85 KB3272 KB80 KB200620202011Markelj, NejaŠtraus, Mojcaletnik:22številka:5/6str. 35-68, 218-219ISSN:1581-6036COBISSID:2346583URN:URN:NBN:SI:doc-EJGXGMLRslSlovensko društvo raziskovalcev šolskega poljaŠolsko poljebralna pismenostbranjeeducationgenderliteracy levelsmatematična pismenostmatematikamathematicsnaravoslovjenaravoslovna pismenostPISA 2009razlike med spolomareading literacyspolsrednješolski programiupper secondary programsvzgoja in izobraževanjeBralna, matematična in naravoslovna pismenost dijakinj in dijakov 1. letnikov srednjih šol v Sloveniji v raziskavi PISA 2009|The recent PISA results from 2009 that were published in December 2010 showed that Slovene 15-year olds students' average reading scores are lower than the scores of their counterparts in the OECD and the EU. Since the majority of 15-year olds in Slovenia attend the first grades of the upper secondary education, the question of literacy levels of all students attendingthe first grades of the upper secondary education regardless of their age becomes relevant for the preparation of the intended and implemented curricula. Using the Slovenian national addition to the PISA 2009 database that includes the data for this population, the proportion of students reaching the highest proficiency levels and the proportion of students not reaching the baseline proficiency levels in the reading, mathematics and science literacy are examined, the focus being in the overlapping of the attainments across the literacy areas. Since the upper secondary education in Slovenia is structured in diff erent educational programs, the analyses are carried out separately by these programs and additionally by gender and groups of students with different socio-economic background. Expectedly, the highest levels of proficiency are mostly attained by students in academic programs and a very small percentage of students in professional programs. Attainment of baseline proficiency in all three areas is a problem area for nearly a tenth of students in professional programs, half of students in the middle vocational programs and three quarters of students in the lower vocational programsZadnja raziskava PISA, katere rezultati iz leta 2009 so bili objavljeni decembra 2010, je pokazala, da imajo slovenski 15-letniki v povprečju nižje bralne dosežke kot njihovi vrstniki v državah OECD in EU. Ker 15-letniki večinoma obiskujejo prve letnike srednješolskih programov, pa je za oblikovanje načrtovanih in izvedbenih kurikulov relevantno vprašanje o pismenosti vseh mladih v prvem letniku, ne glede na njihovo starost. V članku na podlagi slovenskega nacionalnega dodatka k bazi PISA 2009, ki vključuje podatke vseh dijakov prvih letnikov ne glede na starost, ugotavljava njihovo doseganje temeljnih in najvišjih ravni bralne, matematične in naravoslovne pismenosti s poudarkom na analizi prekrivanja teh dosežkov med področji pismenosti. Ker je srednješolsko izobraževanje v Sloveniji strukturirano v različne izobraževalne programe, so analize izvedene po teh programih, dodatno pa še po spolu in skupinah z različnim socialno-ekonomskim ozadjem. Pričakovano najvišje ravni praviloma dosegajo dijaki gimnazijskih programov in zelo majhen odstotek dijakov tehniško-strokovnih programov. Na drugi strani pa je doseganje temeljnih ravni na vseh treh področjih pismenosti skupaj težava za skoraj desetino dijakinj in dijakov tehniško-strokovnih šol, za skoraj polovico dijakinj in dijakov srednjih in za skoraj tri četrtine dijakinj in dijakov nižjih poklicnih programovTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaSlovensko društvo raziskovalcev šolskega polja