Izvleček
Eksperimentalno delo je ključni element znanosti. V šoli pa je pogosto postavljeno v ozadje. Tipično šolsko laboratorijsko delo je namenjeno uporabi ali preverjanju že usvojenega znanja. Tako delo razvija spretnosti ravnanja z opremo in analize meritev, zanemarja pa kompetence, povezane s samostojnim raziskovalnim delom, kot so načrtovanje poskusov, postavljanje in preizkušanje hipotez. Da bi razvijalo tovrstne kompetence, bi moralo eksperimentalno delo nastopati v vlogi gonilnika novih odkritij, kot se to dogaja v znanosti. Tako delo pa je nujno bolj odprtega tipa, kar pomeni, da ga je težje voditi in tudi vrednotiti. V tem članku predstavljamo tabele za samoevalvacijo, ki so se izkazale za učinkovito orodje pri obeh nalogah: vodenju in vrednotenju eksperimentalnega dela odprtega tipa.
Abstract
Self-assessment Rubrics – A Tool Facilitating the Management and Assessment of Experimental Work
While experimental work plays a key role in science, in school, it is often placed in the background. Typical laboratory work is used to verify or apply the previously acquired knowledge. Such work helps develop equipment handling and data analysis skills, but it neglects competences related to autonomous research work, such as planning experiments and generating and testing hypotheses. In order to develop these competences, experimental work would have to be used as the foundation of new discoveries, as it is in science. Such experimental work would have to be more open-ended, which means it would be more challenging to manage and assess. The article introduces self-assessment rubrics that proved to be an efficient tool for managing and assessing open-ended experimental work.