diplomsko delo
Klara Fon (Author), Tatjana Hodnik Čadež (Mentor)

Abstract

Diplomsko delo obravnava vpeljevanje matematičnega pojma vzrok–posledica s projektnim delom v skupino otrok, starih 5–6 let. Vpeljava tega pojma še ni izčrpno raziskana, zato o njem obstaja malo literature. Cilj diplomskega dela je načrtovati, izvesti in analizirati projektno delo, s pomočjo katerega bo prikazan sodoben način vpeljave matematičnega pojma vzrok–posledica v vrtec. Pri projektnem delu pa je bil cilj upoštevati procesni pristop, konstruktivistični način učenja pojmov, Hejnyjevo metodo in model za izvajanje dejavnosti v projektu Nrich ter skozi dejavnosti prikazati povezovanje področja matematike z ostalimi področji Kurikuluma za vrtce. V teoretičnem delu najprej na splošno opišem, kako naj bi vzgojitelj na čim bolj optimalen način vpeljeval matematične pojme. Nato podrobno opišem pojem vzrok–posledica in ob tem predstavim različne dejavnike, ki vplivajo na uspešnost vpeljave matematičnih pojmov. Podrobneje predstavim tudi projektno delo. V empiričnem delu predstavim projektno delo, ki je zajemalo šest postopnih dejavnosti za vpeljevanje pojma vzrok¬–posledica. Podrobno opišem načrtovanje in izvedbo projektnega dela ter analizo učinkovitosti takega načina dela pri vpeljevanju tega pojma. Z izvedbo projektnega dela želim ugotoviti, ali je projektno delo ustrezen način za vpeljevanje pojma in ali otroci lahko povežejo podobnosti izkušenj med različnimi področji spoznavanja pojma ter te povežejo v strukturirano shemo o pojmu. Z analizo ugotovim, da je projektno delo ustrezen način za vpeljevanje pojma vzrok–posledica, saj poteka daljše časovno obdobje, ki prispeva k učinkovitemu spoznavanju pojma. Ugotovim tudi, da je večina otrok povezala različne izkušnje v strukturirano shemo o pojmu.

Keywords

motivacija;vzgojitelji;matematični pojmi;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Fon]
UDC: 373.2.016:51(043.2)
COBISS: 12758089 Link will open in a new window
Views: 452
Downloads: 70
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Other data

Secondary language: English
Secondary title: Introduction of the term cause-consequence through project work in the age group 5-6 years
Secondary abstract: The thesis discusses the introduction of the mathematical term cause-consequence through project work in a group of children, aged 5-6 years. The introduction of this term has not yet been researched comprehensively, therefore there is only some literature about it. The goal of the thesis is to plan, perform and analyse the project work, showing a modern way of introducing the mathematical term cause-consequence into the kindergarten. The goal of the project work was to follow the process approach, the constructivist way of learning, the Hejny method and the Nrich project model for performing activities and to present the connection of mathematics with other fields from the Curricula for kindergartens through activities. In the theoretical part we initially describe how educators should most optimally introduce mathematical terms. We then thoroughly describe the term cause-consequence and at the same time present different factors, influencing the successfulness of the introduction of mathematical terms. We also thoroughly present the project work. In the empirical part, we present the project work, consisting of six gradual activities to introduce the term cause-consequence. We thoroughly describe the planning and execution of the project work and the analysis of efficiency of such type of work for the introduction of this term. With the execution of project work, we want to find out, if project work is a suitable way to introduce the term and if children are able to connect the similarities of different fields of learning the term and if they connect them into a structured scheme about the term. Through the analysis we find that project work is a suitable way to introduce the term cause-consequence, since it takes place for a longer period of time, which contributes to efficient learning of the term. We also find that the majority of children has connected the experiences into a structured scheme about the term
Secondary keywords: pre-school child;mathematics;predšolski otrok;matematika;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 65 str.
ID: 11351263