magistrsko delo
Petra Leskovec (Author), Vida Manfreda Kolar (Mentor), Uršula Podobnik (Co-mentor)

Abstract

Medpredmetno povezovanje je eden izmed različnih novejših pristopov poučevanja, katerega namen je povezovati cilje, vsebine, koncepte. V nasprotju s tradicionalnim načinom poučevanja, kjer je vsak predmet strogo ločen, se tu vsebine med seboj prepletajo in obravnavajo bolj celostno. Več različnih povezav s predhodnim znanjem ali znanjem drugega področja, nam prinese uspešnejše učenje in bolj uporabno znanje. Vsebine si učenci lažje zapomnijo, če imajo zraven tudi čustveno komponento. Pomembno je, da za intenzivno pomnjenje zaposlimo obe polovici možganov: levo, ki je odgovorna za logiko in prostorske predstave ter desno, ki je odgovorna za ustvarjalnost in čutnost. Povezovanje matematike in likovne umetnosti pa ni nekaj novega, temveč so ti dve področji povezovali že svetovno znani umetniki, kot so Leonardo da Vinci, Piet Mondrian, Wassily Kandinsky in Slavik Jablan. V magistrskem delu smo v teoretičnem delu predstavili razloge za medpredmetno povezovanje, njihove cilje, prednosti, kompetence učitelja za tak način dela, medpredmetno načrtovanje, različne pristope in modele ter razdelitev medpredmetnega povezovanja na več ravneh. Predstavili smo tudi vpliv medpredmetnega povezovanja na delovanje možganov in podali nekaj primerov povezovanja matematike in likovne umetnosti v umetniških delih. V empiričnem delu pa smo raziskali različne povezave med matematiko in likovno umetnostjo v 3. razredu osnovne šole na temo deli celote. Izbrali smo si dva razreda. Eden nam je služil kot kontrolni razred in smo v njem vsebino poučevali na način kot so ga navajeni. V drugem, eksperimentalnem razredu pa smo matematične vsebine povezovali z likovno umetnostjo. Zanimalo nas je, ali so učenci, katerih pouk je temeljil na medpredmetnem povezovanju za delo bolj motivirani od učencev, ki so bili poučevani na tradicionalen način. Želeli smo tudi raziskati, ali so učenci eksperimentalnega razreda ob koncu naše raziskave uspešnejši pri reševanju matematičnih nalog od učencev kontrolnega razreda. Ves čas pa smo opazovali in si beležili opazke našega dela in preverili, ali smo za načrtovanje medpredmetnega povezovanja porabili več časa, kot za načrtovanje učne ure enega predmeta.

Keywords

medpredmetno povezovanje;likovna umetnost;možganski polobli;tretji razred osnovne šole;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [P. Leskovec]
UDC: 373.3:51(043.2)
COBISS: 12629833 Link will open in a new window
Views: 462
Downloads: 82
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Other data

Secondary language: English
Secondary title: Integration of Mathematics and Arts in the 3rd Grade of Elementary School
Secondary abstract: Cross-curricular integration is one of the many modern approaches to teaching, which aims to connect goals, contents and concepts. Contrary to the traditional way of teaching, where each subject is strictly separate, contents are in this case intertwined and also taught in a more comprehensive way. Different connections to our prior knowledge or that of a different field result in more successful learning and knowledge of a greater benefit. It makes it easier for students to remember the contents if the emotional connotation is also taken into account. For intensive retention, it is important to engage both brain hemispheres: the left being responsible for logic and spatial perceptions and the right assuring creativity and sensuality. Integrating mathematics and art, on the other hand, is not something new as these two fields have already been linked together by globally well-known artists, such as Leonardo da Vinci, Piet Mondrian, Wassily Kandinsky and Slavik Jablan. In the theoretical part of this thesis, we present the reasons for cross-curricular integration, its aims, advantages, teacher competencies for such way of work, cross-curricular planning, different approaches and models along with the divisions of cross-curricular integration on various levels. We also demonstrate the influence of cross-curricular integration on the brain functions and add some examples of integrating the subjects of mathematics and art in various works of art. In the empirical part of the thesis, we studied different connections between mathematics and art in the third grade of elementary school on the topic of fractions of the whole. We chose two classes. One was chosen as a control class, where we taught the subject matter the way we are used to. Conversely, in the other, i.e. experimental class, we integrated the contents of mathematics with those of art. We were interested whether the students whose classes were based on cross-curricular integration were more motivated for work than the students who were taught in a traditional way. We also wanted to research whether the students of the experimental class were more successful at doing maths exercises by the end of our study than their peers from the control class. Throughout the experiment we observed and kept record of our work and also checked if we had spent more time planning for one session of cross-curricular integration than planning for one regular session of a random subject.
Secondary keywords: mathematics;primary education;matematika;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages: 65 str.
ID: 11243969