81 KB38 KB200220262007Kocijančič, SlavkoŠorgo, AndrejVerčkovnik, Tatjanaštevilka:2letnik:50str. 113-124ISSN:1408-3671COBISSID:16004360URN:URN:NBN:SI:doc-UM0SQVP6slDruštvo biologov SlovenijeActa biologica slovenicabiologijaizobraževanjelaboratorijsko delosrednje šoleučiteljiLaboratorijsko delo pri pouku biologije v slovenskih srednjih šolah| Laboratory work in biology teaching at slovene secondary schools|Between years 2005 and 2006 was conducted a research based on extended questionnaire about implementation of computer-based laboratory into Science teaching. One of the specific goals was to find out preliminary data about status of laboratory exercises in teaching biology. Our interest was in sources of teachers' manuals, which style of laboratory work prevails, how often teachers include laboratory work in their teaching, the way in which exercises are performed and teacher's attitudes toward such work. Answers from 70 teachers (about 40% of Slovene secondary school biology teachers) were received. Based on the answers of the questionnaire we can conclude that teachers have generally positive attitudes toward laboratory work, and they include into teaching most of the prescribed laboratory exercises. Not so positive are the findings that a large part of the exercises is presented to the students as demonstrations, and expository style is preferred. Into the future efforts should be done to transfer expository labs into inquiry and problem-based laboratory work. If the situation stayed unchanged the function of laboratory work will be only in function of presentation and clarification of concepts. The influence of such work in the domain of so called higher educational goals would be minimal or nonexistent. If the intention is to improve Biology teaching then the prescribed curriculum should be changed in the way that more time is given to few topics. On the other hand teachers need more in-service trainings in didactics of problem-based teachingV letih 2005 in 2006 je bila izvedena obširna anketa o vključevanju računalniško podprtega laboratorijskega dela v pouk naravoslovnih predmetov. En od ciljev ankete je bil ugotoviti dejansko stanje o izvajanju laboratorijskih vaj biologije v srednjih šolah. Zanimalo nas je: od kod črpajo učitelji navodila za laboratorijske vaje, kateremu tipu navodil dajejo prednost, kako pogosto so zastopane vaje v pouku, način izvedbe vaj ter njihova stališča do eksperimentalnega dela. Pridobili smo odgovore 70 učiteljev biologije, kar po oceni predstavlja okoli 40% vseh srednješolskih učiteljev biologije v Sloveniji. Na osnovi odgovorov lahko ugotovimo, da imajo učitelji praviloma pozitiven odnos, do laboratorijskega dela in tudi izvedejo večino vaj v razredu, kar je ugodno. Manj ugodna je ugotovitev, da veliko število vaj izvedejo kot demonstracije, prevladujejo pa vodene vaje. V prihodnosti bi zato bilo potrebno napraviti premik od recepturnega dela k problemsko zasnovanim in proučevalnim vajam. V nasprotnem primeru bodo vaje imele le funkcijo predstavitev in pojasnjevanja, njihov učinek na doseganje tako imenovanih višjih nivojev znanja pa bo majhnen. Za takšen način dela pa je predvsem treba sprostiti učni načrt biologije in manjši količini vsebin nameniti več časa. Prav tako ne bi bilo odveč o problemsko zastavljenem pouku dodatno izobraziti učitelje, ki na takšen način dela niso vajeni delatiTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaDruštvo biologov Slovenije