Oblike dela in aktivnosti na socialnem in emocionalnem področju za nadarjene učence v osnovnih šolah

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Data

Language:	Slovenian
Year of publishing:	2006
Source:	Ljubljana
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Vernig]
UDC:	37.091.212.3(043.2)
COBISS:	9624393
Views:	1211
Downloads:	257
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Activities for gifted students in social and emotional areas in elementary schools
Secondary abstract:	Gifted students often have social and emotional problems, which are usually different from their peers’ problems. In dealing with these problems, they need appropriate help and support. This master’s thesis gives a theoretical background on these problems and also provides suggestions on the types of activities that may help in dealing with them. The research problem seeks to investigate how to properly help gifted students in social and emotional areas. Participants of the investigation were elementary school teachers (N= 299) and elementary school counselors (N= 30). In the study, I have designed and used The Questionnaire for Teachers About Importance of Performing Activities for Gifted, to perform a survey. Furthermore, I have also used The Check List to analyze all individualized programs for gifted students at selected schools, which were filled in by school counselors. In this study, the quantitative and qualitative research complement each other. Within quantitative research, the following methods were used: factor analysis, chi square test for proportion, one-sample t test and independent-samples t test. Within qualitative research, the final theoretical formulation was implemented to arrange and manage a great number of answers and to find the connections between them. As a result of this study I have found that individualized programs for gifted students do not include sufficient activities in social or emotional areas. When planning individualized programs, the students’ needs in cognitive areas are mostly considered, even though more than half of the teachers (52%) notice that the gifted students they teach have problems in social or emotional areas. Results of the analysis also indicate that the most important activities for gifted students in social or emotional areas are those that give them the opportunity to socialize, learn social skills and meet true peers, indirectly through work and learning. It is also important to help gifted students to improve their self-esteem and to foster their positive self-evaluation. Counseling gifted students should be based on gifted students’ intrinsic motivation and should focus on facilitating them to be more independent.
Secondary keywords:	gifted;socialization;affective development;nadarjeni;socializacija;čustveni razvoj;
File type:	application/pdf
Type (COBISS):	Master's thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	VIII, 220 str.
Type (ePrints):	thesis
Title (ePrints):	Activities for gifted students in social and emotional areas in elementary schools
Keywords (ePrints):	nadarjeni učenci
Keywords (ePrints, secondary language):	gifted students
Abstract (ePrints):	Nadarjeni učenci imajo lahko precejšnje težave na socialnem oziroma emocionalnem področju, ki so dostikrat drugačne od težav njihovih vrstnikov. Za reševanje teh težav potrebujejo ustrezno pomoč. V magistrskem delu so povzeta teoretična izhodišča o zgoraj omenjenih težavah nadarjenih ter navedene oblike dela in aktivnosti, ki zmanjšujejo obseg tovrstnih težav. Raziskovalni problem magistrskega dela je proučitev izvajanja pomoči nadarjenim na socialnem in emocionalnem področju. V raziskavo so bili vključeni učitelji (N = 299) in svetovalni delavci (N = 30) slovenskih osnovnih šol. Uporabljen je bil Vprašalnik za učitelje o pomembnosti izvajanja oblik dela in aktivnosti za nadarjene učence, ki sem ga za potrebe raziskave oblikovala sama, ter Kontrolni seznam za analizo vseh individualiziranih programov za nadarjene na šoli, ki so ga izpolnili strokovni delavci. V raziskavi se kombinirata kvantitativni in kvalitativni raziskovalni pristop. V okviru kvantitativnega pristopa so bile uporabljene metode faktorska analiza, hi kvadrat preizkus za delež, t test za en vzorec ter t test za neodvisna vzorca. V okviru kvalitativnega pristopa je bila oblikovana končna teoretična formulacija z namenom urejanja množice odgovorov ter iskanju povezav med njimi. Ugotovljeno je bilo, da v individualiziranih programih za nadarjene ni vključenih dovolj oblik dela in aktivnosti, ki se nanašajo na socialno oziroma emocionalno področje. Pri oblikovanju individualiziranih programov se večinoma upošteva potrebe nadarjenih na kognitivnem področju, čeprav več kot polovica učiteljev (52%) opaža težave na socialnem oz. emocionalnem področju pri tistih nadarjenih učencih, ki jih poučuje. Iz rezultatov raziskave je razvidno, da so pomembne oblike dela in aktivnosti na socialnem oziroma emocionalnem področju za nadarjene tiste, ki jim preko dela oziroma učenja nudijo možnosti za druženje, učenje socialnih veščin ter spoznavanje prijateljev s podobnimi interesi. Pomembno jim je pomagati tudi pri spodbujanju pozitivne samopodobe in jih navajati na pozitivno samovrednotenje. Pri delu z nadarjenimi naj se izhaja iz notranje motivacije nadarjenega in se jih navaja na samostojnost.
Abstract (ePrints, secondary language):	Gifted students often have social and emotional problems, which are usually different from their peers’ problems. In dealing with these problems, they need appropriate help and support. This master’s thesis gives a theoretical background on these problems and also provides suggestions on the types of activities that may help in dealing with them. The research problem seeks to investigate how to properly help gifted students in social and emotional areas. Participants of the investigation were elementary school teachers (N= 299) and elementary school counselors (N= 30). In the study, I have designed and used The Questionnaire for Teachers About Importance of Performing Activities for Gifted, to perform a survey. Furthermore, I have also used The Check List to analyze all individualized programs for gifted students at selected schools, which were filled in by school counselors. In this study, the quantitative and qualitative research complement each other. Within quantitative research, the following methods were used: factor analysis, chi square test for proportion, one-sample t test and independent-samples t test. Within qualitative research, the final theoretical formulation was implemented to arrange and manage a great number of answers and to find the connections between them. As a result of this study I have found that individualized programs for gifted students do not include sufficient activities in social or emotional areas. When planning individualized programs, the students’ needs in cognitive areas are mostly considered, even though more than half of the teachers (52%) notice that the gifted students they teach have problems in social or emotional areas. Results of the analysis also indicate that the most important activities for gifted students in social or emotional areas are those that give them the opportunity to socialize, learn social skills and meet true peers, indirectly through work and learning. It is also important to help gifted students to improve their self-esteem and to foster their positive self-evaluation. Counseling gifted students should be based on gifted students’ intrinsic motivation and should focus on facilitating them to be more independent.
Keywords (ePrints, secondary language):	gifted students
ID:	8311345