Karmen Kolnik (Author), Tanja Dobnik (Author)

Abstract

V prispevku so predstavljena nekatera teoretična izhodišča, ki opredeljujejo domače naloge kot pomemben del učnega procesa. Učenci z njimi dopolnjujejo pridobljeno znanje in razvijajo sposobnosti pri predmetu, predvsem pa se usposabljajo za samostojno učenje in prepoznavanje osebne odgovornosti zanj. S študijem primera predstavljamo raziskavo o pogostosti, namembnosti in vsebini domačih nalog pri pouku geografije ter motiviranosti učencev in učiteljev zanje na osnovni šoli Petrovče. Rezultati kažejo, da se učenci in učitelji na teoretični ravni sicer zavedajo pozitivnega vpliva domačih nalog na učenčevo učenje in razvijanje samostojnosti. Kljub temu učenci nalog ne opravljajo redno, učitelji dajejo premalo raznolike in diferencirano osmišljene domače naloge.

Keywords

vzgoja in izobraževanje;domače naloge;osnovna šola;geografija;učenci;učitelji;ne zaključna dela;

Data

Language: Slovenian
Year of publishing:
Typology: 1.01 - Original Scientific Article
Organization: UM FF - Faculty of Arts
UDC: 37.091.322:91
COBISS: 21206792 Link will open in a new window
ISSN: 1854-665X
Parent publication: Revija za geografijo
Views: 1828
Downloads: 96
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Other data

Secondary language: English
Secondary title: Geography homeworks - didactic challenges or just learning obligations?
Secondary abstract: In the article there are some theoretical starting points presented as homework being an important part of educational process. Pupils threw homework complement the gained knowledge and are developing abilities at courses, above all they are training their independent learning and recognising personal responsibilities for it. With the case study af the Primary school Petrovče we are introducing the research on frequence, intended use and content of homework at the class of geography and the motivation of pupils and teachers for them. Results are indicating, that pupils, and teachers are on theoretical level otherwise aware of the positive influence of homework on pupils learning and development of independence. Nevertheless pupils are not regularly doing their homework and teachers are giving too little diverse and differential thought-out homework.
Secondary keywords: primary education;homeworks;geography;students;teachers;Vzgoja in izobraževanje;Geografija;Domače naloge;
URN: URN:NBN:SI
Type (COBISS): Article
Pages: str. 67-81
Volume: 9
Issue: ǂ[št.] ǂ2
Chronology: 2014
ID: 9092867