Kakšna je vloga znanosti v postsocialističnem izobraževanju in družbi? Spoznanja iz raziskave med vzgojitelji predšolskih otrok iz Hrvaške, Srbije in iz Slovenije
Povzetek
V prispevku so predstavljeni izsledki ankete, izvedene med vzgojitelji predšolskih otrok na Hrvaškem, v Srbiji in Sloveniji, katere namen je bil raziskati odnos sodelujočih do vloge znanosti v izobraževanju in družbi. Nedavne globalne smernice gospodarskega razvoja so v nacionalne učne načrte po vsem svetu uvedle nove izobraževalne koncepte, med katerimi je tudi znanstvena pismenost. Vzgojitelje se spodbuja, da v svojo prakso uvedejo znanstvene dejavnosti z otroki in sprejmejo nov pogled na vlogo naravoslovja v izobraževanju. Družbene spremembe v postsocialističnem kontekstu so pomenile, da je sprejetje novega pogleda zahtevalo spremembo vrednot vseh članov izobraževalne skupnosti. Tako smo želeli raziskati, ali ta proces dejansko poteka in ali vpliva na dojemanje znanosti med vzgojitelji. Uporabili smo Inglehartovo teorijo modernizacije materialističnih in postmaterialističnih vrednot. Izsledki so pokazali, da so se vzgojitelji v vseh treh državah nagibali k postmaterialističnemu pogledu na znanost, vendar je bilo mogoče razlikovati med dvema vrednostnima usmeritvama, ki smo ju poimenovali »postmaterializem« in »materialistična podoba otroka«. Starejši učitelji so bolj kot mlajši sprejemali »materialistično podobo otroka«, kar potrjuje določeno medgeneracijsko spremembo vrednot, ki smo jo interpretirali kot premik od kolektivističnega k individualističnemu pristopu k izobraževanju.
Prenosi
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