diplomsko delo
Maja Emeršič (Author), Katarina Habe (Mentor)

Abstract

Namen raziskave diplomskega dela je ugotoviti, ali študentje prvega in četrtega letnika razrednega pouka doživljajo občutek zanosa pri študijskem učenju oziroma študiju ter pri katerih oblikah in študijskih aktivnostih ga najpogosteje občutijo. Med drugim smo želeli izvedeti, kateri so tisti motivi, ki so najbolj vplivali na njihovo odločitev za študij, in ali se študentje zdijo dovolj sposobni za študij razrednega pouka, ter ali jim ta nudi dovolj izzivov. Prav tako je namen naloge ugotoviti, pri katerih predmetih najpogosteje doživijo zanos in kateri dejavnik najmočneje vpliva na to. V teoretičnem delu diplomskega dela je predstavljen pojem zanos, njegove teorije, dimenzije in nekatere dosedanje raziskave. Empirični del diplomskega dela smo izvedli s pomočjo kavzalno ne eksperimentalne metode dela, in sicer z anketnim vprašalnikom. Vzorec je zajemal 147 študentov prvega in četrtega letnika Pedagoške fakultete v Mariboru, smer Razredni pouk. Od tega je 65 študentov obiskovalo prvi letnik študija, 82 študentov pa četrtega. Raziskava je pokazala, da večina študentov pri študijskem učenju oziroma študiju doživlja občutek zanosa, vendar ga študentje prvega letnika občutijo pogosteje in intenzivneje kot študentje četrtega letnika. Zanos najpogosteje doživljajo pri terenskem in skupinskem delu ter ob ekskurzijah. Izkazalo se je, da v povprečju najpogosteje doživijo občutek zanosa pri umetnostnih in športnih predmetih. Prav tako so si enotni v tem, da so študij razrednega pouka izbrali zaradi veselja do dela z otroki in veselja do poučevanja. Raziskava je pokazala, da se študentje v povprečju čutijo dovolj sposobne za študij, ki jim nudi tudi dovolj izzivov. Ugotovljeno je, da na njihovo doživljanje študijskega zanosa najbolj vpliva osebnost profesorja.

Keywords

diplomska dela;zanos;študijski zanos;študij;razredni pouk;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UM PEF - Faculty of Education
Publisher: [M. Emeršič]
UDC: 159.976:378(043.2)
COBISS: 20100872 Link will open in a new window
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Downloads: 142
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Other data

Secondary language: English
Secondary title: FLOW AMONG STUDENTS OF ELEMENTARY EDUCATION
Secondary abstract: The aim of the thesis research was to determine whether students of the first and fourth year of elementary education experience a flow in academic learning or studying and in which forms and learning activities we are likely to face with the flow. Despite, we wanted to find out the motives that influenced students' decision to study elementary education and whether the students appear to be sufficient in the field of their studying. It is also the purpose of the task to determine within which objects students more often experience the flow and which factor has the major influence. In the first part, theoretical view of flow is presented, different dimensions of flow and some previous research. The empirical part of the thesis was carried out with the causal non-experimental methods called questionnaire. The sample included 147 students in the first and fourth year of elementary education on the Faculty of Arts in Maribor. Within 147 students, 65 attended the first year of elementary education and 82 students attended the fourth year of study. The survey showed that the majority of students in academic learning and studying are experiencing flow; despite first-year students feel the flow more often and intensively than fourth-year students. It was established that the most frequently students experienced the flow in the field work, group work and field trips. In average, students often experience a feeling of the flow in connection with the arts and sports subjects. Also, all students were united in the fact that their decision of elementary education was chosen because they enjoy teaching and working with the children. Research showed that on average students feel capable enough to study elementary education and that it provides enough challenges. It was also found out that students flow is most affected by the personality of professor.
Secondary keywords: flow;studying flow;intrinsic motivation;elementary education;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 56 f.
ID: 8727092