DEVELOPMENT OF BOTANICAL CONCEPTS THROUGH ELEMENTARY AND SECONDARY EDUCATION

Abstract

Ovim je istraživanjem analizirana usvojenost koncepata botanike kroz osnovnoškolsko i srednjoškolsko obrazovanje te međuodnosi sa stavovima i interesima učenika, studenata i nastavnika za botaniku. Istraživanje je diskontinuirano provođeno tijekom 15 godina, prije i poslije stupanja na snagu novog kurikuluma Prirode i Biologije te prije i poslije online nastave. Pismene provjere provedene su u tiskanom obliku ili online, a anketno istraživanje online. Utvrđeno je da je usvojenost botaničkih koncepata mala, a zbog neprimjerenih nastavnih programa dolazi do stvaranja brojnih miskoncepcija, od kojih neke nastaju i tijekom edukacije studenata nastavničkih profila. Interesi i stavovi učenika najveći su za procese u biljnom organizmu, a učitelja i nastavnika za ekologiju biljaka. Međutim, interesi i stavovi učenika ne mogu se povezati s usvojenošću koncepata botanike, kao ni uspješnost učenika s interesima nastavnika, koji smatraju važnim znanje o biljkama, ali dosadnom školsku botaniku. Na temelju ovog istraživanja identificirane su miskoncepcije i predložen potencijalni novi kurikulum botanike.This research analysed the acquisition of botany concepts through primary and secondary education and the interrelationships with the attitudes and interests of students and teachers in botany. The research was carried out discontinuously over 15 years, before and after the ratification of the new Nature and Biology curriculum and before and after online classes. Written tests were conducted in printed form or online, and polls only online. It has been established that the acquisition of botanical concepts is low, and due to inappropriate teaching programs, numerous misconceptions are created, some of which arise during the education of future teachers. Students' interests and attitudes are greatest for processes in the plant organism, and teachers for plant ecology. However, students' interests and attitudes cannot be linked to the acquisition of botany concepts, nor can students' success with the interests of teachers, who consider plant knowledge important but school botany boring. Based on this research, misconceptions were identified and a potential new botany curriculum was proposed