Abstract
This paper presents an overview of Slovenian elementary school evaluation of students’ natural science knowledge in the first three years of elementary school. Science knowledge in Slovenia is not measured regularly; therefore, we have focused primarily on the results of the international TIMSS survey, which measures the mathematical and natural science knowledge of students. The TIMMS survey is performed every four years in various countries, and Slovenia participated from 1995 to 2015. After reviewing and analysing the results of the natural science examinations of Slovenian fourth-graders, we found a steady increase compared to the international average. However, at the same time, the positive attitude towards science lags behind.
Highlights
Zaradi hitrega znanstvenega in tehnološkega razvoja mora posameznik za uspešno spopadanje z izzivi današnjega časa izkazovati določeno stopnjo naravoslovnega znanja oziroma pismenosti
We have focused primarily on the results of the international survey TIMSS (Trends in International Mathematics and Science Study), which measures the mathematical and natural science knowledge of students from various countries all over the world compared to the TIMSS results of fourth-grade students
Slovenia participated in TIMMS from 1995 to 2015
Summary
Ključne besede: vrednotenje znanja, naravoslovje, osnovnošolci, mednarodna raziskava TIMSS. V Sloveniji v zadnjih desetletjih ni bilo izvedene večje nacionalne raziskave v povezavi z naravoslovnim znanjem v prvem vzgojno-izobraževalnem obdobju, smo pa v letih od 1995 do 2015 sodelovali v mednarodni raziskavi TIMSS Naravoslovno znanje slovenskih učencev v raziskavi TIMSS V nadaljevanju si bomo ogledali podatke, pridobljene v povezavi z naravoslovnim znanjem slovenskih četrtošolcev v vseh dosedanjih izvedbah mednarodne raziskave TIMSS, s poudarkom na izvedbi leta 2015 – zadnji izvedbi, pri kateri je sodelovala Slovenija. Ob tem je treba poudariti, da je bila raziskava TIMSS leta 1999 izvedena le med osmošolci, zato jo v naši analizi, ki s nanaša na naravoslovno znanje v prvem vzgojno-izobraževalnem obdobju, izpuščamo. Tabela 1: Primerjava najvišjih povprečnih dosežkov četrtošolcev posameznih držav v znanju naravoslovja v raziskavi TIMSS 2015 s povprečnim dosežkom slovenskih četrtošolcev
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