magistrsko delo
Enija Justinek (Author), Marija Ropič (Mentor)

Abstract

V magistrskem delu smo proučevali učinkovitost kompleksne bralne strategije VŽN v petem razredu osnovne šole. Zanimalo nas je, ali bo po trimesečni uporabi strategije VŽN prišlo do razlik med eksperimentalno in kontrolno skupino pri predznanju, številu postavljenih vprašanj, novem znanju in bralnem razumevanju. Rezultate smo pridobili s pomočjo raziskave, v kateri so bili učenci razdeljeni v eksperimentalno in kontrolno skupino. V sklopu raziskave so bili učenci testirani dvakrat, in sicer na začetku in koncu raziskave, v vmesnem času je eksperimentalna skupina obravnavala besedila s pomočjo strategije VŽN. Rezultati raziskave so pokazali, da sta pri novem znanju in zapisu vprašanj obe skupini izboljšali svoj prvotni rezultat, le da je bilo to izboljšanje večje pri eksperimentalni skupini. Pri predznanju pa sta obe dosegli slabši rezultat. Bralno razumevanje smo preverjali s testom, ki je vseboval štiri naloge. Prvi dve nalogi sta pokrivali prvo raven razumevanja, tretja naloga drugo raven in četrta naloga tretjo raven. Eksperimentalna skupina je pokazala večje izboljšanje kot kontrolna skupina pri prvi, tretji in četrti nalogi bralnega razumevanja, kljub temu da je kontrolna skupina tam dosegla boljši končni rezultat. Pri drugi nalogi je pri drugem preverjanju boljši rezultat dosegla kontrolna skupina.

Keywords

magistrska dela;branje;bralno učne strategije;strategija VŽN;bralno razumevanje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [E. Justinek]
UDC: 37.091.3:028.1(043.2)
COBISS: 206905603 Link will open in a new window
Views: 6
Downloads: 1
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Other data

Secondary language: English
Secondary title: Efficiency of KWL complex reading strategy in fifth grade of primary school
Secondary abstract: In this master's thesis, we studied the effectiveness of the KWL complex reading strategy in the fifth grade of primary school. We wanted to determine whether there would be differences between the experimental and control groups after a three-month adoption of the KWL strategy in terms of prior knowledge, the number of questions asked, new knowledge and reading comprehension. The results were acquired by conducting a research, in which pupils were divided into experimental and control groups. For the purpose of this research, the pupils were tested twice, namely at the beginning and at the end of the research. In the meantime, the experimental group discussed texts using the KWL strategy. Research results showed that, when it comes to new knowledge and question-asking, both groups improved their initial result, yet the improvement was more significant in the experimental group. When it comes to prior knowledge, on the other hand, both groups achieved a worse result. Reading comprehension was tested through a test containing four tasks. The first two tasks related to the first level of understanding, the third task to the second level of understanding and the fourth task to the third level of understanding. The experimental group showed greater improvement than the control group in the first, third and fourth reading comprehension task even though the control group achieved a better overall result. As far as the second task is concerned, the control group achieved a better result in the second testing round.
Secondary keywords: master theses;reading;reading and learning strategies;KWL strategy;reading comprehension;Osnovnošolsko učenje in poučevanje;Branje;Bralno razumevanje;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 1 spletni vir (1 datoteka PDF (XI, 92 str.))
ID: 19296663