magistrsko delo
Nastja Breznikar (Author), Katarina Susman (Mentor)

Abstract

V okviru magistrske naloge sem se posvetila pouku na prostem z elementi tvegane igre. Pouk naravoslovja na prostem ima pomembno vlogo pri doseganju splošnih in operativnih učnih ciljev predmeta. Avtentično okolje zagotavlja veliko boljše možnosti za razumevanje pojavov in naravoslovnih pojmov, za ustvarjanje ter gradnjo odnosa do narave. V ospredju pouka na prostem so aktivne oblike učenja, kjer so metode dela z učenci raznolike in prilagojene njihovim specifičnim potrebam. Didaktična igra je ena od aktivnih metod, ki učitelju omogoča veliko možnosti za izvedbo, tudi v obliki pouka na prostem. V zadnjem obdobju raziskave kažejo, da ima zelo pomembno vlogo pri vseživljenjskem učenju tudi tvegana igra. Mlade je treba naučiti in jim ponuditi možnosti, da prevzamejo odgovornost, se soočijo s tveganjem in se znajo v takšnih situacijah ustrezno odzvati in odločiti. Tveganje v igri je temeljnega pomena za otrokovo raziskovanje in razumevanje sveta. Kot pozitivne vidike tvegane igre raziskovalci navajajo večjo telesno aktivnost učencev, koristi za učence na duševnem in socialnem področju in pomoč pri reševanju vsakodnevnih življenjskih situacij, s katerimi se bodo otroci srečevali v prihodnosti. Elemente tvegane igre delimo v šest kategorij: hitrost, višina, delo s pravimi orodji (kladivo, žaga, nož ...), prisotnost nevarnih elementov (ogenj, voda), groba igra in igra na mestih, kjer obstaja možnost, da se otroci izgubijo. V okviru magistrskega dela sem zasnovala novo obliko didaktične igre, didaktično igro z elementi tveganja. Ta je zasnovana tako, da je njena izvedba načrtovana v obliki pouka na prostem in je namenjena učencem 4. razreda osnovne šole. V raziskavo je bilo vključenih 45 učencev dveh osnovnih šol, ki prihajajo iz dveh različnih okolij (podeželje in manjše predmestno naselje), ter štiri razredne učiteljice. Didaktično igro sem izvedla na obeh osnovnih šolah in podatke nato pridobila z anketnimi vprašalniki za učence in opazovalnim obrazcem za spremljanje dejavnosti in pol-strukturiranim intervjujem za učitelje. Raziskava je pokazala, da se učenci najbolje počutijo med plezanjem po lestvi, hojo po gredi in tekom z zaprtimi očmi, najslabše pa se počutijo med streljanjem z lokom in risanjem z blatom. Med dosežki učencev podeželske in predmestne osnovne šole ni večjih razlik, največja razlika je pri žaganju z žago, pri čemer so bili bolj suvereni učenci predmestne osnovne šole. Raziskava je pokazala tudi to, da se učenci doma večkrat srečujejo z dejavnostmi, ki vključujejo elemente tveganja, medtem ko se v šolah s takšnimi situacijami srečujejo le redko. Na osnovi pol-strukturiranih intervjujev z učiteljicami sem ugotovila, da v pouk ne vključujejo elementov tveganja oziroma ga vključijo zelo redko.

Keywords

tvegana igra;didaktična igra;pouk na prostem;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [N. Breznikar]
UDC: 373.3(043.2)
COBISS: 179274755 Link will open in a new window
Views: 18
Downloads: 3
Average score: 0 (0 votes)
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Other data

Secondary language: English
Secondary title: Didactic game with elements of risk-taking in science and technology lessons in grade 4 of primary school
Secondary abstract: As part of my master's thesis, I focused on outdoor education with elements of risky play. Outdoor science education plays a significant role in achieving both general and specific learning objectives of the subject. Authentic environments provide much better opportunities for understanding natural phenomena and scientific concepts, and also for creating and building a relationship with nature. The forefront of outdoor education involves active learning methods, with teaching techniques diverse and adapted to specific needs of students. Didactic play is one of the active methods that gives the teacher a lot of opportunities to perform, even in the form of outdoor lessons. Recent research indicates the significant role of risky play in lifelong learning. It's crucial to educate and offer opportunities for youths to take responsibility, face risks, and learn to make decisions in such situations. Risk in play is fundamental for a child's exploration and understanding of the world. Researchers highlight positive aspects of risky play, such as increased physical activity, mental and social benefits for students, and assistance in solving everyday life situations they'll encounter in the future. Risky play elements are divided into six categories: speed, height, working with real tools (hammer, saw, knife, etc.), presence of dangerous elements (fire, water), rough and tumble play and play in places where there is a chance of children getting lost. Within the master's thesis, a new form of didactic play with risky elements was developed. The didactic game is designed in such a way that its implementation is planned in the form of outdoor lessons and is intended for pupils of the 4th grade of primary school. The research involved 45 students from two different elementary schools in rural and smaller suburban areas, along with four class teachers. The didactic play was conducted at both schools, and data was gathered through student questionnaires, observation forms for activity monitoring, and semi-structured interviews with teachers. The study indicated that students felt best when climbing a ladder, walking on a balance beans, and running with their eyes closed, while they felt worst when shooting a bow and drawing with mud. There weren't significant differences in achievements between rural and suburban students, except for sawing, where suburban students showed more confidence. The study also found that students often encounter activities involving risk elements at home, while they rarely encounter such situations at school. Based on semi-structured interviews with teachers, it was found that teachers do not include risk elements in their classes, or very rarely.
Secondary keywords: risky play;didactic play;outdoor education;Pouk;Didaktika;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje
Pages: 1 spletni vir (1 datoteka PDF (85 str.))
ID: 22105340