magistrsko delo
Anja Čibej (Author), Jerneja Pavlin (Mentor), Vesna Geršak (Mentor)

Abstract

Glavno vprašanje, ki si ga zastavljamo vsi učitelji, je nedvomno, kako, na kakšen način poučevati, učencem predstaviti, približati učno snov, da jo bodo razumeli in si jo čim bolj trajno zapomnili. Hkrati pa želimo vplivati na njihovo osebnost in učence razvijati v smeri samoiniciativnosti, odgovornega ravnanja, dobrih medosebnih odnosov itd. Poznamo mnoge različne oblike dela in učne pristope, ki pri vsem tem pomagajo. To so na primer projektno učno delo, problemski pouk, raziskovalno učenje, igra vlog, sodelovalno učenje, izkustveno učenje, učenje z ustvarjalnim gibom. Predmet Naravoslovje in tehnika (v nadaljevanju NIT) temelji na dogajanju v naravi okoli nas in tako že s samo vsebino ponuja izhodišča za raziskovanje, izkustveno učenje, problemski pouk itd. Hkrati pa izziv pri omenjenem predmetu predstavljajo že ustvarjene (napačne) predstave učencev o naravoslovnih pojmih, zaradi česar moramo biti še toliko bolj pozorni na ustrezno uporabo pristopov poučevanja predmeta NIT, preko katerih pri učencih razvijamo pravilne predstave. V magistrskem delu želimo raziskati možnosti poučevanja predmeta NIT s pomočjo ustvarjalnega giba in ugotoviti vpliv tovrstnega poučevanja na znanje učencev, trajnost njihovega znanja, mnenje o predmetu NIT, mnenje o ustvarjalnem gibu in počutje učencev glede na različne učne pristope. V raziskavo je bil vključen 5. razred izbrane osnovne šole in njihova učiteljica v šolskem letu 2020/21, kjer so bili učenci poučevani na različne načine, in sicer brez giba, z ustvarjalnim gibom in na daljavo. Namen empiričnega dela je bil raziskati, kako učni pristop ustvarjalni gib vpliva na počutje učencev v primerjavi z učnimi urami izvedenimi tradicionalno in učnimi urami na daljavo, ali učni pristop prispeva k večjemu napredku v znanju in trajnosti znanja, ali ustvarjalni gib vpliva na mnenje o predmetu NIT in kakšno je splošno mnenje učencev o gibanju in o ustvarjalnem gibu. Izvedli smo raziskavo, ki temelji na različnih raziskovalnih pristopih, za katero smo oblikovali štiri različne učne priprave, ki temeljijo na treh različnih pristopih poučevanja. Poučevali smo vedno isti razred, poleg tega pa smo učencem izbranega razreda razdelili tudi anketne vprašalnike in preizkuse znanja. Z vprašalniki smo zbirali podatke o različnih mnenjih učencev, s preizkusi pa ugotavljali napredek v znanju in trajnost znanja. Izvedli smo tudi polstrukturiran intervju z učiteljico, ki je služil za dodatno podkrepitev rezultatov. Iz rezultatov empirične raziskave smo ugotovili, da je bilo počutje učencev pri predmetu NIT (zelo) dobro, ne glede na izbrani pristop poučevanja. Ugotovili smo tudi, da učni pristop ustvarjalni gib prispeva k večjemu napredku učencev v znanju, ne pa tudi k trajnosti znanja. Mnenje učencev o NIT pred in po raziskavi se ne spremeni, saj so učenci imeli pozitivna stališča do predmeta že pred raziskavo. Tudi mnenje o gibanju se ne spremeni, v splošnem imajo učenci zelo radi gibanje, rezultati pa nakazujejo pozitivno mnenje o učnem pristopu ustvarjalni gib. Ugotovili smo tudi, da je napredek v znanju učencev večji, če je učna ura ocenjena kot lažja. Rezultati podpirajo vključevanje ustvarjalnega giba kot učnega pristopa v pouk naravoslovja in tehnike. Hkrati skrb vzbuja poučevanje na daljavo, ki se je v raziskavi izkazalo za najmanj učinkovito.

Keywords

utelešena kognicija;ustvarjalni gib;mnogotere inteligence;naravoslovje in tehnika;izkustveno učenje;učenje;5. razred;osnovna šola;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Čibej]
UDC: 37.016:51(043.2)
COBISS: 70757379 Link will open in a new window
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Downloads: 12
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Other data

Secondary language: English
Secondary title: Teaching and learning the science and technology contents to fifth graders through creative movement
Secondary abstract: The main question that all teachers ask themselves is undoubtedly how, in what way to teach, to present subject’s matter to students in the best possible way. At the same time we want students to understand it and remember it as permanently as possible, and we are also trying to influence on their personality and develop students into self-initiative, responsible and social beings. We know many different forms of work and learning approaches that help us with achieving that. These are, for example, project-based learning, problem-based teaching, exploratory learning, role play, collaborative learning, experiential learning, learning with creative movement and so on. The subject Science and Technology (hereinafter NIT) has its basis in the nature around us and with the content itself offers starting points for research, experiential learning, problem-based teaching, etc. At the same time, the challenge in subject Science and Technology are the already created (wrong) ideas of students about science concepts, which is why we must pay even more attention to the appropriate use of approaches to teach NIT, through which students develop correct ideas. In the master's thesis we want to determine the impact of teaching NIT with creative movement on the knowledge of students, the sustainability of their knowledge, opinion about the subject NIT, opinion about creative movement and well-being in relation to different learning approaches. The research included the 5th graders of a selected primary school and a teacher in the school year 2020/21. Pupils were taught in different ways; traditionally, with creative movement and at a distance. The purpose of the empirical work was to investigate how the learning approach creative movement affects the well-being of students compared to traditional and distance learning lessons, whether the learning approach contributes to greater progress in knowledge and sustainability of knowledge, whether the creative movement affects opinion on the subject NIT and what is the general opinion of students about movement and creative movement. We conducted research based on different research approaches, for which we designed four different lesson plans based on three different teaching approaches. We always taught the same fifth grade, and we also distributed survey questionnaires and knowledge tests to the students of the selected grade. With the first, we collected data on different opinions of students, and with the second, we determined the progress in knowledge and the sustainability of knowledge. We also conducted a semi-structured interview with the teacher, which served to further reinforce the results. From the results of empirical research, we found that the well-being of students in the subject NIT is always (very) good, regardless of the chosen approach to teaching. We also found that the learning approach creative movement contributes to greater progress of students in knowledge, but not to the sustainability of knowledge, which is questionable in distance learning due to the complexity of the subject. Students' opinions about NIT before and after the research do not change, as students had positive attitudes towards the subject before the research. Even the opinion about movement does not change, in general students like movement very much, and the results indicate a positive opinion about the learning approach creative movement. We also found that students ’knowledge progress is greater if the lesson is rated as easier. The results support the inclusion of a learning approach to the creative movement in science lessons and call into question distance learning, which has proven to be the least effective in research.
Secondary keywords: science education;motion;naravoslovna vzgoja in izobraževanje;gibanje;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji z angleščino
Pages: 160 str.
ID: 13156753