Aktivno učenje na predmetni stopnji osnovne šole

magistrsko delo

Manca Hribar (Author), Sanja Berčnik (Mentor)

Abstract

Učimo se vsak dan, čeprav se tega velikokrat ne zavedamo. Vsak se je v svojem življenju srečal z različnimi načini/pristopi učenja in poučevanja, ki mu bolj ali manj ustrezajo. Nekateri se tako lažje učijo iz knjig, spet drugi z izkustvenim učenjem in prakso. Že Kant pa je v 18. stoletju trdil, da je teorija brez prakse mrtva, praksa brez teorije pa slepa. V magistrski nalogi sem raziskovala, kakšni so pogledi učiteljev na aktivno učenje, v kolikšni meri uporabljajo aktivnosti povezane z aktivnim učenjem ter pri kateri vrsti učne ure jih uporabljajo. V teoretičnem delu magistrskega dela sem najprej opredelila učenje, kjer sem se osredotočila predvsem na aktivno učenje, različne definicije aktivnega učenja ter na vlogo učitelja in učenca pri vključevanju aktivnega učenja in poučevanja v pouk. Proučila sem uporabo prvin aktivnega učenja pri različnih predmetih v osnovni ter izpostavila ključne razlike med predmetnimi področji. V empiričnem delu magistrskega dela sem izvedla polstrukturirane intervjuje z osemnajstimi učitelji predmetne stopnje na eni izmed osnovnih šol v osrednjeslovenski regiji. Raziskala sem, kako učitelji različnih predmetov definirajo aktivno učenje, koliko uporabljajo in so naklonjeni prvinam aktivnega učenja. Zanimalo me je tudi, pri kateri vrsti učni ure učitelji različnih predmetov največkrat uporabljajo prvine aktivnega učenja. Na koncu sem izpostavila še razlike med učitelji naravoslovnih in družboslovnih predmetov glede vseh že prej navedenih problemov.

Keywords

aktivno učenje;osnovna šola;predmetna stopnja;pogledi učiteljev;uporaba dejavnikov aktivnega učenja;

Data

Language:	Slovenian
Year of publishing:	2023
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Hribar]
UDC:	373.3(043.2)
COBISS:	168482563
Views:	10
Downloads:	1
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Active learning at primary school subject level
Secondary abstract:	We learn every day, although we often don't realize it. Everyone has come across different ways/approaches of learning and teaching in their life, which suit them best. Some learn easier from books, while others rather learn through experiential learning and practice. In the 18th century Kant claimed that theory without practice is dead, and practice without theory is blind. In my master's thesis, I researched what teachers' views on active learning are and to what extent they use activities related to active learning, and in what type of lesson they use them. In the theoretical part of my thesis, I first defined learning, where I focused mainly on active learning, different definitions of active learning and on the role of the teacher and student in the integration of active learning and teaching in lessons. I studied the use of the elements of active learning in various subjects in elementary school and highlighted the key differences between the subject areas. In the empirical part of my master's thesis, I conducted semi-structured interviews with eighteen teachers at one of the elementary schools in the Central Slovenia region. I researched how teachers of various subjects define active learning, how much they use and favor the elements of active learning. I was also interested in which type of a lesson teachers of various subjects use elements of active learning the most. Finally, I highlighted the differences between the teachers of natural and social science subjects regarding all the previously mentioned problems.
Secondary keywords:	active learning;primary school;subject level;teachers' views;use of active learning factors;Aktivno učenje;Osnovnošolsko izobraževanje;Univerzitetna in visokošolska dela;
Type (COBISS):	Master's thesis/paper
Study programme:	0
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Poučevanje
Pages:	1 spletni vir (1 datoteka PDF (69 str.))
DOI:	20.500.12556/RUL-151670
ID:	20278490