magistrsko delo
Lidija Sadek (Author), Milena Ivanuš-Grmek (Mentor), Branka Čagran (Co-mentor)

Abstract

V magistrskem delu opredeljujemo sodobne didaktične pristope in njihov pomen pri poučevanju predmeta spoznavanje okolja v prvem triletju osnovne šole. Magistrsko delo je razčlenjeno na teoretični in empirični del. V prvem, teoretičnem delu predstavljamo značilnosti učenja in poučevanja z vidika sodobne didaktike. Pomembna pozornost je namenjena novejšim spoznanjem o naravi učenja. Nato sledi predstavitev in primerjava različnih didaktičnih pristopov pri poučevanju predmeta spoznavanje okolja. Izpostavili smo naslednje didaktične pristope: izkustveni, raziskovalni in projektni pouk. V drugem, empiričnem delu je predstavljena empirična raziskava. Zasnovali smo didaktični eksperiment, delo je potekalo v eksperimentalni in kontrolni skupini. Zanimal nas je učinek didaktičnega pristopa (projektni pouk) na znanje in interes učencev do spoznavanja naravoslovnih in družboslovnih vsebin pri predmetu spoznavanje okolja pri pouku in izven pouka. Pridobljena empirična spoznanja razkrivajo, da ima projektni pouk velik vpliv na znanje in interes učencev do spoznavanja naravoslovnih in družboslovnih vsebin pri predmetu spoznavanje okolja pri pouku in izven pouka. Učenci eksperimentalne skupine so bili po končanem eksperimentu v prednosti po znanju pri predmetu spoznavanja okolja. Upoštevajoč Bloomovo taksonomijo ciljev za spoznavno področje ugotavljamo, da so bili učenci eksperimentalne skupine v prednosti pred učenci kontrolne skupine pri znanju, razumevanju in uporabi znanja. Projektni pouk je prav tako vplival na interes učencev po končanem eksperimentu. Učenci eksperimentalne skupine so imeli po končanem eksperimentu višji interes do spoznavanja naravoslovnih in družboslovnih vsebin pri pouku in izven pouka kot učenci kontrolne skupine. Z didaktičnim eksperimentom smo dokazali, da projektni pouk omogoča kakovostno poučevanje inučenje. Projektno delo je osredotočeno na učenca in temelji na izkustvenem učenju, kjer učenci s samostojnim raziskovanjem aktivno pridobivajo nova znanja. Raziskovanje z vsemi čutili pa hkrati pri učencih spodbuja mišljenje, doživljanje, motiviranje in ustvarjalnost, kar pripomore k višjemu interesu do spoznavanja naravoslovnih in družboslovnih vsebin.

Keywords

didaktika;pouk;spoznavanje okolja;osnovna šola;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Source: Maribor
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [L. Sadek]
UDC: 373.3.091.3:502/504(043.2)
COBISS: 16904968 Link will open in a new window
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Other data

Secondary language: English
Secondary title: [Didactic approaches in teaching science in the third class of primary school
Secondary abstract: In this master thesis contemporary teaching approaches and their importance in teaching science during the first three years of primary school is discussed. The master thesis consists of a theoretical and an empirical part. In the first, theoretical part characteristics of learning and teaching in the light of contemporary didactics are presented. Considerable emphasis is given to recent findings about the nature of learning, which is followed by presentation and comparison of different didactic approaches in science teaching. Throughout the thesis the following didactic approaches have been highlighted: experiential, research and project-based learning. In the second part an empirical research is presented. We have designed an educational experiment within which work was conducted in an experimental and a control group. The main aim of the experiment was to determine the impact of the didactic approach (project-based learning) on knowledge and interest of pupils in learning science and social science contents during science lessons in the classroom and outside of classes. Empirical findings have shown that project-based learning has a major impact on pupils' knowledge and gaining interest in learning science and social science contents during science lessons in the classroom and outside of classes. At the end of the experiment, pupils in the experimental group had the advantage of acquiring greater knowledge of science. Taking into consideration the Bloom's taxonomy of cognitive objectives, one could conclude that the pupils of the experimental group had advantages over the control group in knowledge, understanding and application of knowledge. Project education has also affected the interest of pupils at the end of the experiment, since the pupils in the experimental group had shown a higher interest in learning science and social science contents during science lessons in the classroom as well as outside of classes, compared to the pupils in the control group. The didactic experiment confirmed that the project learning enables high quality teaching and high quality learning. Project work is focused on the pupil and based on experiential learning, where pupils through independent research actively acquire new knowledge. Research with all senses encourages the pupils' thinking, experiencing and social sciences contents.
Secondary keywords: Univerzitetna in visokošolska dela;
URN: URN:SI:UM:
Type (COBISS): Master's thesis
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Pages: 210 f.
Keywords (UDC): social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;kinds of school providing general education;vrste šol;ki zagotavljajo splošno izobrazbo;mathematics;natural sciences;naravoslovne vede;matematika;the environment and its protection;varstvo okolja;environmental science;conservation of natural resources;threats to the environment and protection against them;ekologija;varstvo naravnih virov;ogrožanje okolja in njegovo varstvo;
ID: 17825