl. Pedagogika, 2007, roč. 57, č. 1, s. 37–46. ISSN 0031-3815.
[10] PROKOP, P., PROKOP, M., TUNNICLIFFE, S. D. Is biology boring? Student attitudes toward biology. Journal of Biological Education, 2007, roč. 42, č. 1, s. 36–39. ISSN 0021-9266. | DOI 10.1080/00219266.2007.9656105
[11] PROKOP, P., TUNCER, G., CHUDÁ, J. Slovakian students' attitudes toward biology. Eurasia Journal of Mathematics, Science & Technolog y Education, 2007, roč. 3, č. 4, s. 287–295. ISSN 1305-8223. | DOI 10.12973/ejmste/75409
[12] STARK, R., GRAY, D. Gender preferences in learning science. International Science Education, 1999, roč. 21, č. 6, s. 633–643.
[13] TRUMPER, R. Factors Affecting Junior High School Students' Interest in Biology. Science Education International, 2006, roč. 17, č. 1, s. 31–48. ISSN 1022-6117.
[14] UŞAK, M., PROKOP, P., OZDEN, M., OZEL, M., BILEN, K., ERDOGAN, M. Turkish university students' attitudes toward biology: the effects of gender and enrolment in biology classes. Journal of Baltic Science Education, 2009, roč. 8, č. 2, s. 88–96. ISSN 1648-3898.
[15] WEINBURGH, M. Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 1995, roč. 32, č. 4, s. 387–398. ISSN 0022-4308. | DOI 10.1002/tea.3660320407
[16] ZEIDAN, A. The Relationship between Grade 11 Palestinian Attitudes toward Biology and Their Perceptions of the Biology Learning Environment. International Journal of Science and Mathematics Education, 2010, roč. 8, č. 5, s. 783–800. ISSN 1571-0068.