Abstrakt
Kurikulárne dokumenty zdôrazňujú dôležitosť poznania prírodovedných konceptov i rozvoja spôsobilostí vedeckej práce (SVP) ako nástrojov potrebných na zmysluplné porozumenie vedeckým konceptom. Zdá sa, že dôležitú úlohu v tomto procese zohráva výskumne ladený prístup k prírodovednému vzdelávaniu. Cieľom nášho výskumného šetrenia bolo zistiť vplyv takto upraveného prírodovedného obsahu na rozvoj SVP žiakov, ktorí nemali žiadnu predchádzajúcu skúsenosť s vyššie uvedeným spôsobom učenia sa (experimentálna skupina) a výsledky porovnať s úrovňou SVP žiakov, ktorí používali tradičný materiál (učebnice) a v našom vzdelávacom kontexte stále dominantné deduktívne na učiteľa orientované vyučovanie (kontrolná skupina). Výskumu sa zúčastnilo 80 žiakov ôsmeho ročníka základnej školy. Analyzovali sme pracovné záznamy žiakov experimentálnej skupiny. Po intervencii obe skupiny absolvovali test s konceptuálnymi úlohami mapujúcimi úroveň SVP. Výsledky ukázali výrazný vplyv výskumne ladeného prístupu na rozvoj SVP žiakov, predovšetkým tých, ktoré dosahovali na začiatku veľmi nízku úspešnosť, a to spôsobilosti navrhovať postupy na overenie formulovanej hypotézy a spôsobilosti usudzovať. Identifikovali sme tiež spoločné charakteristiky problematických SVP. Zistenia prispievajú do diskusie o opodstatnenosti investovania do procesuálnej stránky prírodovedného vzdelávania.
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