magistrsko delo
Neža Jug (Author), Tatjana Hodnik Čadež (Mentor)

Abstract

Poučevanje in učenje sta v tesni povezanosti z razumevanjem in konceptom znanja. Od tega, kako razumemo ta dva pojma, je odvisna naša organizacija dela v šoli (Vidmar, 2011). Znanje je namreč rezultat učenja in usvajanje znanja se v šoli začne z učnim načrtom. Končni rezultat je nato odvisen od učitelja in njegovega načina poučevanja (Bečaj, 2011). Učitelj je namreč pri izbiri svojega učnega pristopa avtonomen, sam na primer odloča, katere učne metode in oblike, bo pri določeni učni vsebini uporabil. Pri tem se lahko zanaša na različna psihološka dognanja in spoznanja didaktikov, katerih temelj so različne teorije učenja in poučevanja. V zadnjem času se veliko omenjajo konstruktivistične teorije učenja in hkrati težnje po zahtevnejših učnih ciljih, usmerjenih v razvijanje ustvarjalnega, kritičnega mišljenja z zmožnostjo reševanja kompleksnejših problemov, povezovanja znanja in njegove uporabe v novih situacijah (Marentič Požarnik, 2008). V magistrskem delu nas je zato zanimalo, v kolikšni meri se te sodobne smernice oziroma poučevalni modeli odražajo pri pouku matematike. Ker oblike in metode poučevanja v veliki meri določajo značilnosti pouka učitelja in s tem njegov način poučevanja, smo se osredotočili predvsem na učiteljevo uporabo učnih metod in oblik pri poučevanju matematike v 3. razredu osnovne šole. V teoretičnem delu smo najprej opredelili znanje, predstavili teorije učenja in poučevanja (behaviorizem, kognitivizem in konstruktivizem) ter učne modele poučevanja, ki izhajajo iz le-teh (transmisijski in transformacijski model poučevanja). Na koncu smo podrobno predstavili še učne metode in oblike, ki se pojavljajo pri pouku matematike. V empiričnem delu smo s pomočjo lastnega spletnega anketnega vprašalnika raziskali, katere učne metode in oblike uporabljajo učitelji razrednega pouka pri poučevanju izbranih vsebin pri matematiki v 3. razredu. Zanimalo nas je tudi, ali se izbor učnih metod razlikuje glede na delovno dobo učitelja ter če so učitelji s svojo izbiro učnih metod in oblik pri pouku zadovoljni in če si želijo na tem področju svoja znanja nadgraditi. Rezultati raziskave so pokazali, da učitelji 3. razreda pri obravnavi matematičnih vsebin najbolj pogosto uporabljajo metodo razlage, sledi metoda prikazovanja, nato metoda razgovora ter na koncu metoda dela z besedilom in problemska metoda. Ko se odločajo o učnih oblikah, učitelji najbolj pogosto vključijo v pouk matematike frontalno učno obliko, sledi individualna učna oblika, skupinska učna oblika ter nazadnje delo v dvojicah. Rezultati so tudi pokazali razlike pri izbiri učne metode razlage, učne metode z uporabo besedila ter problemske metode in pri izbiri pogostosti vključevanja skupinske in individualne učne oblike med učitelji z daljšo delovno dobo in učitelji s krajšo delovno dobo. Učitelji z daljšo delovno dobo večkrat vključujejo v pouk vse tri zgoraj omenjene učne metode, medtem ko učitelji s krajšo delovno dobo bolj pogosto vključujejo v pouk matematike skupinsko in individualno učno obliko. S pridobljenimi rezultati smo tudi ugotovili, da se učitelji pri izbiri pristopa poučevanja ne nagibajo k nobenemu izmed izbranih modelov poučevanja, ampak izberejo pristop, ki je kombinacija tako transmisijskega kot tudi transformacijskega modela poučevanja. Na koncu lahko zaključimo, da se učitelji, zaradi različnih usmeritev za pouk matematike, ne počutijo negotove pri izbiri učnih metod, bi si pa vseeno želeli izobraževanj glede »sodobnih« učnih pristopov pri poučevanju matematike.

Keywords

učne metode in oblike;poučevanje matematike;osnovna šola;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [N. Jug]
UDC: 37.091.3:51(043.2)
COBISS: 112632579 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Teachers’ use of teaching methods and forms in mathematics teaching in grade 3 of primary school
Secondary abstract: Teaching and learning are closely connected with comprehension and the concept of knowledge. How we understand these two concepts, determines how we organize our work in school (Vidmar, 2011). Knowledge is the result of learning and assimilation of knowledge starts with school’s curriculum. The final result then depends on the teacher and their teaching style (Bečaj, 2011). Teachers are autonomous in their choice of learning approach, they decide which learning methods and forms of learning to use for a particular teaching content. In the process. they can relay on various psychological and didactic discoveries, based on different theories of learning and teaching. Recently, constructivistic theories of learning have been widely mentioned, alongside with tendency towards more challenging learning objectives aimed at developing creative, critical thinking with the ability to solve more complex problems, to integrate knowledge and to apply it in new situations (Marentič Požarnik, 2008). In the master’s thesis we were therefore interested in the extent to which these contemporary guidelines or teaching models are reflected in mathematics teaching. Since the forms of learning and learning methods are largely determined by the characteristics of the teacher’s teaching and thus their way of teaching, we focused mainly on the teacher’s use of learning methods and forms of learning in teaching mathematics in third grade of primary school. In the theoretical part, we first defined knowledge, presented theories of learning and teaching (behaviorism, cognitivism and constructivism) and the models of teaching that derive from them (transmission and transformational models of teaching). Finally, we presented detailed learning methods and forms of learning that are used in mathematics education. In the empirical part, with the help of our own online questionnaire, we investigate which learning methods and forms of learning teachers use when teaching selected topics in mathematics in the third grade of primary school. We were also interested in whether the choice of learning methods varies according to the years of service of the teacher and whether teachers are satisfied with the choice of learning methods and forms of learning or would like to improve their knowledge in this area. The result of the survey showed that in the third grade teachers most often use the lecture method, followed by the demonstration method, then the collaborative learning method and finally the text-based method and the problem-solving method when dealing with mathematical content. When deciding on forms of learning, the most common form of learning teacher use in teaching mathematics is frontal learning form, followed by individual learning form, group teaching form and finally pair work teaching form. The results also showed differences in the choice of lecture method, text-based and problem-solving method and in the frequency of group and individual learning form between longer-serving and shorter-serving teachers. Longer-serving teachers are more likely to include all three of the above learning methods and the individual form of learning, while short-serving teachers are more likely to include the group form of teaching in their mathematics lessons. The results also have shown that teachers do not tend to choose any of the selected teaching models when choosing their teaching approach, but rather choose an approach that is a combination of both transmission and transformational models of teaching. In conclusion, teachers do not feel insecure in their choice of learning methods due to the different orientations for mathematics teaching, but they would still like to receive training in “modern” teaching approaches to mathematics.
Secondary keywords: Matematika;Osnovnošolsko učenje in poučevanje;Univerzitetna in visokošolska dela;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages: VIII, 68 str.
ID: 15729043