magistrsko delo
Maja Lamut (Author), Darja Skribe-Dimec (Mentor)

Abstract

Učbeniki so se skozi čas spreminjali v skladu s pedagoško teorijo, didaktiko, specialnimi didaktikami, psihologijo ipd., ki so prevladovali v posameznih obdobjih. Spreminjal se je njihov zunanji izgled, njihov namen, spreminjala se je njihova notranja ureditev, vsebina, pojavili so se razni didaktični elementi v njih. V empiričnem delu smo ugotavljali, kako so se spreminjali učbeniki za pouk naravoslovja, kaj se je spreminjalo in kakšne so razlike med njimi. Analizirali smo nekatere splošne značilnosti učbenikov, kot so format, število strani, prisotnost slikovnega gradiva in razmerje med slikovnim gradivom ter besedilom, vsebovanost kazala, vsebovanost spremne besede itn. Ugotavljali smo, ali so učbeniki napisani v skladu s priporočili glede razvojne stopnje učencev (zahtevnost besedil, didaktični elementi) in ali so strokovno neoporečni. Ugotovili smo, da se starejši učbeniki razlikujejo od novejših v več kriterijih, ki smo jih izbrali za analizo. Razlikujejo se v nekaterih splošnih značilnostih, v didaktičnih elementih in zahtevnosti. Prav tako smo ugotovili, da so si med seboj različni novejši učbeniki – predvsem v uporabi didaktičnih elementov in zahtevnosti besedil. Z magistrskim delom želimo učiteljem in piscem učbenikov približati razumevanje, kako zelo je pomembno, da učbenik, namenjen učencem, še posebej tistim v nižjih razredih osnovne šole, vsebuje motivacijske elemente, da je napisan v za učence razumljivem jeziku, brez zapletenih razlag in da ne vsebuje strokovnih napak. Z magistrskim delom želimo učiteljem pokazati, da pri izbiri učbenikov za učbeniški sklad ne smejo biti v ospredju cena, zunanji izgled učbenika ali število strani, ampak to, da je napisan v skladu s sodobnimi didaktičnimi načeli in je strokovno neoporečen.

Keywords

funkcije učbenikov;kakovosten učbenik;pouk naravoslovja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Lamut]
UDC: 373.3(043.2)
COBISS: 25254659 Link will open in a new window
Views: 188
Downloads: 37
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Other data

Secondary language: English
Secondary title: The development of science textbooks in primary school
Secondary abstract: Textbooks have been modified together with the pedagogical theory, didactics, special didactics, psychology and similar theories that dominated in certain periods. Their covers, purpose, contents and interior order have altered during the years together with the different didactical elements in them. The empirical part of the master’s degree thesis deals with how the textbooks for natural science evolved, what has changed and what are the differences among them. General features of the textbooks have been analysed, such as format, the number of pages, the presence of the picture material and the ratio between the picture materials and texts, content of the table of contents, content of the foreword, etc. The research established whether the textbooks have been written in accordance with the recommendations concerning the developmental level of the pupils as in the text difficulty level, didactical elements and whether they are incontestable. Older textbooks differentiate from the newer ones on many levels, such as general characteristics, didactical elements and text difficulty levels. Some newer textbooks differentiate mainly in use of the didactical elements and text difficulty levels. This master’s degree thesis desires to establish how important it is for a textbook for the lower level of education to contain motivational elements, to be written in a language that is easy to understand, especially without complicated explanations, and to be faultless. The price, the textbook exterior and the number of pages, when choosing a textbook for the textbook fund, should not be the dominant factors. Those should be whether the textbook is written according to the didactical principles and whether it is irreproachable.
Secondary keywords: primary education;textbook;osnovnošolski pouk;učbenik;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages: 78 str.
ID: 11959734