Romina Plešec Gasparič (Author), Milena Valenčič Zuljan (Author)

Abstract

Z učinkovitim poukom je povezana množica dejavnikov, ki naj bi jih spremljali šolska politika, šola kot institucija in tudi vsak učitelj, čigar vloga je še zlasti pomembna pri dejavnikih, ki vplivajo na didaktično zasnovo pouka, med katerimi izpostavljamo organizacijo učnih oblik. V prispevku predstavimo raziskavo, v kateri smo proučevali stališča in izkušnje slovenskih osnovnošolskih učiteljev z načrtovanjem, izvajanjem in evalvacijo učnih oblik. Rezultati raziskave kažejo, da učitelji pozitivno vrednotijo učinkovitost individualne učne oblike. Med pomanjkljivostmi posrednih interaktivnih učnih oblik pa po mnenju učiteljev najbolj izstopa časovna neekonomičnost, zato v prispevku predstavljamo didaktično inovacijo, t. i. obrnjeno učenje in poučevanje, ki odpira možnost za njihovo pogostejšo uporabo.

Keywords

učne metode;učne oblike;učitelji;poučevanje;inovacije;osnovne šole;

Data

Language: Slovenian
Year of publishing:
Typology: 1.01 - Original Scientific Article
Organization: UL PEF - Faculty of Education
Publisher: Maribor, Pedagoška fakulteta
UDC: 37.091.3
COBISS: 12626249 Link will open in a new window
ISSN: 1855-4431
Parent publication: Revija za elementarno izobraževanje
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Downloads: 111
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Other data

Secondary language: English
Secondary title: Within-class pupil grouping in primary school and flipped learning and teaching
Secondary abstract: There are many factors associated with effective instruction that should be taken into account by school policy, the school as an institution and each individual teacher. The teacher’s role is of utmost importance when it comes to factors influencing the didactic design of instruction, among which we focus on within-class pupil grouping. The paper presents a study that examined attitudes and experiences of Slovenian primary school teachers with planning, implementing and evaluating within-class pupil grouping. The results of teacher assessments of the effectiveness of each form of grouping show that teachers give the highest rating to individualised learning. Among the disadvantages of interactive grouping, teachers emphasize time consumption. Thus, we present the didactic innovation of flipped learning and teaching, which offers the opportunity for more frequent use of interactive grouping.
Secondary keywords: learning;primary school;učenje;osnovna šola;
File type: application/pdf
Type (COBISS): Article
Pages: str. 267-290
Volume: ǂVol. ǂ12
Issue: ǂno. ǂ3
Chronology: sep. 2019
DOI: 10.18690/rei.12.3.267-290.2019
ID: 11320567