magistrsko delo
Manca Lipoglavšek (Author), Jerneja Pavlin (Mentor), Mateja Dagarin Fojkar (Co-mentor)

Abstract

V Sloveniji učenci z učenjem tujega jezika angleščine začnejo v drugem razredu osnovne šole. Tako se že kmalu srečajo z interdisciplinarnostjo, saj prek tujega jezika obravnavajo učne vsebine, ki jih spoznavajo tudi pri ostalih šolskih predmetih. Interdisciplinarnost je pomembno vodilo v učnem načrtu za tuji jezik za 2. in 3. razred. Hkrati je to ena izmed glavnih značilnosti vsebinskega in jezikovnega integriranega učenja (v nadaljevanju VJIU) oz. metode CLIL (Content and Language Integrated Learning). Pri metodi VJIU pouk določenega predmeta poteka v tujem jeziku, pri čemer so v ospredju učni cilji obeh predmetov. Metoda VJIU je celostna in ustreza kognitivnemu razvoju učencev, razvija njihov interes za večjezičnost in gradi medkulturno razumevanje. Zelo je uporabna pri naravoslovju, saj pomaga učencem, da bolje razumejo svet okoli sebe. Pri poučevanju tujega jezika učitelji v večji meri uporabljajo učbenike od 4. razreda osnovne šole naprej. Ti so za učitelja in učence pomembni, saj vsebujejo obravnavane učne vsebine, določene z učnim načrtom za določen predmet v določenem razredu osnovne šole. Pogosto vključujejo tudi naloge, namenjene usvajanju in utrjevanju znanja. Učitelji se poleg učbenika, s pomočjo katerega poučujejo, poslužujejo tudi ostalih učbeniških gradiv, saj lahko tam najdejo primere drugačnih nalog ter več slikovnega gradiva itd. V magistrskem delu smo želeli raziskati, v kolikšni meri ter na kakšen način se v učbenikih za angleščino pojavljajo izbrane naravoslovne vsebine. Zanimalo nas je tudi, kako lahko učitelj posreduje izbrane učne vsebine in kako lahko preveri znanje učencev iz le-teh. V ta namen smo na podlagi analize učbenikov za angleščino v 4. in 5. razredu s stališča zastopanosti naravoslovnih vsebin izbrali učbenike, v katerih so zastopane učne vsebine astronomija, kroženje vode v naravi in vreme. Naloge, ki vključujejo omenjene učne vsebine, smo kategorizirali na podlagi izoblikovanih kriterijev. Rezultati raziskave kažejo, da v učbenikih za angleščino primanjkuje naravoslovnih vsebin ali jih celo ni, hkrati se vsebina bolj povezuje s predmetom spoznavanje okolja v prvem triletju. Iz oblikovanih učnih priprav za izbrane naravoslovne vsebine je razvidno, da mora učitelj upoštevati smernice za načrtovanje naravoslovnega pouka in načrtovanje pouka po metodi VJIU. Znanje iz izbranih učnih vsebin naj učitelj preverja formativno, v zaključnem delu učnih ur. Izsledki raziskave bodo pripomogli k večji ozaveščenosti o pomanjkanju naravoslovnih vsebin pri pouku angleščine v 4. in 5. razredu osnovne šole in nudijo smernice za poučevanje le-teh.

Keywords

naravoslovje in tehnika;angleščina kot tuji jezik;analiza učbeniških gradiv;vsebinsko in jezikovno integrirano učenje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Lipoglavšek]
UDC: 811.111(043.2)
COBISS: 12015689 Link will open in a new window
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Downloads: 157
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Other data

Secondary language: English
Secondary title: Analysis of science topics of astronomy, water cycle, and weather in the English coursebooks in the 4th and 5th grade of primary school
Secondary abstract: Children in Slovenia start learning English in the second grade of primary school. They soon learn about interdisciplinarity. By learning a foreign language, they discuss contents that appear at other school subjects as well. Interdisciplinarity is an important principle of the foreign language curriculum for the second and third grade and at the same time represents one of the main characteristics of the content and language integrated learning, the CLIL method. Lessons of a specific subject are taught in a foreign language; however, objectives of both subjects are in the forefront. The CLIL method is integral and is suited for the cognitive development of pupils, it promotes their interest in multilingualism and forms multicultural understanding. CLIL is very useful for teaching natural sciences because it helps pupils understand the world around them. Teachers of a foreign language use textbooks mainly from the fourth grade on. These are important for both teachers as well as students since they include discussed contents defined by the subject syllabus for each primary school grade. They often include tasks meant for knowledge acquisition and revision. Besides textbooks, teachers also use other course material for teaching in which they can find examples of different tasks, picture etc. In this master’s degree thesis, we wanted to research the degree and the way of presenting specific natural science topics in English textbooks. We were also interested in the approach of teaching specific lesson content and testing the pupils’ knowledge of it. For this purpose, we chose textbooks according to the natural science content analysis of textbooks for the 4th and 5th grade in which astronomy, circulation of water in the nature and weather topics are presented. Tasks involving the aforementioned topics were categorized on the basis of the specified criteria. The analysis showed the shortage of natural science content in English textbooks or even the absence of it. At the same time the topics are more suitable for the subject environmental education in the first triad. The formation of lesson plans for chosen contents of English lessons in the 4th and 5th grade shows that the teacher should follow the guidelines for teaching lessons of natural sciences as well as CLIL lessons. The assessment of the chosen contents should be formative, at the end of each lesson. The findings will help to raise awareness of the lack of natural science contents in English lessons in the fourth and fifth grade and will provide guidelines for teaching them.
Secondary keywords: English language;textbook;content analysis;angleščina;učbenik;analiza vsebine;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji z angleščino
Pages: X, 87 str.
ID: 10939515