Pedagoginių santykių vaidmuo paauglių gamtamokslinei motyvacijai : pasiekimų vertinimo aspektas

LTStraipsnyje aprašomi nacionalinių mokinių pasiekimų 2008 m. antrinės analizės rezultatai. Nagrinėjama, kokie mokytojo ir paauglių (X klasės mokinių) pedagoginiai santykiai lemia mokinių teigiamą požiūrį į gamtamokslinius dalykus, vertinant jų pasiekimus. Atliktas tyrimas – viena tarptautinio S-TEAM (Science-Teacher Education Advanced Methods) projekto veiklų, susijusi su gamtamokslinių dalykų patrauklumo didinimo įžvalgomis. [Iš leidinio]Reikšminiai žodžiai: Pedagoginiai santykiai; Pasiekimų vertinimas; Gamtamokslinė motyvacija; Pedagogical relationships; Achievements assessment; Motivation to study subjects.

ENThe trend of declining interest in natural science subjects is observed in the general education schools in Lithuania as well as in other countries. It is slightly paradoxical that application of modern technologies in education and daily lifestyle does not encourage Y (1977–1994) and Z (1995–2012) generations to show an interest in science subjects. In this light the role of pedagogical relationships shall be emphasized as having potential to promote the motivation of the students. The aim of secondary analysis is to reveal the impact of teacher-student relationship on the students’ motivation to study science subjects focusing in particular on the process of assessment of the students’ achievements. The assessment of the students‘ achievements is an integral part of the educational process, characterized by a unique pedagogical interaction between the teacher and the student. As a result of pedagogical relationships based on the constructivist and humanistic educational paradigm, the assessment process can lead towards the positive experience of the student that can prevent him or her of feeling undetermined, infirm, hesitative and underestimating his or her abilities. A strong correlation between the student‘s approach to the task of natural science, the knowing how to do this task and the attitude to the validity of grades has been identified (C = 0.498, p** = 0.01). As soon as the teacher manages to stimulate the desire of the student to find out, to understand and to perform the task of natural science, the attitude of the student towards the relationship and also towards the assessment process changes to the positive side.A strong correlation exists between different educational relationships based on humanistic educational paradigm: the teacher of biology notice your progress and the teacher helps when you are experiencing difficulties (C = 0.518, p** = 0.01). Both generations (Y and X) acknowledges the importance and effect of humanistic educational relationships as helping to understand educational activities and results of these activities. Educational relationships based on humanistic paradigm (the teacher notice your progress, the teacher helps when you are experiencing difficulties ) correlates stronger with the attractiveness of natural sciences classes than with the inclination for the natural sciences. The educational relationships based on fear and distrust do not encourage interest in natural science classes. Formal and brief assessment of the students’ achievements weakly correlates with the attractiveness of natural science classes. [From the publication]