Ustvarjalni gib pri pouku geometrije

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Jagodic]
UDC:	514:37.091.3(043.2)
COBISS:	9581897
Views:	1034
Downloads:	263
Average score:	0 (0 votes)
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Other data

Secondary language:	English
Secondary title:	Creative movement in learning geometry
Secondary abstract:	In my diploma thesis I focus on the teaching of geometry in mathematics through the use of creative movement as a learning approach. Mathematics represents difficulties for many learners, which results in discontent and failure. For this reason, the way in which the subject matter is transmitted from the teacher to the learners is of key importance. Teaching that also includes creative movement is integrated teaching and fulfills the needs of all the various learning styles, so the subject matter can be understood by each and every learner. In addition to the effect it has on the learners' cognitive domain, creative movement also significantly influences the learners' mood, the classroom atmosphere, motivation, cooperation and creativity. In the theoretical part of my thesis I separately describe creativity and how it may be encouraged, and movement and the meaning it holds for a higher quality of learning, concentration and motivation in the classroom. Then I continue with creative movement itself and when and how it can be incorporated in the classroom and what the teacher's role in this is. I describe my suggestions for including creative movement in teaching geometry to students attending grades 1 through 5 of elementary school. In the empirical part of my thesis, I present how I used creative movement as a teaching approach to teach eight geometry lessons in the second grade and in the process researched how it affects the learners' mood, their confidence in the newly acquired knowledge, their improvement on the level of knowledge and their creativity. The results did not show that creative movement has an effect on the learners' mood, other than that the creative movement brought a pleasant classroom atmosphere, the learners' cooperation and their high motivation to work. As most of the learners achieved the learning goals, the results showed that creative movement has a positive effect on the learners' improvement on the level of knowledge. The results did not show that creative movement has an effect on the learners' confidence in the newly acquired knowledge. But clear results were shown in the research of the effect creative movement has on the learners' creativity as those that were taught through the use of creative movement displayed a lot of innovation in their ideas. In addition, the learners did a great deal of improvisation, planned their movements, arranged their ideas and created.
Secondary keywords:	geometry;primary education;motion;geometrija;osnovnošolski pouk;gibanje;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	131 str., [15] str. pril.
Type (ePrints):	thesis
Title (ePrints):	Creative movement in learning geometry
Keywords (ePrints):	celostni pristop poučevanja
Keywords (ePrints, secondary language):	integrated teaching
Abstract (ePrints):	V diplomskem delu sem se osredotočila na poučevanje geometrije v matematiki skozi ustvarjalni gib kot učni pristop. Matematika marsikateremu učencu predstavlja težavo pri razumevanju, posledično nezadovoljstvo in neuspeh, zato je bistvenega pomena, kako učitelj učno snov učencem posreduje. Poučevanje, ki vključuje tudi ustvarjalni gib, je celostno poučevanje in zadovolji vsem učnim stilom učencev, tako da učno snov prav vsi učenci lahko razumejo. Poleg vpliva na kognitivno področje učencev, ima ustvarjalni gib tudi močan vpliv na počutje učencev, razredno klimo, motivacijo, sodelovanje in ustvarjalnost. V teoretičnem delu sem posebej opisala ustvarjalnost, kako se jo da spodbujati, in posebej gibanje, kakšen pomen ima to za kvalitetnejše učenje in koncentracijo ter motivacijo pri pouku. Teoretični del sem nadaljevala z ustvarjalnim gibom, kako in kdaj ga lahko vključujemo v pouk in kakšna je pri tem vloga učitelja. Opisala sem svoje predloge vključevanja ustvarjalnega giba v pouk geometrije od prvega do petega razreda osnovne šole. V empiričnem delu sem predstavila izvedbo 8 ur pouka geometrije v 2. razredu z učnim pristopom ustvarjalnega giba ter pri tem raziskala, kako ustvarjalni gib vpliva na počutje učencev, samozavest učencev glede pridobljega znanja, na njihov napredek v znanju in ustvarjalnost. Rezultati niso pokazali, da bi ustvarjalni gib vplival na počutje učencev, vendar se je učinek ustvarjalnega giba pokazal v prijetni razredni klimi, dobri motiviranosti učencev za delo in v njihovem sodelovanju. Pokazali so se pozitivni učinki ustvarjalnega giba na napredek učencev v znanju, učenci so namreč v večini dosegli zastavljene učne cilje. Rezultati niso pokazali, da bi ustvarjalni gib vplival na samozavest učencev glede pridobljenega znanja. Zelo očitni rezultati pa so se pokazali pri raziskovanju vpliva ustvarjalnega giba na ustvarjalnost učencev, saj so bili učenci, ki so bili deležni poučevanja preko ustvarjalnega giba, zelo inovativni v svojih idejah. Poleg tega so učenci veliko improvizirali, načrtovali gibanje, urejali svoje ideje in ustvarjali.
Abstract (ePrints, secondary language):	In my diploma thesis I focus on the teaching of geometry in mathematics through the use of creative movement as a learning approach. Mathematics represents difficulties for many learners, which results in discontent and failure. For this reason, the way in which the subject matter is transmitted from the teacher to the learners is of key importance. Teaching that also includes creative movement is integrated teaching and fulfills the needs of all the various learning styles, so the subject matter can be understood by each and every learner. In addition to the effect it has on the learners' cognitive domain, creative movement also significantly influences the learners' mood, the classroom atmosphere, motivation, cooperation and creativity. In the theoretical part of my thesis I separately describe creativity and how it may be encouraged, and movement and the meaning it holds for a higher quality of learning, concentration and motivation in the classroom. Then I continue with creative movement itself and when and how it can be incorporated in the classroom and what the teacher's role in this is. I describe my suggestions for including creative movement in teaching geometry to students attending grades 1 through 5 of elementary school. In the empirical part of my thesis, I present how I used creative movement as a teaching approach to teach eight geometry lessons in the second grade and in the process researched how it affects the learners' mood, their confidence in the newly acquired knowledge, their improvement on the level of knowledge and their creativity. The results did not show that creative movement has an effect on the learners' mood, other than that the creative movement brought a pleasant classroom atmosphere, the learners' cooperation and their high motivation to work. As most of the learners achieved the learning goals, the results showed that creative movement has a positive effect on the learners' improvement on the level of knowledge. The results did not show that creative movement has an effect on the learners' confidence in the newly acquired knowledge. But clear results were shown in the research of the effect creative movement has on the learners' creativity as those that were taught through the use of creative movement displayed a lot of innovation in their ideas. In addition, the learners did a great deal of improvisation, planned their movements, arranged their ideas and created.
Keywords (ePrints, secondary language):	integrated teaching
ID:	8311262