Analýza sebeposuzovacích dotazníků zjišťujících epistemická přesvědčení žáků druhého stupně ZŠ ve vyučovacím předmětu dějepis
DOI:
https://doi.org/10.14712/23362189.2022.2266Klíčová slova:
epistemická přesvědčení, didaktika dějepisu, druhý stupeň ZŠ, konfirmační faktorová analýzaAbstrakt
Výzkum v oblasti epistemických přesvědčení v rámci vyučovacích předmětů vycházejících ze sociálních disciplín nabývá v České republice na významu. Současná literatura dokládá vazbu mezi epistemickými přesvědčeními a rozmanitými aspekty učení zahrnujícími akademickou výkonnost a porozumění čtenému. Předkládaná studie je zaměřena na zjišťování epistemických přesvědčení žáků 2. stupně ZŠ v doméně historie. V úvodu je čtenář seznámen s výzkumem v této oblasti od počátku 50. let 20. století s akcentem na modely epistemických přesvědčení a způsoby měření. Cílem empirické části práce bylo zjistit vlastnosti čtyř adaptovaných sebeposuzovacích dotazníků zaměřených na epistemická přesvědčení žáků druhého stupně v doméně historie. V prvním kroku byly vybrané sebeposuzovací dotazníky přeloženy způsobem doporučovaným při kroskulturních výzkumech s následnou dvoukolovou realizací kognitivních interview. Hlavní studie proběhla v květnu a červnu roku 2021 na vzorku N = 303 žáků sedmých, osmých a devátých tříd. Konfirmační faktorová analýza následovaná korelační analýzou demonstrovaly rozmanité stupně podpory pro vybrané dimenze sebeposuzovacího dotazníku EOCQ, pro škálu zaměřenou na ocenění procesu integrace a pro škálu zaměřenou na ocenění významu metodologických procedur při generování historické znalosti. Porozumění čtenému pozitivně korelovalo s epistemickými dimenzemi zaměřenými na ocenění odůvodňování znalosti na základě více zdrojů, na ocenění procesu integrace a významu metodologických procedur. Hodnocení z předmětů dějepis a český jazyk a literatura neprokázalo konzistentní vazby s dimenzemi epistemických přesvědčení. V závěru jsou navrhována praktická a metodologická doporučení při užití sebeposuzovacích dotazníků v kontextu běžné třídní praxe.
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