Transformace obsahu ve třídě: vliv detailů výuky na žákovské porozumění struktuře vědecké znalosti
DOI:
https://doi.org/10.14712/23362189.2023.2861Klíčová slova:
transformace obsahu, sémanticko-logická síť, detaily výuky, hloubková struktura výuky, mocné znalostiAbstrakt
Cílem studie je v kontextu historického vývoje didaktiky analyticky vysvětlit teoretický konstrukt transformace obsahu včetně struktury jeho podpojmů, zdůvodnit jeho operacionalizaci pro výzkum vztahů mezi vyučováním a učením prostřednictvím sémanticko-logických sítí (S-L sítí) a demonstrovat aplikační potenciál tohoto přístupu replikací ve výuce fyziky, geografie a matematiky. Cílem výzkumu bylo popsat a vysvětlit důvody, které způsobily potíže žáků v porozumění vědeckým schématům během transformací obsahu ve třídě.
Metody: Pro analýzu vztahů mezi vyučováním a učením prostřednictvím vzdělávacího obsahu byla použita modifikovaná metodika 3A rozšířená o kognitivní vrstvu. Metodologickým východiskem analýzy je komparace S-L sítí tří základních dimenzí obsahové transformace: vědecké schéma, tematizace vědeckého obsahu ve vzdělávacím prostředí a reprezentace mentálních schémat žáků při řešení problémů.
Výsledky: Teoretické konstrukty a jejich metodologická operacionalizace byly ověřeny replikací ve vzdělávacích oborech fyzika, geografie a matematika. V každém z těchto oborů umožnily vysvětlovat vliv detailů výuky na změny ve struktuře žákovské znalosti s ohledem na specifický obsah daného oboru.
Závěry: Prokázalo se, že i detailní momenty S-L struktury, v praxi obtížně zachytitelné, mohou mít silný vliv na žákovské porozumění struktuře vědecké znalosti. Přitom byly úspěšně replikovány teoretické a metodologické konstrukty. Získané poznatky mohou sloužit k bezprostřední podpoře vzdělávací praxe v příslušných oblastech učiva.
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