Abstrakt
Primárnym cieľom prírodovedného vzdelávania je rozvíjať prírodovednú gramotnosť žiaka tak, aby disponoval širokým spektrom vedomostí, postojov, kompetencií a zručností, ktoré mu umožňujú využívať a uplatňovať poznatky a postupy spojené s vedeckým skúmaním v každodennom živote pri riešení rôznych situácií. Významnou zložkou prírodovednej gramotnosti sú bádateľské zručnosti, prostredníctvom ktorých sa pri riešení problémov môžu uplatňovať metódy a postupy kopírujúce povahu práce vedcov. Žiakom zároveň umožňujú získavať nové poznatky a porozumieť prírodným konceptom, na základe ktorých môžu hlbšie preniknúť do spôsobu fungovania okolitého sveta. V predloženom príspevku predstavujeme výsledky realizovaného výskumu zameraného na hodnotenie úrovne bádateľských zručností žiakov šiesteho ročníka nižšieho sekundárneho vzdelávania (ISCED 2). Získané údaje naznačujú, že žiaci participujúci na výskume disponujú pomerne nízkou úrovňou bádateľských zručností, čo môže výrazne ovplyvniť ich schopnosť vyhľadávať a objavovať nové poznatky z oblasti prírodných vied a v konečnom dôsledku mať negatívny dopad na ich celkovú úroveň prírodovednej gramotnosti.
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