斯洛伐克小学技术学科的学生评价

IF 1.6 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY
D. Lukáčová, Patrik Botló
{"title":"斯洛伐克小学技术学科的学生评价","authors":"D. Lukáčová, Patrik Botló","doi":"10.15503/jecs2024.1.535.548","DOIUrl":null,"url":null,"abstract":"Aim. School evaluation is a sensitive process that involves teachers, students, and their parents in various ways. This article focuses on researching student evaluation by teachers in the subject of Technology in Slovak primary schools. The research aims to determine how teachers assess students in the subject of Technology.\nMethods. As a research tool, we used a self-designed questionnaire for teachers. We analysed the respondents' answers using descriptive statistical methods. To ascertain differences in responses between qualified and unqualified teachers, we employed the chi-square test.\nResults. By analysing the data obtained from 107 questionnaires, we found that technology teachers mostly employ an individual approach when evaluating students and emphasise the practical aspects of the subject. Among the evaluation methods, grading scales for summative student assessment prevail. At the same time, there were statistically significant differences between qualified and unqualified teachers. We also observed statistically significant differences in evaluations between qualified and unqualified teachers.\nConclusion. For this reason, it is necessary to ensure an increase in the number of qualified and internally motivated technology teachers in primary schools, as only such teachers can motivate and inspire their students to pursue this field of study.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Student Evaluation in the Subject of Technology in Primary Schools in Slovakia\",\"authors\":\"D. Lukáčová, Patrik Botló\",\"doi\":\"10.15503/jecs2024.1.535.548\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Aim. School evaluation is a sensitive process that involves teachers, students, and their parents in various ways. This article focuses on researching student evaluation by teachers in the subject of Technology in Slovak primary schools. The research aims to determine how teachers assess students in the subject of Technology.\\nMethods. As a research tool, we used a self-designed questionnaire for teachers. We analysed the respondents' answers using descriptive statistical methods. To ascertain differences in responses between qualified and unqualified teachers, we employed the chi-square test.\\nResults. By analysing the data obtained from 107 questionnaires, we found that technology teachers mostly employ an individual approach when evaluating students and emphasise the practical aspects of the subject. Among the evaluation methods, grading scales for summative student assessment prevail. At the same time, there were statistically significant differences between qualified and unqualified teachers. We also observed statistically significant differences in evaluations between qualified and unqualified teachers.\\nConclusion. For this reason, it is necessary to ensure an increase in the number of qualified and internally motivated technology teachers in primary schools, as only such teachers can motivate and inspire their students to pursue this field of study.\",\"PeriodicalId\":30646,\"journal\":{\"name\":\"Journal of Education Culture and Society\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-06-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Education Culture and Society\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15503/jecs2024.1.535.548\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"SOCIAL SCIENCES, INTERDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Education Culture and Society","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15503/jecs2024.1.535.548","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"SOCIAL SCIENCES, INTERDISCIPLINARY","Score":null,"Total":0}
引用次数: 0

摘要

目的学校评价是一个敏感的过程,涉及教师、学生及其家长的方方面面。本文主要研究斯洛伐克小学技术学科教师对学生的评价。研究旨在确定教师如何评价技术学科的学生。作为研究工具,我们使用了一份自行设计的教师问卷。我们使用描述性统计方法对受访者的回答进行了分析。为了确定合格教师和不合格教师在回答问题上的差异,我们采用了卡方检验法。通过分析 107 份问卷中获得的数据,我们发现科技教师在评价学生时大多采用个别评价法,并强调学科的实践性。在评价方法中,对学生进行终结性评价的评分表占主导地位。与此同时,合格教师和不合格教师之间存在着显著的统计学差异。我们还观察到,合格和不合格教师之间的评价在统计学上也存在显著差异。因此,有必要确保在小学增加合格的、有内在动力的技术教师,因为只有这样的教师才能激励和鼓舞学生从事这一领域的学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Student Evaluation in the Subject of Technology in Primary Schools in Slovakia
Aim. School evaluation is a sensitive process that involves teachers, students, and their parents in various ways. This article focuses on researching student evaluation by teachers in the subject of Technology in Slovak primary schools. The research aims to determine how teachers assess students in the subject of Technology. Methods. As a research tool, we used a self-designed questionnaire for teachers. We analysed the respondents' answers using descriptive statistical methods. To ascertain differences in responses between qualified and unqualified teachers, we employed the chi-square test. Results. By analysing the data obtained from 107 questionnaires, we found that technology teachers mostly employ an individual approach when evaluating students and emphasise the practical aspects of the subject. Among the evaluation methods, grading scales for summative student assessment prevail. At the same time, there were statistically significant differences between qualified and unqualified teachers. We also observed statistically significant differences in evaluations between qualified and unqualified teachers. Conclusion. For this reason, it is necessary to ensure an increase in the number of qualified and internally motivated technology teachers in primary schools, as only such teachers can motivate and inspire their students to pursue this field of study.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Journal of Education Culture and Society
Journal of Education Culture and Society SOCIAL SCIENCES, INTERDISCIPLINARY-
CiteScore
1.60
自引率
27.30%
发文量
75
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信