primerjava med učenci iz mestnih in podeželskih osnovnih šol
Nataša Jokan (Author), Mojca Juriševič (Mentor)

Abstract

Nadarjenost je kombinacija nadpovprečnih sposobnosti in še nekaterih drugih izjemnih osebnostnih lastnosti posameznika, ki lahko pod ustreznimi pogoji privedejo do izjemnih dosežkov. Raziskave kažejo, da osebnostni razvoj nadarjenega otroka lahko poteka drugače kot pri njegovih vrstnikih. Lahko pride do osebnostne neusklajenosti oziroma do asinhronega razvoja, ko posameznik s svojimi kognitivnimi sposobnostmi močno presega mejo svoje kronološke starosti, v čustvenem in socialnem razvoju pa ostaja na stopnji svoje kronološke starosti. Iz tega razloga je problem socialne vključenosti nadarjenih učencev v šoli strokovno zanimiv, saj lahko na osnovi prepoznavanja socialnih in čustvenih značilnosti nadarjenih učencev ustrezno strokovno delujemo; jih podpremo ali oblikujemo ustrezne intervencijske strategije. Socialni odnosi namreč pomembno vplivajo na učence in njihovo učno uspešnost. Otrokov razvoj pa ni odvisen le od njegovih kognitivnih in fizičnih zmožnosti, ampak ima pri tem pomembno vlogo okolje, v katerem otrok živi, odrašča in se razvija. Glavni namen magistrskega dela je bil ugotoviti, kako so nadarjeni učenci socialno sprejeti v razredu, katere njihove osebnostne značilnosti najbolj vplivajo na socialno vključenost, kako jih zaznavajo sošolci ter kako nadarjeni učenci vidijo sebe v razredu. Prav tako je bil moj namen raziskati, ali ima v opisanem socialnem kontekstu pomembno vlogo okolje, iz katerega učenci izhajajo. Ne nazadnje me je zanimalo, kako razredniki spodbujajo socialno vključevanje nadarjenih učencev ter kakšno je njihovo ravnanje v primerih opažene socialne izključenosti nadarjenih učencev. V raziskavo je bilo vključenih 263 učencev iz 2 mestnih osnovnih šol vzhodne Slovenije (od tega 49 nadarjenih učencev) ter 242 učencev iz 3 podeželskih osnovnih šol vzhodne Slovenije (od tega 49 nadarjenih učencev) od 6. do 9. razreda ter njihovi razredniki. Učenci so izpolnili vprašalnik sociometrične preizkušnje, razredniki vprašalnik za razrednike, nadarjeni učenci pa so izpolnili še preizkušnjo drevo razreda. Rezultati so pokazali, da ima največ nadarjenih učencev srednji sociometrični status, nekaj jih ima visok sociometrični status, zelo majhen delež pa nizek sociometrični status, kar kaže na to, da so nadarjeni učenci večinoma dobro sprejeti v razredu tako med poukom kot tudi med odmori in v prostem času in niso socialno izključeni, kar so potrdili tudi razredniki. Pri lastnostih nadarjenih učencev so tako razredniki kot tudi sošolci izpostavili več pozitivnih kot negativnih lastnosti, med katerimi prevladujejo komunikativnost, družabnost, prijaznost, bogata domišljija, delavnost in pripravljenost pomagati. Večjih razlik med nadarjenimi učenci iz mestnih in podeželskih šol v raziskavi nismo ugotovili.

Keywords

nadarjenost;socialna vključenost;težave nadarjenih učencev;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [N. Jokan]
UDC: 159.922.76-056.45(043.2)
COBISS: 11749705 Link will open in a new window
Views: 898
Downloads: 205
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Social inclusion of gifted students – comparison between students from urban and rural primary school
Secondary abstract: Giftedness is a combination of above-average abilities and some other exceptional personality traits that can lead to exceptional achievements under appropriate conditions. Research shows that the personal development of a gifted child runs differently than with his peers. Personality mismatch or asynchronous development can occur when an individual with his cognitive abilities greatly exceeds the limit of his chronological age and remains in his emotional and social development at the level of his chronological age. For this reason, the problem of social inclusion of gifted pupils at school is professionally interesting, since on the basis of recognition of the social and emotional characteristics of gifted pupils we can work accordingly professionally; we support them or formulate appropriate intervention strategies. Social relations have a significant impact on pupils and their learning success. Children's development, however, depends not only on his cognitive and physical abilities, but the environment, in which the child lives, grows and develops also, plays an important role. The main purpose of the master's thesis was to find out how gifted pupils are socially accepted in the classroom, whose personality traits have the greatest impact on social inclusion, how they are perceived by classmates and how gifted pupils see themselves in the classroom. My intention was also to investigate whether the environment in which pupils derive plays an important role in the described social context. Last but not least, I was interested in how class teachers promote the social inclusion of gifted pupils and what their behavior is in the cases of observed social exclusions of gifted pupils. The survey included 263 pupils from 2 city primary schools in eastern Slovenia (of which 49 gifted pupils) and 242 pupils from 3 rural primary schools in eastern Slovenia (of which 49 gifted pupils) from grade 6 to 9, and their class teachers. The pupils filled out a questionnaire of sociometric testing, the class teachers filled out a questionnaire for class teachers, and gifted pupils completed a class tree test. The results showed that most gifted pupils have a middle sociometric status, some have a high sociometric status, and a very small proportion have a low sociometric status, which indicates that gifted pupils are generally well received in the classroom both during classes and during breaks and in their free time and are not socially excluded, as confirmed by their class teachers. For the characteristics of gifted pupils, both class teachers and classmates pointed out several positive and negative characteristics, among which communication, sociability, friendliness, rich imagination, hard work and readiness to help prevail. We did not find any major differences between gifted pupils from urban and rural schools in the survey.
Secondary keywords: gifted;primary school;nadarjeni;osnovna šola;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Pages: 84 str.
ID: 10867509