Abstrakt
Fylogenetické stromy a další evoluční diagramy zobrazující vztahy mezi organismy a jejich evoluci se již staly součástí učebnic biologie a přírodopisu určených pro sekundární vzdělávání. Tyto diagramy mohou rozvíjet základní přírodovědnou gramotnost, ale nevhodný způsob jejich zobrazení může také posilovat miskoncepce
žáků o evoluci organismů. Ke zhodnocení této problematiky v ČR byla provedena obsahová analýza 112 českých učebnic biologie a přírodopisu pro sekundární vzdělávání (vzdělávací úrovně ISCED 2 a 3). Zaznamenány byly charakteristiky zobrazených fylogenetických stromů a dalších evolučních diagramů a dle kladistiky zhodnoceno, zda jejich stavba podporuje současné vědecké chápání procesu evoluce. Bylo zjištěno, že způsob zobrazení téměř poloviny všech diagramů v učebnicích pro druhý stupeň (ISCED 2) i střední školy (ISCED 3) podporuje tzv. žebříkovité myšlení (ladder thinking). Více než 80 % diagramů neobsahovalo instrukce k jejich čtení a žáci tak nemají oporu, která by jim umožnila diagramy správně pochopit. Především učebnice pro střední školy neuváděly dodatečné problémové úlohy, které by podporovaly využití těchto digramů ve výuce. Doporučením při tvorbě učebnic je tedy zaměřit se na zkvalitnění konstrukce těchto diagramů a podporu jejich využití ve výuce, což by mělo bránit dalšímu nárůstu žákovských miskoncepcí.
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