Analiza nastavnih sadržaja u udžbenicima prirode i društva s obzirom na razumljivost izražavanja

master's thesis

• Title (english): An Analysis of Teaching Content in Nature and Society School Textbooks with regard to the Comprehensibility of Expression
• Author: Ivana Bernobić
• Mentor: Ante Kolak (mentor)
• Committee member: Ivan Markić (predsjednik povjerenstva)
• Committee member: Mara Sesar (član povjerenstva)
• Committee member: Ante Kolak (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Pedagogy); Zagreb
• Defense date and country: 2024-08-28, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Didactics

Abstract

Usvajanje nastavnih sadržaja kompleksan je dio nastavnog procesa koji zahtjeva pozornost onih koji ga osmišljavaju i izvode. Prilikom toga, učitelji i učenici se služe izvorima znanja u raznim oblicima, a jedan od njih je udžbenik. On se koristi kako bi se kod učenika potaknuo aktivan rad i razvoj vještina, znanja i vrijednosti. Učenici i roditelji pod nedostatke udžbenika spominju njegovu nerazumljivost. Langer i sur. (2003) navode da razumljivost teksta ovisi o njegovu oblikovanju, pa ističu obilježja razumljivosti teksta – jednostavnost, raščlanjenost/red, kratkoća/jezgrovitost i poticajne dodatke. U ovom diplomskom radu analizirane su nastavne cjeline iz četiri udžbenika iz prirode i društva četvrtih razreda osnovne škole. Istraživačkim pitanjima nastojalo se ispitati adekvatnost razine razumljivosti teksta udžbenika s obzirom na obilježja razumljivosti. Rezultati su pokazali da su najmanja odstupanja od optimalnih vrijednosti prisutna kod kratkoće/jezgrovitosti, što ukazuje da autori vode računa o usredotočenosti teksta na bitne informacije. Najveća odstupanja zabilježena su kod raščlanjenosti/reda, iz čega se pretpostavlja da nisu jasno naslovljeni odlomci i istaknute ključne riječi. Raspravom o rezultatima analize nastojalo se dati uvid u najčešće probleme s razumljivošću pri izradi udžbenika, te time istaknuti prostore za poboljšanje kako bi se obogatilo odgojno-obrazovno iskustvo korištenja udžbenika pri usvajanju novih nastavnih sadržaja.

Abstract (english)

Processing teaching content is a complex part of the teaching process that requires careful consideration from those who design and implement it. Teachers and students use various sources of knowledge, and one of them is the school textbook. It is used to encourage active engagement and the development of students’ skills, knowledge and values. Students and parents often find the school textbooks incomprehensible, which hinders achieving the desired academic results. Langer et al. (2003) state that the comprehensibility of a text depends on its formatting, highlighting the key features that contribute to making a text understandable - simplicity, classification/order, compactness/conciseness and incentive additions. This paper contains analyses of units from four textbooks on Nature and Society used in fourth-grade elementary school classrooms. Research questions were used to assess the adequacy of the textbooks’ comprehensibility levels based on the features of comprehensibility. The results indicated minimal discrepancies from the optimal values in compactness/conciseness, suggesting that textbook authors focus on essential information. Significant deviations were recorded in classification/order, indicating potentially unclear paragraph titles and inadequate highlighting of key terms. By discussing these results, an attempt was made to shed light on the most common challenges surrounding comprehensibility when creating textbooks and enrich the educational experience of using them when processing new teaching content.

• Keywords: nastavni sadržaj; udžbenik; razumljivost; nerazumljivost; priroda i društvo; škola
• Keywords (english): teaching content; textbook; comprehensibility; incomprehensibility; nature and society; school
• Language: croatian
• URN:NBN: urn:nbn:hr:131:290401
• Study programme: Title: Pedagogy (double major); Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2024-09-01 08:15:49