magistrsko delo
Ana Omerza (Author), Mojca Juriševič (Mentor)

Abstract

Počutje učencev v razredu je pomembno, saj je od tega odvisno vedenje učencev, posredno pa tudi njihovi učni dosežki. Namen magistrskega dela je bil ugotoviti, kakšne so značilnosti razredne klime pri pouku biologije v osnovni šoli ter kako so povezane z učnimi dosežki učencev. Odnos med učiteljem in učenci je pomemben dejavnik razredne klime, zato sem v okviru magistrskega dela empirično raziskala, kako zaznavajo obstoječo razredno klimo, kakšne si želijo ter kdaj je učencem pri pouku biologije najmanj in kdaj najbolj všeč. Zbrane podatke sem povezala z učnimi dosežki učencev pri biologiji. Analiza je pokazala, da učitelji, za razliko od učencev, v povprečju obstoječo razredno klimo zaznavajo kot boljšo in si boljše tudi želijo. V povprečju je bila razlika med obstoječo in želeno razredno klimo, ki jo zaznavajo učitelji, velika, pri učencih pa zmerna. Tako učenci kot učitelji v povprečju organizacijo v razredu ocenjujejo nižje kot medosebne odnose ter si bolj želijo poudarka na medosebnih odnosih kot na sistemu. Največ učencev se v razredu počuti najbolje, kadar gledajo kratke filme s področja biologije, torej, ko jim je snov zanimivo prikazana. Najmanj jim je všeč, ko poteka ustno preverjanje in ocenjevanje znanja. V nasprotju s pričakovanji se je izkazalo, da so učni dosežki učencev pri predmetu biologija sicer pozitivno, vendar zanemarljivo nizko povezani z razredno klimo. Tudi primerjava učencev z različnimi ocenami pri predmetu biologija je pokazala, da se med njimi ne pojavljajo statistično pomembne razlike glede zaznavanja obstoječe in želene razredne klime.

Keywords

odnos;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Omerza]
UDC: 373.3(043.2)
COBISS: 12784713 Link will open in a new window
Views: 392
Downloads: 76
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Other data

Secondary language: English
Secondary title: ǂThe ǂperception of the classroom climate among students and teachers in relation with academic achievements of students in biology classes
Secondary abstract: Well-being of students in classroom is important because it effects their learning behaviour and indirectly on their academic achievements. The purpose of this master's thesis was to find out the characteristics of the classroom climate in elementary school biology lessons and how it is related with academic achievements of the students. The relationship between teacher and students is an important determinant of the classroom climate. Because of that empirical research in this master's thesis was based on perceptions of students and their teachers about the existing and desired classroom climate. Research was also based on during which activities students were most and least comfortable with biology lessons. The collected data was linked with academic achievements of students in biology classes. The analysis showed that on average teachers percieve the existing and also desired classroom climate better than students. The difference between the existing and desired classroom climate, percieved by teachers, was large, but moderate for students. Students and teachers rated the system in the classroom lower than interpersonal relationship, they would like more emphasis on interpersonal relationship rather than on the system. The majority of students is most comfortable in the classroom while watching short movies from the field of biology which means the subject is interestingly presented to them. Students feel the least comfortable when it comes to oral assessment. Contrary to the expectations, academic achievements of students in biology lessons turned out to be positively but negligibly corelated with classroom climate. Comparison of students with different grades in teaching biology also showed that no statistically significant differences exist between them regarding the perception of the existing and desired classroom climate.
Secondary keywords: pupil;primary school;biology;učenec;osnovna šola;biologija;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predmetno poučevanje
Pages: 82 str.
ID: 11389880