diplomsko delo
Goran Škobalj (Author), Majda Pšunder (Mentor)

Abstract

Kakovosten pouk predstavlja temeljni in nenadomestljiv dejavnik optimalnega razvoja vsakega učenca. Tradicionalni koncept izobraževanja odkriva določene omejitve, med katerimi je potrebno izpostaviti nesorazmerje med učenjem kognitivnih spretnosti in formalnega znanja ter neformalnim znanjem, ki je temelj za strokovno kompetenco. Cilj te študije je ugotoviti, v koliki meri interaktivne delavnice prispevajo k uresničitvi zastavljenih učnih ciljev v skladu s principi konstruktivizma. V prvem delu študije je predstavljena geneza interaktivnih delavnic, kakor tudi njihov osnovni namen in cilji. V drugem delu raziskave je poudarek na prikazu empiričnih izsledkov o uveljavljanju nekaterih interaktivnih delavnic pri pouku. Podatki so pridobljeni na osnovi sistematičnega spremljanja interaktivnih delavnic in evalvacij. Raziskava kaže, da interaktivne delavnice uresničujejo cilje konstruktivistične teorije znanja, ki so postale glavno izhodišče prenove učnih načrtov in temeljijo na predpostavki, da je posameznik temeljni oblikovalec znanja.

Keywords

pedagogika;učenci;vrednote;vzgojni načrt;osnovne šole;interaktivne delavnice;konstruktivizem;neformalno učenje;učitelji;diplomska dela;

Data

Language: Slovenian
Year of publishing:
Source: Maribor
Typology: 2.11 - Undergraduate Thesis
Organization: UM FF - Faculty of Arts
Publisher: [G. Škobalj]
UDC: 37(043.2)
COBISS: 18069256 Link will open in a new window
Views: 2586
Downloads: 229
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: INTERACTIVE WORKSHOPS ON HUMAN VALUES AS A SUPPORT OF AN EDUCATIONAL PLAN IN PRIMARY SCHOOL
Secondary abstract: High-quality school lessons are the basis for the optimal development and growth of every pupil. However, traditional educational concepts have some limitations. Those limitations that should be addressed include a disproportion between cognitive-skill learning and formal knowledge on the one hand, and informal knowledge on the other, the latter forming the basis for professional competence. The aim of this thesis is to discover how much interactive workshops, in accordance with constructivist principles, contribute to the realisation of teaching goals. The genesis of interactive workshops and their basic purpose are presented in the first part of this thesis. The second part deals with empirical results from interactive workshops carried out as actual lessons. The data was acquired through the systematic attendance of interactive workshops and evaluations. This study shows that interactive workshops help teachers accomplish the goals set out in constructivist theories of knowledge, which have become the principal element of school curriculum modernisation, and are based on the presumption that the individual plays a fundamental role in acquiring knowledge.
Secondary keywords: interactive workshop;constructivism;transmission paradigm;transformation paradigm;competences;informal learning;pupil;teacher;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Pages: 101 f.
Keywords (UDC): social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID: 18999