Sodelovalno učenje pri pouku gospodinjstva

Abstract

Keywords

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Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Erjavšek]
UDC:	64:37(043.2)
COBISS:	9670473
Views:	1140
Downloads:	219
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Cooperative learning in home economics
Secondary abstract:	The purpose of the thesis is to present the various definitions of cooperative learning as it is explained in Slovene and foreign literature, and to present it practically in a housekeeping class of the sixth grade of elementary school. A total of 50 sixth-grade students cooperated in the study. The control group, in which frontal methods of teaching and explanation prevailed, consisted of 24 students, the experimental group, in which I introduced cooperative learning, included 26 students. I wanted to know which of the two groups would remember the subject better in short term, also I was interested in learning which one of the two groups would remember it for a longer period of time. I wanted to know what was the attitude of the students of the experimental group towards the students who are different, whether working in groups helps them overcome the fear of evaluation, and if group work helps them bridge the knowledge gap. With the help of worksheets that were completed by both groups of students, the experimental and the control group, I got the results, which suggest that the students of the control group remembered the subject better in short term, and they were also the ones to achieve better results 14 days after the discussion of the subject. With the questionnaire, which I gave the experimental group to answer, I found out that at cooperative learning students can better accept the disabled and students coming from different ethnic or racial groups. It turns out also that working in groups helps the students to overcome fear of evaluation, but unfortunately it does not help them bridge the knowledge gap. Moreover, I have learned that students do not know cooperative learning and have not developed collaborative skills, which suggests that teachers rarely use cooperative teaching in classroom.
Secondary keywords:	home economics;gospodinjstvo;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Biotehniška fak., Biologija in gospodinjstvo
Pages:	67 f.
Type (ePrints):	thesis
Title (ePrints):	Cooperative learning in home economics
Keywords (ePrints):	sodelovalno učenje
Keywords (ePrints, secondary language):	cooperative learning
Abstract (ePrints):	Namen diplomskega dela je na podlagi domače in tuje literature predstaviti različne opredelitve sodelovalnega učenja in njegovo praktično uporabo predstaviti pri pouku gospodinjstva v šestem razredu osnovne šole. V raziskavi je skupno sodelovalo 50 učencev šestega razreda. Kontrolno skupino, v kateri je prevladovala frontalna oblika dela in metoda razlage, je sestavljalo 24 učencev, eksperimentalno skupino, v katero sem vpeljala sodelovalno učenje, pa je sestavljalo 26 učencev. Zanimalo me je, katera izmed skupin si bo snov kratkoročno bolje zapomnila, hkrati pa me je zanimalo tudi, katera izmed skupin si bo snov zapomnila za dalj časa. Hotela sem izvedeti, kakšen je odnos učencev eksperimentalne skupine do drugačnih učencev, ali jim delo v skupini pomaga premagati strah pred ocenjevanjem, in če jim delo v skupini pomaga premostiti vrzeli v znanju. S pomočjo delovnih listov, ki so jih rešili tako učenci kontrolne kot tudi eksperimentalne skupine, sem prišla do rezultatov, ki kažejo na to, da so si snov kratkoročno bolje zapomnili učenci kontrolne skupine, hkrati pa so učenci kontrolne skupine dosegli boljše rezultate tudi 14 dni po obravnavi snovi. Z anketnim vprašalnikom, ki so ga rešili učenci eksperimentalne skupine, pa sem ugotovila, da učenci pri uporabi sodelovalnega učenja bolje sprejemajo učence s posebnimi potrebami in učence, ki pripadajo drugi etnični ali rasni skupini. Izkazalo se je tudi, da jim je delo v skupini pomagalo premagati strah pred ocenjevanjem, žal pa jim ni pomagalo premostiti vrzeli v znanju. Ugotovila sem še, da učenci ne poznajo sodelovalnega učenja in nimajo razvitih sodelovalnih veščin, kar kaže na to, da učitelji sodelovalnega učenja pri pouku ne izvajajo prav pogosto.
Abstract (ePrints, secondary language):	The purpose of the thesis is to present the various definitions of cooperative learning as it is explained in Slovene and foreign literature, and to present it practically in a housekeeping class of the sixth grade of elementary school. A total of 50 sixth-grade students cooperated in the study. The control group, in which frontal methods of teaching and explanation prevailed, consisted of 24 students, the experimental group, in which I introduced cooperative learning, included 26 students. I wanted to know which of the two groups would remember the subject better in short term, also I was interested in learning which one of the two groups would remember it for a longer period of time. I wanted to know what was the attitude of the students of the experimental group towards the students who are different, whether working in groups helps them overcome the fear of evaluation, and if group work helps them bridge the knowledge gap. With the help of worksheets that were completed by both groups of students, the experimental and the control group, I got the results, which suggest that the students of the control group remembered the subject better in short term, and they were also the ones to achieve better results 14 days after the discussion of the subject. With the questionnaire, which I gave the experimental group to answer, I found out that at cooperative learning students can better accept the disabled and students coming from different ethnic or racial groups. It turns out also that working in groups helps the students to overcome fear of evaluation, but unfortunately it does not help them bridge the knowledge gap. Moreover, I have learned that students do not know cooperative learning and have not developed collaborative skills, which suggests that teachers rarely use cooperative teaching in classroom.
Keywords (ePrints, secondary language):	cooperative learning
ID:	8311474