magistrsko delo
Teja Sulejmanovič (Author), Vesna Geršak (Mentor)

Abstract

Zaradi svetovne pandemije koronavirusne bolezni covid-19 smo se znašli v popolnoma drugačnem načinu življenja. Da bi preprečili širjenje virusa, smo se fizično distancirali in vse ne nujne dejavnosti in stiki so se preselili na daljavo ter za računalniške ekrane. Učitelji so bili primorani iskati različne načine in pristope za poučevanje na daljavo. Eden izmed njih je lahko tudi poučevanje s pomočjo ustvarjalnega giba, ki v pouk in sedentarno učenje na daljavo vnese gibanje. V svojem magistrskem delu sem raziskovala prednosti, slabosti, priložnosti in ovire pri vključevanju ustvarjalnega giba v poučevanje in učenje na daljavo, ki jih navajajo učitelji, ugotavljala, kako se učenci odzivajo in počutijo ob vključevanju ustvarjalnega giba v pouk na daljavo po mnenju učiteljev ter iskala primere poučevanja s pomočjo giba, ki so se v tem času izkazali za dobro prakso. V teoretičnem delu sem predstavila čas epidemije in ukrepe, ki so vplivali na šolanje v tem času. Zapisala sem značilnosti poučevanja in učenja na daljavo. Predstavila sem rezultate nekaterih raziskav in mnenja stroke, kakšen vpliv imajo socialna distanca, šolanje na daljavo, zapiranje in prekinitev dejavnosti na gibalni razvoj otrok ter (duševno) zdravje otrok in mladostnikov. Opredelila sem pojem ustvarjalni gib in izpostavila njegove dobre vplive na učenje in počutje učencev. Predstavila sem povezanost telesnega in duševnega zdravja s pomočjo izražanja skozi gib ter pomen celostnega pristopa. V empiričnem delu sem izvedla kombinacijo kvalitativne in kvantitativne raziskave. V raziskavo sem vključila fokusno skupino učiteljev, ki običajno uporabljajo ustvarjalni gib kot učni pristop pri pouku, in s SWOT analizo preverila prednosti, slabosti, priložnosti in ovire pri vključevanju le-tega v poučevanje in učenje na daljavo. Z manjšim številom učiteljev iz te skupine sem izvedla polstrukturiran intervju, s pomočjo katerega sem zbrala primere dobrih praks vključevanja ustvarjalnega giba v pouk na daljavo. V raziskavo sem vključila tudi manjšo priložnostno skupino gimnazijskih dijakinj iz prvega, tretjega in četrtega letnika. Za njih sem pripravila nekatere dejavnosti za učenje ali sprostitev med učenjem z ustvarjalnim gibom za izvedbo na daljavo. S pomočjo vprašalnika sem zbrala njihove odzive. Rezultati so pokazali prednosti, ki jih prinaša integracija giba v pouk na daljavo za učence in sam učni proces, kot so gibanje, ki ga je pri delu na daljavo manj, večja motivacija učencev za delo in učenje, sprostitev in zabava, razvijanje ustvarjalnosti in inovativnosti ter druge. Slabosti kažejo predvsem na organizacijo in tehnično izvedbo poučevanja s pomočjo ustvarjalnega giba na daljavo. Priložnosti odpirajo nove načine in možnosti za vključevanje omenjenega pristopa v pouk, ovire pa prinašajo predvsem vprašanje, kako kljub temu vključevati gibanje tudi v pouk na daljavo. Rezultati so tudi pokazali, da so se dijakinje ob izzivih z uporabo ustvarjalnega giba na daljavo dobro počutile. Z raziskavo sem želela spodbuditi učitelje k zavedanju dobrih učinkov uporabe ustvarjalnega giba na telesno in duševno zdravje otrok in mladostnikov ter jim želela predstaviti tudi nekaj primerov dobrih praks, ki bi jim lahko pomagali pri načrtovanju in novih idejah za vključevanje ustvarjalnega giba v poučevanje na daljavo.

Keywords

ples;pomen gibanja;ustvarjalni gib;učni pristopi;poučevanje na daljavo;učenje na daljavo;pouk na daljavo;šolanje na daljavo;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Sulejmanovič]
UDC: 792.028.3:37.018.43(043.2)
COBISS: 80235011 Link will open in a new window
Views: 154
Downloads: 24
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Other data

Secondary language: English
Secondary title: Strengths, weaknesses, opportunities, and obstacles for distance learning and teaching with creative movement
Secondary abstract: Due to the worldwide Covid-19 epidemic, we found ourselves living a completely altered way of life. To prevent the virus from spreading, we have physically distanced ourselves from others, relocating all unessential activities and contacts online and behind computer screens. Teachers were made to explore new ways and methods of remote teaching. One such method appears to be teaching through creative movement, which introduces exercise to remote classes and sedentary learning. This Master’s thesis explores the advantages, disadvantages, opportunities and obstacles to including creative movement in remote teaching and learning recorded by teachers. Moreover, the thesis examines the responses and feelings of students who apply creative movement in remote learning according to their teachers, as well as searches for the teaching through creative movement cases which developed into examples of good practice. The theoretical part describes the time of the epidemic and the measures affecting education at that time. I documented the characteristics of remote teaching and learning. I presented the results of certain studies and expert opinions on the effects of social distancing, remote education and the termination and interruption of activities on the physical development and (mental) health of children and adolescents. I defined the concept of creative movement and emphasised its positive influences on students’ learning and well-being. I presented the connection between physical and mental health with the help of communication through movement and highlighted the importance of the holistic approach. In the empirical part, I carried out a combination of qualitative and quantitative analysis. The focus group included teachers who usually use creative movement as a teaching method. The SWOT analysis inspected the advantages, disadvantages, opportunities and obstacles to including creative movement in remote teaching. I conducted a semi-structured interview with a smaller number of teachers from this group, through which I collected the good practice examples of this method in remote education. Furthermore, the research included a smaller occasional group of female students from the first, third and fourth year of grammar school. I prepared creative movement activities for remote learning or relaxation during remote learning for this group. Their responses were gathered in a questionnaire. The results include the advantages of the integration of movement in remote learning for both the students and the learning process, such as exercise, which is less frequent during remote learning, higher motivation for work and studying, relaxation and fun, development of creativity and innovativeness, and others. The disadvantages include the organisation and technical execution of remote education through creative movement. The opportunities open new ways and possibilities of including this method in education, while the obstacles introduce the question of how to include movement into remote education despite its disadvantages. The results also revealed that the students experienced positive feelings while applying creative movement techniques remotely. With the research, I hope to raise awareness of the positive effects of creative movement on the physical and mental health of children and adolescents among teachers, as well as present some examples of good practice which may help teachers plan and generate new ideas for including creative movement in remote education.
Secondary keywords: motion;gibanje;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages: [151] str.
ID: 13500540