Evalvacija učinkovitosti uporabe časovnega traku pri pouku družboslovja učencev z lažjimi motnjami v duševnem razvoju

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Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[V. Rošer]
UDC:	376.1(043.2)
COBISS:	9221449
Views:	946
Downloads:	471
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Evaluation of the effectiveness of using a timeline when teaching social sciences to the pupils with mild disabilities in mental development
Secondary abstract:	In the theoretical part of my diploma thesis entitled Evaluation of the effectiveness of using a timeline when teaching social sciences to the pupils with mild disabilities in mental development, a concept of the quality instruction which includes both teaching and learning is described. I have also added a description of the cognitive and constructivist model of instruction that is briefly compared with the traditional model of learning and the transmission model of instruction. In order to provide quality instruction, the learning environment where a teacher teaches and a pupil learns also plays an important role. With new learning content, the teacher acquaints the pupil with new teaching concepts, with which the pupil must be familiar to successfully acquire new learning matter. When attending lessons of social sciences, both of them use didactic materials, such as timeline. The participants in my experimental part were four pupils with mild disabilities in mental development. At the time of my research they were attending the 7th class of the school with adapted educational program with a lower educational standard from the CVIU Velenje. I have performed 12 teaching lessons of social sciences with an intensive usage of a timeline with special tactile and audible tags. Before and after the lessons all pupils were tested in the time perception and time orientation. The data about their motivation when attending the lessons of social sciences were provided by a questionnaire and put into the descriptive form. Finally, all the results were compared with each other. The comparison showed a minimal progress in the time perception and time orientation, whereas the motivation of the pupils enlarged when attending the lessons of social sciences.
Secondary keywords:	backward child;special education;teaching model;otrok s posebnimi potrebami;pouk po prilagojenem programu;didaktični model;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	70 str., [23] str. pril.
Type (ePrints):	thesis
Title (ePrints):	Evaluation of the effectiveness of using a timeline when teaching social sciences to the pupils with mild disabilities in mental development
Keywords (ePrints):	kakovosten pouk
Keywords (ePrints, secondary language):	quality instruction
Abstract (ePrints):	V diplomskem delu z naslovom Evalvacija učinkovitosti uporabe časovnega traku pri pouku družboslovja učencev z lažjimi motnjami v duševnem razvoju sem v teoretičnem delu opisala pojem kakovostnega pouka, kjer sem poleg učenja in poučevanja opisala spoznavno-konstruktivistični model učenja in pouka ter ga kratko primerjala s tradicionalnim modelom učenja in transmisijskim modelom pouka. Za kakovosten pouk je pomembno tudi učno okolje, v katerem učitelj poučuje in učenec uči. Učitelj predstavi učencu z novo učno vsebino tudi nove pojme, ki jih mora učenec poznati za uspešno osvajanje nove učne snovi. Oba uporabljata didaktične pripomočke, med katerimi pri pouku družboslovja uporabljata tudi časovni trak. V eksperimentalnem delu so sodelovali 4 učenci 7. razreda prilagojenega izobraževalnega programa z nižjim izobrazbenim standardom iz CVIU Velenje. Izvedla sem 12 učnih ur družboslovja, kjer sem intenzivno uporabljala časovni trak, ki sem ga opremila s tipnimi in zvočnimi oznakami. Pred in po zaključenem izvajanju sem učence testirala na področjih časovnega zaznavanja in časovne orientacije ter preko vprašalnika pridobila podatke o njihovi motivaciji za pouk družboslovja. Vse podatke sem združila v opisne ocene in jih primerjala med seboj. Primerjava je pokazala na minimalni napredek v razvoju časovnega zaznavanja in časovne orientacije. Motivacija učencev za pouk družboslovja se je povečala.
Abstract (ePrints, secondary language):	In the theoretical part of my diploma thesis entitled Evaluation of the effectiveness of using a timeline when teaching social sciences to the pupils with mild disabilities in mental development, a concept of the quality instruction which includes both teaching and learning is described. I have also added a description of the cognitive and constructivist model of instruction that is briefly compared with the traditional model of learning and the transmission model of instruction. In order to provide quality instruction, the learning environment where a teacher teaches and a pupil learns also plays an important role. With new learning content, the teacher acquaints the pupil with new teaching concepts, with which the pupil must be familiar to successfully acquire new learning matter. When attending lessons of social sciences, both of them use didactic materials, such as timeline. The participants in my experimental part were four pupils with mild disabilities in mental development. At the time of my research they were attending the 7th class of the school with adapted educational program with a lower educational standard from the CVIU Velenje. I have performed 12 teaching lessons of social sciences with an intensive usage of a timeline with special tactile and audible tags. Before and after the lessons all pupils were tested in the time perception and time orientation. The data about their motivation when attending the lessons of social sciences were provided by a questionnaire and put into the descriptive form. Finally, all the results were compared with each other. The comparison showed a minimal progress in the time perception and time orientation, whereas the motivation of the pupils enlarged when attending the lessons of social sciences.
Keywords (ePrints, secondary language):	quality instruction
ID:	8310099