Pogoste omejitve in prednosti pogojev za izobraževanje o geologiji: primer češkega in slovaškega nacionalnega učnega načrta
Povzetek
Geologija je področje, za katero ima veliko učencev in učiteljev nizko raven zanimanja. Namen te študije je preučiti organizacijske pogoje za izobraževanje o geologiji na primeru Češke in Slovaške, pri čemer se sklicujemo na nacionalne učne načrte obeh držav. Študija obravnava mogoče razloge za nepriljubljenost tega področja v svetu in predlaga splošna priporočila, ki bi prispevala k povečanju zanimanja za geoznanost. Zdi se, da so glavne pomanjkljivosti izobraževanja o geologiji velika količina zahtevanega znanja, njegova tematska struktura in pomanjkanje povezav z resničnim življenjem. Češki učni načrt je ohlapno in teoretično opredeljen; pred učence postavlja veliko zahtev, zlasti na področju pomnjenja podanih informacij, in dejansko ne posveča pozornosti priporočenim učnim metodam. Nasprotno pa slovaški učni načrt bolje odraža trenutne smernice. Na splošno bi bilo treba izvajati stalno izobraževalno podporo učiteljem geologije in prestrukturirati učni načrt za geologijo, tako da bi bila posamezna podpodročja med seboj povezana. Poleg tega bi morala opredelitev učnih izidov vključevati izobraževanje skozi gibanje, terensko delo, eksperimentiranje in podobne oblike izobraževanja.
Prenosi
Literatura
Adetunji, O. O., Ba J. M., Ghebreab, W., Joseph, J. F., Mayer, L. P. & Levine, R. (2018). Geosciences awareness program: A program for broadening participation of students in geosciences. Journal of Geosciences Education, 60(3), 234–240. https://doi.org/10.5408/10-208.1
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A Taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Complete edition). Longman.
Arthurs, L. A. (2018). Undergraduate Geoscience Education Research: Evolution of an emerging field of discipline-based education research. Journal of Research in Science Teaching, 56(2), 118–140. https://doi.org/10.1002/tea.21471
Brajković, R., Bedjanič, M., Malenšek Andolšek, N., Rman, N., Novak, M., Šušmelj, K. & Žvab Rožič, P. (2018). Systematic overview of geological learning objectives and textbook contents for primary schools and gymnasium [Sistematičen pregled geoloških učnih ciljev in učbeniških vsebin v osnovnih šolah in v splošnih gimnazijah]. Geologija, 61(2), 239–252. http://www.dlib.si/?URN=URN:NBN:SI:DOC-MREBE0Q9
Dvořáčková, S., Rypl, J. & Kučera, T. (2018). Approach of Czech students towards learning Earth Science: attitude, knowledge level and the most common misconceptions. [Vztah českých žáků k výuce neživé přírody: postoje, znalosti a nejrozšířenější miskoncepce.] Geographia Cassoviensis, 12(2), 133–145.
Edelson, D. (2014, May 28). Geo-Literacy. National Geographic Education. https://education.nationalgeographic.org/resource/geo-literacy-preparation-far-reaching-decisions
European Parliament and the Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union, L394/310.
Eurydice. (2011). Science Education in Europe: National Policies, Practices and Research. Education, Audiovisual and Culture Executive Agency (EACEA P9 Eurydice). http://eacea.ec.europa.eu/education/eurydice. https://doi.org/10.2797/7170
Fermeli, G., Meléndez, G., Hevia, A., Dermitzakis, M., Steininger, F., Koutsouveli, A., Netode Carvalho, C., Rodrigues, J., D’Arpa, C. & Di Patti, C. (2011). GEOSCHOOLS: Innovative teaching of geosciences in secondary schools and raising awareness on geoheritage in the society. In E. Fernández-Martínez & R. Castaño de Luis (Eds.), Avances y retos en la conservación del Partimonio Geológico en España. Actas de la IX Reunión Nacional de la Comisión de Patrimonio Geológico (Sociedad Geológica de España) (pp. 120–124). Universidad de Léon.
Fermeli, G., Meléndez, G., Koutsouveli, A., Dermitzakis, M., Calonge, A., Steininger, F., D’Arpa, C. & Di Patti, C. (2015). Geoscience teaching and student interest in secondary schools-preliminary results from an interest research in Greece, Spain and Italy. Geoheritage, 7(1), 13–24. https://doi.org/10.1007/s12371-013-0094-4
Hřivnová, M. (2021). Evaluation of the implemented and adopted curriculum in health education in the Czech Republic with an emphasis on the drinking regimen. Center for Educational Policy Studies Journal, 11(4), 81–108. https://doi.org/10.26529/cepsj.1192
Jedličková, T., Svobodová, A. & Kachlík, V. (2019). Teaching geology at the lower secondary educational level (ISCED 2): Comparison of the Czech Republic, Estonia, Slovenia and Poland. Sciencia in Educatione, 10(3), 72–93. https://doi.org/10.14712/18047106.1265
Kácovský, P., Jedličková, T., Kuba, R., Snětinová, M., Surynková, P., Vrhel, M. & Stratilová Urválková, E. (2021). Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia. Journal of Curriculum Studies, 54(3), 384–405. https://doi.org/10.1080/00220272.2021.1978557
King, H. (2012). Pupil Difficulties in learning geoscience. Planet, 25(1), 40–47. https://doi.org/10.11120/plan.2012.00250040
Kočárek, E. (1978). Základy didaktiky geológie. 1. A 2. Část. [Basics of geology didactics. Part 1 and 2.]. SPN.
Lewis, E. B., (2008). Content is not enough: A history of secondary earth science teacher preparation with recommendations for today. Faculty Publications: Department of Teaching, Learning and Teacher Education, 118. https://digitalcommons.unl.edu/teachlearnfacpub/118/
Lewis, E. B. & Baker, D. R. (2010). A call for a new geoscience education research. Faculty Publications: Department of Teaching, Learning and Teacher Education, 122, 11–12. https://digitalcommons.unl.edu/teachlearnfacpub/122/
Meléndez, G., Fermeli, G. & Koutsouveli, A. (2006). Teaching geology and geological heritage in secondary schools: Similar approaches in Spanish and Greek schools. ProGeo symposium: Safeguarding our Geological Heritage, Ukraine, 11–12.
Meléndez, G., Fermeli, G., & Koutsouveli, A. (2007). Analyzing Geology textbooks for secondary school curricula in Greece and Spain: Educational use of geological heritage. Bulletin of the Geological Society of Greece, 40(4), 1819–1832. https://doi.org/10.12681/bgsg.17143
MŠMT (2017). The Framework Educational Programme for Basic Education. Ministry of Education, Youth and Sports of the Czech Republic. http://www.msmt.cz/file/41216/
MŠMT (2021). The Framework Educational Programme for Basic Education. Ministry of Education, Youth and Sports of the Czech Republic. http://www.nuv.cz/file/4983/
NCCA (2004). Curriculum Assessment and ICT in the Irish context: a Discussion Paper. National Council for Curriculum and Assessment (NCCA). https://ncca.ie/media/1787/curriculum_assessment_and_ict_in_the_irish_context_a_discussion_paper.pdf
Pauk, F. (1979). Didaktika geologických věd. [Didactics of geosciences.] SPN.
Pešková, K., Spurná, M. & Knecht, P. (2019) Teachers’ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later. Center for Educational Policy Studies Journal, 9(2), 73–97. https://doi.org/10.26529/cepsj.560
Pyle, E., J. (2008). A model of inquiry for teaching earth science. Electronic Journal of Science Education, 12(2),1–19.
Ridky, R. (2002). Why we need a corp of earth science educators. Geotimes, 47(9), 16–19.
Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henrikson, H. & Hermmo, U. (2007). Science education now: A renewed pedagogy for the future of Europe. Brussels: European Commission, Directorate-General for Research, Science, Economy and Society, Information and Communication Unit, Brussels. https://doi.org/10.12691/education-3-7-14
Sandholtz, J. H. (2002). In-service training or professional development: Contrasting opportunities in a school/university partnership. Teaching and Teacher Education, 18(7), 815–830.
ŠPÚ (2009). The state educational programme for the first stage of the primary school. National Institute for Education in Slovak Republic. https://www.statpedu.sk/sk/svp/statny-vzdelavaci-program/svp-druhy-stupen-zs/
ŠPÚ (2015). The new state educational programme for the first stage of the primary school. National Institute for Education in Slovak Republic. https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/
Turanová, L. (2000). Didaktika geológie 1. Všeobecná didaktika geológie [Didactics of geology 1. General didactics of geology]. Univerzita Komenského Bratislava.
Vojáčková, L. (2020). Key motivational factors affecting teachers’ long-term engagement in school projects. The New Educational Review, 59(1), 24–34. https://doi.org/10.15804/tner.2020.59.1.02
Wake, M. H. (2000). Integrative biology as a framework for education and training. Biology International, 39, 49–55.
Wysession, M., Taber, J., Budd, D., Campbell, K., Conklin, M., Ladue, N., Lewis, G., Raynolds, R., Ridky, R. W., Ross, R., Tewksburry, B. & Tuddenham, P. (2009). Earth science literacy initiative. http://www.earthscienceliteracy.org/index.html
Zamalloa, T., & Sanz, J. (2020). Attitudes of secondary school students towards geology in Spain. Research in Science & Technological Education, 41(1), 123–146. https://doi.org/10.1080/02635143.2020.1845641
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
