Mijenjaju li se učenička postignuća promjenom nastavnog programa?

master's thesis

• Title (english): Do Curriculum Changes Influence Students' Achievements?
• Author: Svjetlana Višnić
• Mentor: Zoran Curić (mentor)
• Committee member: Zoran Curić (predsjednik povjerenstva)
• Committee member: Ružica Vuk (član povjerenstva)
• Committee member: Dubravka Spevec (član povjerenstva)
• Granter: University of Zagreb; Faculty of Science; (Department of Geography); Zagreb
• Defense date and country: 2013-03-20, Croatia
• Scientific / art field, discipline and subdiscipline: INTERDISCIPLINARY AREAS OF KNOWLEDGE; Geography

Abstract

Rad se bavi postignućima učenika osnovne škole u nastavi geografije, te promjenama uvjetovanim donošenjem novog nastavnog programa 2006. godine. Učenička postignuća u ovom kontekstu imaju dvojako značenje – ona predstavljaju jasno iskazane kompetencije koje učenici trebaju steći na kraju promatranog razdoblja, a znače i ostvarenost postavljenih ciljeva i mjeru njihove ostvarenosti. Usporedbom dva nastavna programa utvrdit će se koliko su se promijenili obrazovni ishodi u promatranom razdoblju, a statističkom analizom unificiranih pisanih provjera u dvanaestogodišnjem razdoblju pokazat će se koliko se promijenila razina očekivanih znanja, vještina i sposobnosti ukupno, kako se mijenjaju kroz obrazovni ciklus, te koliko je promjena utjecala na svaku od dimenzija znanja u području geografije. Postignuća se uspoređuju u promatranom razdoblju od 1999. do 2013. na uzorku učenika 5.-8. razreda OŠ Dubovac u Karlovcu, anketom se ispituje i koliko je na razinu ostvarenja obrazovnih ishoda utjecala organizacija nastave, a težište se stavlja na funkcionalna znanja/vještine, te trajna znanja na kraju obrazovnog ciklusa.

Abstract (english)

The thesis deals with achievements of elementary school students in geography teaching, and changes conditioned by adopting a new curriculum in 2006. In this context student achievement has a double meaning - represents a clearly defined competencies that students should acquire at the end of the analyzed period, and the achievement goals and measure of their achievement. Comparison of two curriculums will determine the educational outcomes in analyzed period have changed. Uniform statistical analysis of written checks in the twelve year period will show how much levels of expected knowledge, skills and abilities in total have changed, how do they change through the education cycle and how the change impact each dimension of knowledge in the field of geography. Achievements are compared in the period from 1999 to 2013 on a sample of 5th-8th graders of Dubovac elementary school in Karlovac. The survey examines how the level of achievement of educational outcomes was influenced by the organization of teaching, and the emphasis is placed on functional knowledge/skills and permanent knowledge at the end of education cycle.

• Keywords: funkcionalna znanja; nastava geografije; nastavni program; natjecanje iz geografije; obrazovni ishodi; učenička postignuća
• Keywords (english): functional knowledge; geography class; curriculum; geography competition; educational outcomes; students' achievements
• Language: croatian
• URN:NBN: urn:nbn:hr:217:690942
• Study programme: Title: Graduate University Study in Geography; specializations in: Education; Course: Education; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacije geografije (magistar/magistra edukacije geografije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Closed access
• Created on: 2018-01-12 22:27:35