Analiza rezultata Republike Hrvatske u PISA istraživanjima: Područje prirodoslovne pismenosti

master's thesis

• Title (english): Comparative Analysis of the Croatian Students Science Performance in Five PISA Studies
• Author: Josipa Meglaj
• Mentor: Višnja Rajić (mentor)
• Committee member: Irena Klasnić (predsjednik povjerenstva)
• Committee member: Alena Letina (član povjerenstva)
• Committee member: Višnja Rajić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2020-07-02, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Interdisciplinary Social Sciences; Methodology Courses of the Social Sciences

Abstract

Obrazovne politike zagovaraju kompetencijski pristup obrazovanju. Identifikacija ključnih kompetencija potrebna je svakom pojedincu i društvu u cjelini te se nameće kao odgovor na zahtjeve globalizacijskih promjena. Zbog toga se napušta tradicionalni kurikulum usmjeren na kontrolu obrazovnih inputa te se potiče „outcome based“ kurikulum u kojem se kontroliraju obrazovni outputi, a to su obrazovni ishodi odnosno kompetencije učenika. Način kojim svaka država kontrolira učinkovitost obrazovnog sustava je vanjska evaluacija. U današnjem društvu, u kojem sve veću ulogu imaju prirodne znanosti i tehnologija, prirodoslovna pismenost se smatra jednom od ključnih kompetencija.
Cilj ovog rada je usporedna analiza rezultata učenika Republike Hrvatske u području prirodoslovnih kompetencija u pet PISA - Programme for International Student Assessment ciklusa kroz razdoblje od dvanaest godina. PISA istraživanje najveće je međunarodno istraživanje u području obrazovanja. Sudjelovanjem u PISA istraživanju omogućena je Republici Hrvatskoj i ostalim zemljama sudionicama usporedba postignuća hrvatskih učenika s postignućima učenika iz drugim zemalja. Na temelju tih rezultata mnoge zemlje mijenjaju dijelove svog obrazovnog sustava s ciljem unaprjeđenja kvalitete i učinkovitosti istog. Sudjelovanjem u tri ili više PISA ciklusa moguće je odrediti trend kretanja prosječnog rezultata neke zemlje sudionice. U području prirodoslovne pismenosti rezultat hrvatskih učenika smanjuje se za 5 bodova po trogodišnjem razdoblju. Osnovnu razinu kojom se smatra razina 2 od maksimalnih 6 na skali prirodoslovnih kompetencija ne doseže 25% hrvatskih učenika, što znači da se svaki četvrti hrvatski učenik nalazi ispod osnovne razine prirodoslovne pismenosti. PISA rezultati trebaju hrvatskom obrazovnom sustavu poslužiti kao kontinuirano unaprjeđivanje hrvatskog kurikuluma u trendu s najuspješnijim obrazovnim sustavima u svijetu.

Abstract (english)

Educational policies are advocating a competency based approach to education. The identification of main competencies is entirely needed for each individual and society and it’s imposing itself in response to the demands of globalization changes. That’s why the traditional curriculum focused on controlling educational inputs is being abandoned, but an “outcome-based” curriculum in which educational outputs (which are student competencies) are being controlled, is encouraged. The way in which each state controls the effectiveness of the education system is through external evaluation. In today’s society in which are natural sciences and technology playing an increasing role, natural science literacy is considered one of the key competencies.
The point of this paper is a comparative analysis of the Croatian students science performance in five PISA (Programme for International Student Assessment) cycles during the period of twelve years. PISA research is the biggest research in the area of education. By participating in the PISA research, Croatia and other countries are able to compare their student science performance with other countries results. Based on those results, many countries changed parts of their education systems in order to improve their quality and efficiency. By participating in three or more PISA cycles, it is possible to define the average trend in science performance of the participating country. In the area of science literacy, the result of Croatian students decreases by 5 points per three- year period. On the science scale, level 2 does not reach, on average, 25 % of students. This means that every fourth Croatian student is below the basic level of scientific knowledge. PISA results should serve the Croatian education system as continuous improvement of the Croatian curriculum in trend with the most successful education systems in the world.

• Keywords: komparativna analiza; PISA istraživanje; prirodoslovna pismenost; učenici Republike Hrvatske
• Keywords (english): comparative analysis; Croatian students; Programme for International Student Assessment (PISA); science competencies; science literacy
• Language: croatian
• URN:NBN: urn:nbn:hr:147:131585
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2021-02-05 12:17:27