Učenje z raziskovanjem na področju kemije za nadarjene učence v neformalnem izobraževalnem okolju
Povzetek
Nadarjenost učencev je kompleksen, razvojno dinamičen in kontekstualen pojav, s katerim se učitelji vsakodnevno spoprijemajo. V razredu se pogosto srečujejo z učenci, ki imajo izjemni učni potencial ali dosegajo zelo visoke učne standarde. Namen te raziskave je prikazati rezultate aktivnosti učenja z raziskovanjem v specifičnem kontekstu učnih modulov, razvitih v sklopu projekta DiSSI (Diversity in Science towards Social Inclusion) in izvedenih v sklopu neformalnega izobraževanja za nadarjene učence v povezavi z nji-hovo stopnjo individualnega interesa ter avtonomno in kontrolirano moti-vacijo, pri čemer primerjamo različne skupine učencev. Preučevano je bilo, kako izvedene laboratorijske aktivnosti učnih modulov vplivajo na odnos učencev do učenja z raziskovanjem, njihov situacijski interes in zanimanje za naravoslovne poklice. V raziskavo je bilo vključenih 264 slovenskih učen-cev, ki so sodelovali v izvedbi neprilagojenih in prilagojenih učnih modulov v kontekstu učenja z raziskovanjem. Podatki so bili zbrani z vprašalnikom pred izvedeno laboratorijsko aktivnostjo in po njej. Sodelovanje v raziska-vi, ki je potekala med šolskimi leti 2021/22 in 2022/23, je bilo prostovoljno. Zbrani podatki so anonimni, uporabljeni pa so bili le v raziskovalne namene. Rezultati kažejo več statistično pomembnih razlik v tem, kako stopnja indivi-dualnega interesa, avtonomna in kontrolirana motivacija učencev za učenje kemije vplivajo na njihov odnos do učenja z raziskovanjem, situacijski interes po izvedbi aktivnosti učnih modulov in zanimanje za naravoslovne poklice. V prispevku so predstavljeni tudi rezultati glede odnosa učencev, nadarjenih in nenadarjenih, ki so sodelovali v aktivnostih učnega modula »Naravoslovje v forenzični znanosti« pred prilagoditvami učnih modulov in po njih. Rezul-tati raziskave ponujajo koristne vpoglede za raziskovalce na področju kemij-skega izobraževanja pa tudi za učitelje kemije v osnovnih in srednjih šolah. Predstavljena raziskava je primer dobre prakse, ki ga lahko učitelji kemije uporabijo pri poučevanju kemije, s čimer omogočijo vsem učencem, ne le nadarjenim, učenje kemije z uporabo pristopa učenja z raziskovanjem.
Prenosi
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