Analiza zadataka u udžbenicima i radnim bilježnicama povijesti prema dimenzijama revidirane Bloomove taksonomije

Mlakar, Maja. (2016). Analiza zadataka u udžbenicima i radnim bilježnicama povijesti prema dimenzijama revidirane Bloomove taksonomije. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of History. [mentor Koren, Snježana].

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Abstract

In this work, we carried out tasks analysis from textbooks and workbooks, which represent major educational tools. The aim is to see how and how much are the tasks focused on the students activity. The work explores how much history textbooks and workbooks are directing students to think or are these tasks and issues based on factual knowledge only. As a theoretical starting point, we chose Revised Bloom's Taxonomy as the most systematic and the most widely used classification of educated goals. In there, cognitive processes are divided into six levels: remember, understand, apply, analyse, evaluate and create. In the creation of textbooks and workbooks, there should be an aspiration that tasks should encourage students to use higher thinking processes. Sources for the analysis are selected history textbooks and workbooks for elementary school, approved by the Ministry of Science, Education and Sports for the school year 2015/2016 from three record labels: Profil, Školska knjiga, and Alfa. Research has shown that there are no big differences in textbooks and workbooks based on the record labels because all of them are lacking questions and tasks on higher levels of cognitive processes. The most common task categories refer to the first level of memorization so that the emphasis is on the reproduction of learned information, and not on thinking encouragement. It should be noted, however, that in some textbooks and workbooks there are attempts to shape the tasks in a different way, but still unsatisfactorily.

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