magistrsko delo
Eva Bartol (Author), Tatjana Hodnik Čadež (Mentor)

Abstract

V teoretičnem delu smo najprej predstavili pojem igre in njen pomen za otrokov razvoj, nato pa smo igro povezali tudi s poukom. Igro pri pouku imenujemo didaktična igra, saj vključuje tudi cilje, ki naj bi jih učenci z njo dosegli. Predstavili smo več vrst didaktičnih iger, zapisali njihove funkcije in prednosti v primerjavi s klasičnimi oblikami pouka. Pri tem nismo pozabili omeniti vloge učitelja, ki je pri igri zelo pomembna. Glede na to, da je tehnologija vse bolj prisotna v naših življenjih, nismo mogli mimo računalniške didaktične igre, ki počasi prodira v naše šole in k pouku. Doseganje ciljev z didaktičnimi igrami pa smo povezali tudi s preverjanjem in ocenjevanjem znanja, saj smo želeli preveriti, ali so dovolj učinkovite za doseganje znanja. Opredelili smo vrste in oblike preverjanja in ocenjevanja znanja ter zapisali merske karakteristike. S preverjanjem in ocenjevanjem znanja pa je tesno povezana taksonomija znanja, s katero določamo stopnjo učenčevega znanja. Izpostavili smo Bloomovo in Gagnejevo taksonomijo znanja, pri čemer se slednja uporablja predvsem pri določanju znanja pri pouku matematike. Opredelili smo tudi učni načrt za matematiko za 1. razred osnovne šole in zapisali operativne cilje, ki smo jih preverjali z didaktičnimi igrami. V praktičnem delu smo predstavili didaktične igre, ki smo jih uporabili pri preverjanju znanja iz matematike. Predstavili smo tudi, katera znanja glede na Gagnejevo taksonomijo znanja preverja posamezna didaktična igra. V empiričnem delu smo ugotavljali, kako zanesljive so didaktične igre pri preverjanju znanja iz matematike na začetku 2. razreda. Preverjali smo zanesljivost didaktičnih iger pri preverjanju znanja oz. uresničevanju ciljev iz učnega načrta pri posameznem učencu. Pri tem smo ugotovili tudi, katere vsebine v učnem načrtu so primernejše za vključitev v didaktične igre in katere vsebine nam pokažejo najzanesljivejše podatke o učenčevem znanju. V empiričnem delu smo preverili tudi, ali so didaktične igre zanesljive pri preverjanju znanja na različnih taksonomskih ravneh. Rezultati raziskave so pokazali, da ni bistvenih razlik pri doseganju ciljev glede na to, ali jih preverjamo s pisnim preizkusom znanja ali pa se pri tem poslužujemo didaktičnih iger. Z didaktičnimi igrami lahko enako učinkovito kot s pisnim preizkusom znanja preverimo znanje učencev, rezultati raziskave pa so pokazali, da so nekateri rezultati pri didaktičnih igrah celo boljši kot pri pisnem preizkusu znanja. Didaktične igre lahko uporabimo pri različnih matematičnih vsebinah, ki so zapisane v učnem načrtu za matematiko, vendar je pri tem pomembno, kako so igre zasnovane in izvedene. Z didaktičnimi igrami smo v večini preverjali osnovno in konceptualno znanje, lahko pa z njimi prav tako učinkovito preverimo tudi znanje na ostalih taksonomskih ravneh. Kljub temu da so se pokazale manjše razlike pri rezultatih med preverjanjem znanja s pisnim preizkusom znanja in z didaktičnimi igrami, pa vemo, da imajo didaktične igre svoje prednosti, zaradi katerih naj bi se jih učitelji posluževali pri pouku.

Keywords

preverjanje znanja;ocenjevanje znanja;taksonomija znanja;matematika v 1. razredu;osnovna šola;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [E. Bartol]
UDC: 373.3:51(043.2)
COBISS: 41771011 Link will open in a new window
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Downloads: 20
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Other data

Secondary language: English
Secondary title: Application of didactic games at mathematics knowledge tests at the beginning of the second grade
Secondary abstract: In the theoretical part of this assignment, we presented the concept of play, its impact on child’s development, and its connection with class lessons. The play that unfolds during class lessons is called a didactic play, because it also includes the goals that students are supposed to achieve with it. We later presented several types of didactic games, their functions and advantages compared to classical forms of teaching. We did not forget to mention the role of the teacher in didactic play. Considering technology is increasingly present in our lives, we could also not overlook a computer didactic play that is slowly penetrating into class lessons and teaching. We wanted to check whether didactic play is effective enough to achieve knowledge, which is why we connected it with assessing imposed goals and knowledge. We defined the types and forms of checking and assessing knowledge, the measurement characteristics and the taxonomy of knowledge, with which we determine the level of students’ knowledge. We have highlighted particularly Bloom's and Gagney's taxonomy of knowledge, the latter being used mainly in determining knowledge in mathematics lessons. We also defined the mathematics curriculum for the 1st grade of primary school and the relevant operational objectives. In the practical part, we presented didactic games that we used to test mathematics knowledge. We also presented which knowledge, according to Gagney's taxonomy, is being tested by an individual didactic game. In the empirical part, we determined how reliable didactic games are regarding testing knowledge in mathematics at the beginning of the 2nd grade. We checked the reliability of didactic games in testing knowledge and achieving the goals from the curriculum in an individual student. We also found out which contents in the curriculum are more suitable for inclusion of didactic games and which contents show us the most reliable data on the student's knowledge. In the empirical part, we also checked whether didactic games are reliable in testing knowledge at different taxonomic levels. The results of the research have shown that there are no significant differences in achieving the goals, depending on whether we check them with a written test of knowledge or didactic games. Moreover, some of the results in didactic games showed even better results than written tests. Didactic games can be used for various mathematical contents, which are included in the curriculum, but it is important to pay attention to the design and implementation of the games. Our testing included mostly basic and conceptual knowledge, but we can also use didactic games to check knowledge at other taxonomic levels. Despite the fact that there were only minor differences in the assessment of knowledge through a written test and didactic games, we know with certainty that didactic games have their advantages, which is why teachers should use them in class lessons.
Secondary keywords: mathematics;educational game;matematika;didaktična igra;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji
Pages: 91 str.
ID: 12241383