Moralno presojanje nadarjenih učencev v drugem triletju osnovne šole

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Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[P. Oštir]
UDC:	159.922.76(043.2)
COBISS:	9208905
Views:	1012
Downloads:	282
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Moral reasoning of gifted pupils in the second triennium of primary school
Secondary abstract:	My diploma paper discusses the abilities of moral reasoning in gifted pupils in primary school. The purpose was to examine a sample of pupils in the second triennium of primary school (including all, gifted pupils and their schoolmates) and determine how developed their moral reasoning is i.e. establish differences among them in moral maturity regarding Kohlberg's theory. Thus, the purpose was to determine whether the differences in moral maturity amongst them exist. The teacher approach for evaluating moral maturity in gifted pupils was also examined as well as the encouragement mechanisms for moral development inside the class and in school. The theoretical part defines the giftedness concept. Different views on giftedness concept by various authors are also presented. Further on, the diploma paper brings the characteristics and the issues typical of gifted pupils as well as the features of their education and schooling. Next, the theoretical part defines moral development, moral upbringing and Kohlberg’s theory of moral development. The theoretical part concludes by defining the moral reasoning in gifted pupils. The empirical part includes the study on moral reasoning in gifted pupils, which was conducted on three primary schools in Ljubljana. The study included 309 pupils in the second triennium of primary school, of which 105 gifted pupils, plus 30 teachers. The study finds no substantial differences among gifted pupils and their schoolmates when considering moral reasoning. Pupils in the second triennium of primary school fall into the conventional morality category. Teachers do notice a slightly higher maturity level in gifted pupils when it comes to moral reasoning if compared with their schoolmates, but their moral development is not particularly encouraged. They do encourage the moral development of all pupils in the class.
Secondary keywords:	gifted;moral development;moral education;nadarjeni;moralni razvoj;moralna vzgoja;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	96 str.
Type (ePrints):	thesis
Title (ePrints):	Moral reasoning of gifted pupils in the second triennium of primary school
Keywords (ePrints):	nadarjenost
Keywords (ePrints, secondary language):	giftedness
Abstract (ePrints):	Problem diplomskega dela je bil osredotočen na moralno presojanje nadarjenih učencev v osnovni šoli. Cilj je bil na vzorcu učencev (nadarjenih in njihovih sošolcev) drugega triletja osnovne šole proučiti, kakšno je njihovo moralno presojanje in s tem ugotoviti razlike med njimi v moralni zrelosti po Kohlbergovi teoriji. Raziskano je bilo tudi, kako učitelji ocenjujejo moralno zrelost nadarjenih učencev in kako pri pouku ter na šoli spodbujajo moralni razvoj pri učencih. V teoretičnem delu je sprva opredeljen pojem nadarjenosti. Predstavljeni so različni pogledi avtorjev. V nadaljevanju so opisane značilnosti, problemi in težave nadarjenih učencev in vzgojno-izobraževalno delo z njimi. V drugi polovici teoretičnega dela so opredeljeni moralni razvoj, moralna vzgoja ter teorija moralnega razvoja po L. Kohlbergu. Teoretični del se zaključi z opredelitvijo moralnega presojanja nadarjenih učencev. V empiričnem delu je predstavljena raziskava o moralnem presojanju nadarjenih učencev, opravljena na treh ljubljanskih osnovnih šolah. V raziskavi je sodelovalo 309 učencev drugega triletja osnovne šole, od tega 105 nadarjenih ter 30 učiteljev. Ugotovljeno je bilo, da med nadarjenimi učenci in njihovimi sošolci v moralnem presojanju ne obstajajo bistvene razlike. Učenci drugega triletja osnovne šole se nahajajo na stopnji konvencionalne moralnosti. Učitelji opažajo, da so nadarjeni učenci malo bolj zreli v moralnem presojanju od svoji vrstnikov, a njihovega moralnega razvoja posebno ne spodbujajo. Spodbujajo pa moralni razvoj vseh učencev v razredu.
Abstract (ePrints, secondary language):	My diploma paper discusses the abilities of moral reasoning in gifted pupils in primary school. The purpose was to examine a sample of pupils in the second triennium of primary school (including all, gifted pupils and their schoolmates) and determine how developed their moral reasoning is i.e. establish differences among them in moral maturity regarding Kohlberg's theory. Thus, the purpose was to determine whether the differences in moral maturity amongst them exist. The teacher approach for evaluating moral maturity in gifted pupils was also examined as well as the encouragement mechanisms for moral development inside the class and in school. The theoretical part defines the giftedness concept. Different views on giftedness concept by various authors are also presented. Further on, the diploma paper brings the characteristics and the issues typical of gifted pupils as well as the features of their education and schooling. Next, the theoretical part defines moral development, moral upbringing and Kohlberg’s theory of moral development. The theoretical part concludes by defining the moral reasoning in gifted pupils. The empirical part includes the study on moral reasoning in gifted pupils, which was conducted on three primary schools in Ljubljana. The study included 309 pupils in the second triennium of primary school, of which 105 gifted pupils, plus 30 teachers. The study finds no substantial differences among gifted pupils and their schoolmates when considering moral reasoning. Pupils in the second triennium of primary school fall into the conventional morality category. Teachers do notice a slightly higher maturity level in gifted pupils when it comes to moral reasoning if compared with their schoolmates, but their moral development is not particularly encouraged. They do encourage the moral development of all pupils in the class.
Keywords (ePrints, secondary language):	giftedness
ID:	8310033