Učenje z miselnimi vzorci pri družbi v 4. razredu

magistrsko delo

Urška Vodičar (Author), Maja Umek (Mentor)

Abstract

Na pridobivanje novih znanj zelo vpliva kakovost poučevanja. Učitelj ima vlogo povezovanja in ustreznega vodenja pouka, da lahko učenci čim bolj samostojno in celostno usvojijo učne cilje. Zato je njegova odločitev, kako bo vodil pouk, zelo pomembna. Način poučevanja z uporabo miselnih vzorcev (mrežno zapisovanje) je učencem zanimiv in motivacijski; prav tako je to popolnoma naraven način zapisovanja, saj tudi človeški možgani delujejo na podoben, mrežen način. Mrežni zapis poskrbi, da dolgo listo monotonih informacij spremenimo v barven, organiziran in lahko zapomnljiv zapis, ki deluje v skladu z našimi možgani. Z oblikovanjem miselnega vzorca krepimo spomin in ustvarjalnost in prav tako tudi težnjo po izboljševanju, saj nam žarkasti zapiski omogočajo stalno dopolnjevanje in posodabljanje. V nasprotju z enosmernimi besedili miselni vzorci ne prikazujejo samo dejstev, temveč tudi odnose med njimi in s tem omogočajo globlje razumevanje snovi. V akcijski raziskavi smo z uporabo miselnega vzorca poskušali vplivati na povezovanje novega in že usvojenega znanja o industriji pri učencih 4. razreda. Osredotočili smo se na pridobivanje celostnega znanja s poudarkom na vzgoji in izobraževanju za trajnostni razvoj (VITR), saj vključuje medsebojno povezana vprašanja, ki se navezujejo na gospodarstvo, okolje in ljudi. Akcijska raziskava je imela dva koraka. Namen prvega akcijskega koraka je bilo izdelati miselni vzorec o industriji v domači pokrajini, pri čemer so se učenci skozi razne aktivnosti usvajali znanje ter se navajali povezovati znanja med seboj. Namen drugega akcijskega koraka je bil samostojno izdelati miselni vzorec, kjer so učenci pokazali svoje znanje o zapisovanju miselnih vzorcev in prav tako tudi usvojeno znanje in povezovanje znanj med seboj. Ugotavljali smo napredek in težave učencev pri zapisu miselnih vzorcev ter evalvirali obseg in povezanost znanja. Rezultate raziskave smo dosegli na podlagi analize vseh miselnih vzorcev, ki so jih učenci ustvarili. Miselne vzorce smo nato kvalitativno ter kvantitativno analizirali. Pri vsakem učencu smo opravili analizo njegovih treh miselnih vzorcev – miselni vzorec predznanja, vodeni miselni vzorec, miselni vzorec preverjanja znanja – ter primerjali miselne vzorce med seboj. Pri kvalitativni analizi smo ugotavljali obseg in povezanost znanja; pri kvantitativni analizi smo se osredotočili na število ključnih besed, število uporabljenih puščic, število uporabljenih podob ter uporabljeno število barv.

Keywords

miselni vzorci;celostno učenje;asociacije;mrežno mišljenje;razredni pouk;družboslovne vsebine;industrija;trajnostni razvoj;

Data

Language:	Slovenian
Year of publishing:	2019
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[U. Vodičar]
UDC:	373.32.016:908(043.2)
COBISS:	12760137
Views:	438
Downloads:	61
Average score:	0 (0 votes)
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Other data

Secondary language:	English
Secondary title:	Using mind maps as a tool for teaching geography in the 4th grade
Secondary abstract:	Acquiring new knowledge is heavily dependent on the quality of teaching. The teacher's role is to establish a learning process in a way that allows students to achieve learning goals independently and holistically. That makes his decision on how to lead a class so much more important. One of the tools for teaching students in class is mind mapping. For pupils, this can be an interesting and motivational way of learning and it is a natural way of taking notes since our brain works on similar network principles. The network record makes the long list of monotonous information a colorful, organized and easy-to-remember record that works for our brains. By creating a mind map, we strengthen our memory and creativity, as well as our tendency to improve, because notes in the form of rays allow us a continuous addition and updating. In contrast to one-way texts, mind maps not only show facts, but also the relationships between them, allowing for a deeper understanding of matter. Through our action research, we used mind maps as a tool to increase pupils' knowledge of the industry in their local region. Mind maps served us as a way to connect old and new knowledge and make new connections in our brains. We focused on holistic learning and gave great importance to education for sustainable development, as it involves interrelated issues that relate to the economy, environment, and people. Action research took two steps. The purpose of the first action step was to create a mind map about the industry in the home province whereby students were acquiring knowledge through various activities and were getting used to integrating knowledge. The purpose of the second action step was to create a mind map independently where students showed their knowledge of writing mind maps, as well as the acquired knowledge and linking knowledge with each other. In our research, we tried to discover problems and advancements regarding the rules and structure of mind maps. In addition, we evaluated knowledge gained using mind maps and how well the pupils connected new information with the already existing knowledge. We obtained the results of the research based on an analysis of all the mind maps that the students created. The mind maps were analyzed qualitatively and quantitatively then. We analyzed three mind maps from each student – a mind map of foreknowledge, a guided mind map and a knowledge assessment mind map. We compared the mind maps with each other. Qualitative analysis identified the extent and correlation of knowledge, while quantitative analysis focused on the number of keywords, the number of arrows used, the number of images used, and the number of colors used.
Secondary keywords:	learning;primary education;učenje;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:	121 str.
ID:	11360780