Questions as a basis for comparison of biology textbooks and workbooks | Vprašanja kot izhodišče za primerjavo bioloških učbenikov in delovnih zvezkov

英语. This study focused on the analysis of three biology teaching sets and one textbook for 8 and 9 grade of elementary school. As a criterion we used thenumber and structure of questions assessable by Bloom’s taxonomy of the cognitive domain. It is obvious from the differences in the number and type of questions that the authors of the teaching materials differed in their understanding of the role of textbooks and workbooks in the teaching process. The analysed teaching sets included between 1.1 and 1.4 questions per page; most of them found in workbooks. The exception was one textbook with no questions for the students.The analysis of the questions using Bloom’s scale of cognitive levels showed statistically significant differences between teaching sets. The average cognitive level of the questions in a teaching set was between 1.7 and 2.1. The questions represent only one of indicators that show to what extent the didactic aspect was considered in the teaching sets, but the results suggest biology teaching material for elementary school is overly focused on lower cognitive levels, mostly recognition, not providing enough knowledge of higher cognitive levels.

斯洛文尼亚语. V raziskavi smo analizirali tri učbeniške komplete in en učbenik za biologijo v 8. in 9. razredu osnovne šole. Za kriterij smo izbrali število in strukturo vprašanj, ki jih je mogoče vrednotiti po Bloomovi taksonomiji kognitivnih ciljev. Pisci učnih gradiv očitno različno pojmujejo vlogo učbenika in delovnega zvezka v učnem procesu, saj so se pokazale razlike tako v številu kot v tipu vprašanj. Obravnavani učbeniški kompleti vsebujejo od 1.1 do 1.4 vprašanj nastran, večinoma je večji dele` vprašanj v delovnih zvezkih. Posebnost je en učbenik, v katerem ni vprašanj za učence. Analiza vprašanj po Bloomovi lestvici kognitivnih stopenj je pokazala statistično pomembne razlike med učbeniškimi kompleti. Povprečna vrednost kognitivne stopnje vprašanj v učbeniških kompletih se giblje med 1.7 in 2.1. Vprašanja so samo en pokazatelj didaktične obdelanosti učbeniškega kompleta, vendar rezultati ka`žejo, da so v osnovnošolskih bioloških učnih gradivih preveč poudarjeni nižji kognitivni cilji, predvsem poznavanje, premalo pa je višjih kognitivnih ciljev