diplomsko delo
Martina Kosaber (Author), Vlasta Hus (Mentor)

Abstract

Pri raziskovalno usmerjenem pouku je učenec v vlogi aktivnega raziskovalca - sam išče in odkriva novo. Zadošča, da odkrije nekaj, česar še ni vedel. Bistvo je: odkrivati svet samemu sebi. Diplomsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu definiramo raziskovalni pouk in opredelimo njegov namen, značilnosti in cilje. Predstavimo organizacijske oblike raziskovanja, učne oblike in stopnje raziskovalnega procesa. V empiričnem delu smo proučili odnos učiteljev tretjega razreda do raziskovalnega pouka pri predmetu spoznavanje okolja. Predvsem nas je zanimalo, kako učitelji pojmujejo raziskovalni pouk, kako pogosto in kje ga izvajajo ter kaj so prednosti in kaj pomanjkljivosti raziskovalnega pouka. Proučili smo, ali obstajajo razlike med rezultati glede na dolžino učiteljeve delovne dobe. Rezultati so pokazali, da učitelji poznajo raziskovalni pouk in da ga najpogosteje izvajajo pri naslednjih tematskih sklopih: Jaz in narava, Kaj zmorem narediti in Pogledam naokrog. Izvajajo ga v okolici šole, učilnici in šoli v naravi. Prednosti raziskovalnega pouka so večja samostojnost učencev, eksperimentiranje in večja motiviranost učencev. Slabosti raziskovalnega pouka sta, da načrtovanje in organizacija vzameta veliko časa in pri rednem pouku le-tega velikokrat primanjkuje. Učitelji se želijo dodatno usposabljati za raziskovalni pouk.

Keywords

razredni pouk;pouk;raziskovanje;spoznavanje okolja;tretji razred;diplomska dela;

Data

Language: Slovenian
Year of publishing:
Source: Žegar
Typology: 2.11 - Undergraduate Thesis
Organization: UM PEF - Faculty of Education
Publisher: [M. Kosaber]
UDC: 37(043.2)
COBISS: 18510088 Link will open in a new window
Views: 3664
Downloads: 626
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Other data

Secondary language: English
Secondary title: RESEARCH-ORIENTED NATURAL AND SOCIAL STUDIES
Secondary abstract: Research-oriented education means that pupils are actively engaged in research - they research and discover new things on their own. Their mission is accomplished if they discover something completely new. The ultimate goal is to discover the world around them. This diploma thesis consists of theoretical and empirical part. Theoretical part of this thesis defines research-oriented natural and social studies and their goal, characteristics and purpose. It also presents organizational forms of research, educational forms and different levels of the research process. The empirical part presents the relation of third grade teachers towards research-oriented education in natural and social studies. The focus of our work was how teachers see research-oriented education, how often and in which circumstances it is used and which are the advantages and downsides of such education. In this context we examined if there were evident discrepancies between teachers with more and those with less years of teaching experience. The results show that the teachers are familiar with research-oriented education and that they use it most frequently in the following thematic sets: Nature and I (Jaz in narava), What I Can Do (Kaj zmorem narediti) and Look Around (Pogledam naokrog). Research-oriented education is conducted in the vicinity of schools, in the classroom and in natural surroundings. The advantages of this type of education are greater learning independence of children, experimenting and better motivation. The downsides are that the planning and organization of research-oriented natural and social studies requires a lot and very often too much time, a luxury teachers do not have. Teachers wish to receive additional training for research-oriented natural and social studies.
Secondary keywords: primary school education;research-oriented education;natural and social studies;third grade;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 96 f., [8] f. pril.
Keywords (UDC): social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID: 19370