magistrsko delo
Zala Ribnikar (Author), Alenka Vidrih (Mentor), Vida Manfreda Kolar (Co-mentor)

Abstract

V magistrskem delu raziskujemo vpliv kamišibaja, tradicionalne japonske umetnosti pripovedovanja zgodb ob slikah, na poučevanje matematike v drugem razredu osnovne šole. Namen raziskave je ugotoviti, ali kamišibaj izboljšuje učne rezultate, povečuje motivacijo za učenje in spodbuja boljše vizualno razumevanje matematičnih konceptov v primerjavi s klasičnimi metodami poučevanja. V teoretičnem delu smo predstavili kamišibaj, iz kje izvira, sestavne dele ter postopek izdelave in uporabe v pedagoškem kontekstu. Opisali smo, kako kamišibaj vpliva na čustveno empatijo, domišljijo in socialne spretnosti otrok, ter njegove prednosti pri vključevanju v učne procese. Empirični del raziskave je vključeval kvantitativno in kvalitativno analizo podatkov, zbranih iz opazovalnih obrazcev, doživljajskih vprašalnikov in rezultatov učnih listov. V raziskavi je sodelovalo 46 učencev, razdeljenih v dve skupini. Eksperimentalna skupina je bila poučevana s kamišibajem, medtem ko je kontrolna skupina sledila klasičnim metodam poučevanja. Rezultati raziskave so pokazali, da so učenci v skupini, kjer je ura vključevala kamišibaj, dosegali boljše učne rezultate pri preverjanju razumevanja geometrijskih konceptov v primerjavi s skupino, ki se med urami s kamišibajem ni srečala. Povprečno število doseženih točk na učnih listih je bilo višje pri učencih, ki so se učili s kamišibajem. Doživljajski vprašalniki so pokazali, da so bili učenci iz eksperimentalne skupine bolj motivirani, angažirani in zadovoljni med učnimi urami. Prav tako je bila pozornost učencev in njihova pripravljenost za sodelovanje višja pri uporabi kamišibaja. Analiza opazovalnih obrazcev je pokazala, da je kamišibaj pozitivno vplival na motivacijo učencev, vključno s tistimi z vedenjskimi izzivi. Učenci so kazali večje zanimanje za učno snov in bili bolj aktivni med poukom. Po končanih urah so bili učenci, ki so bili poučevani s kamišibajem, bolj samozavestni in zadovoljni s svojimi dosežki. Sklepne ugotovitve raziskave potrjujejo, da je kamišibaj učinkovita metoda poučevanja, ki izboljšuje učne dosežke, motivacijo in sodelovanje učencev pri pouku matematike, ko je ta metoda prisotna. Predlagamo, da se kamišibaj vključi v učne načrte kot dopolnilna metoda poučevanja, saj prinaša številne prednosti in pozitivne učinke na učenje. Nadaljnje raziskave bi lahko preučile uporabo kamišibaja pri poučevanju drugih predmetov in v različnih starostnih skupinah, da bi razširile razumevanje njegovega vpliva na izobraževalni proces.

Keywords

kamišibaj;poučevanje;motivacija;učenje skozi umetnost;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [Z. Ribnikar]
UDC: 514:398.21(043.2)
COBISS: 230843139 Link will open in a new window
Views: 99
Downloads: 210
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Other data

Secondary language: English
Secondary title: Kamishibai and increasing motivation to learn geometry
Secondary abstract: This master's thesis explores the impact of kamishibai, the traditional Japanese art of storytelling with illustrated cards, on teaching mathematics in the second grade of primary school. The aim of the study is to determine whether kamishibai enhances learning outcomes, increases motivation for learning, and promotes better visual comprehension of mathematical concepts compared to traditional teaching methods. The theoretical section introduces kamishibai, its origins, components, and the process of its creation and application in educational contexts. It discusses how kamishibai influences emotional empathy, imagination, and children's social skills, as well as its advantages when integrated into teaching processes. The empirical section includes quantitative and qualitative analysis of data collected from observation forms, experiential questionnaires, and worksheet results. The study involved 46 students divided into two groups: an experimental group taught using kamishibai and a control group taught with traditional methods. The results indicate that students in the group where kamishibai was integrated into lessons achieved better learning outcomes in understanding geometric concepts compared to the group that did not experience kamishibai during classes. The average number of points scored on worksheets was higher among students who learned with kamishibai. Experiential questionnaires revealed that students in the experimental group were more motivated, engaged, and satisfied during lessons. Additionally, students' attention and willingness to participate were significantly higher when kamishibai was used. Analysis of observation forms showed that kamishibai positively influenced student motivation, including those with behavioral challenges. Students demonstrated greater interest in the subject matter and were more active during lessons. After the lessons, students taught with kamishibai exhibited increased confidence and satisfaction with their achievements. The conclusions of the study confirm that kamishibai is an effective teaching method that enhances learning outcomes, motivation, and student participation in mathematics lessons where this method is applied. We recommend incorporating kamishibai into curricula as a complementary teaching method due to its numerous benefits and positive effects on learning. Further research could explore the use of kamishibai in teaching other subjects and age groups to expand understanding of its impact on the educational process.
Secondary keywords: kamishibai;geometry;teaching;motivation;learning through art;Pripovedovanje zgodb;Osnovnošolsko učenje in poučevanje;Geometrija;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 [112 str.])
ID: 26119040