Sodelovalno učenje pri pouku družbe v četrtem razredu osnovne šole

magistrsko delo

Erika Leban (Author), Maja Umek (Mentor)

Abstract

Magistrsko delo govori o učinkovitosti poučevanja družbe v četrtem razredu z uporabo sodelovalnega učenja. V teoretičnem delu so predstavljene značilnosti, prednosti in omejitve pouka, izvedenega s sodelovalnim in tradicionalnim učenjem. Namen dela je bil primerjati ta dva pristopa poučevanja družbe ter ugotoviti, s katerim pristopom učenci pridobijo več in kakovostnejše znanje učnega sklopa Domača pokrajina. Sodelovalno učenje je učna metoda, katere učinke raziskujejo že vrsto let in večkrat so že prišli do spoznanja, da prav ta učna metoda pozitivno vpliva na učenčeve spoznavne, čustveno-motivacijske in socialne procese. V empiričnem delu smo s kvantitativno raziskavo analizirali stališča učencev do sodelovalnega učenja, vpliv sodelovalnega učenja na znanje pri predmetu družba, na izboljšanje klime v razredu in na trajnost vsebinskega znanja. Pri obravnavi učnega sklopa smo uporabili osem struktur sodelovalnega učenja: izvirno sestavljanko, sodelovalne karte, strukturiranje skupinskega dela z Bloomovimi učnimi listi, skupinsko diskusijo, več glav več ve, intervju v treh stopnjah, skupinsko pojmovno mrežo in miselne vzorce ter razmisli, pogovori se v paru, povej. Statistična analiza rezultatov je pokazala, da pouk, izveden s sodelovalnim učenjem, izboljšuje dosežke učencev pri temi Domača pokrajina pri predmetu družba. Učenci imajo pozitiven odnos do predmeta družba, vendar sodelovalno učenje ne vpliva na večjo naklonjenost predmetu. Sodelovalno učenje povečuje željo po sodelovanju s sošolci, ki se kaže v socialni ekspanzivnosti, sociometrični položaj učencev pa se ni izboljšal. Tudi pri hipotezi, da pouk, izpeljan s sodelovalnim učenjem, omogoča trajnejše vsebinsko znanje pri učenju družbe v 4. razredu v primerjavi s poukom, izpeljanim tradicionalno, statistično pomembnih razlik nismo ugotovili.

Keywords

vzgojno-izobraževalni proces;strukture sodelovalnega učenja;stališča učencev;

Data

Language:	Slovenian
Year of publishing:	2016
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[E. Leban Zaletelj]
UDC:	373.32.016:3(043.2)
COBISS:	11036489
Views:	1413
Downloads:	139
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Cooperative learning at social science lessons in primary school, year 4
Secondary abstract:	The main topic of this master thesis is the effectiveness of teaching social sciences in grade 4 by using the method of the cooperative learning. In the theoretical part, we learn about the features, advantages and the limitations of the lessons carried out with the cooperative and the traditional learning. The goal of this master's thesis is to compare two different approaches of teaching social sciences and to find out which of the two gives the pupils a broader and better knowledge about the »Domestic landscape«. Cooperative learning is a teaching method whose effectiveness has been researched for many years. Many times, there have been several findings that it influences the pupils' cognitive, emotional, motivational and social processes in a positive way. In the empirical part, we used the quantitative research and we analysed how the pupils feel about the cooperative learning, the influence of the cooperative learning upon the knowledge about the Social Sciences, the improvement of the relations in the class and the durability of the contents knowledge. While focusing on one part of the Common Core Standards, we used eight structures of cooperative learning: an original puzzle, cooperative cards, structural team work with Bloom’s worksheets, team discussion, “two heads are better than one”, a three-stage interview, a group concept net, the mind maps and the “think-talk in a pair and say”. The statistical analysis of results pointed out that the lesson that is carried out with cooperative learning, improves achievements for learners when dealing the topic Domestic landscape at the subject Social Sciences. Pupils have a more positive attitude towards the subject; however, the cooperative learning does not influence their affection for the subject. Cooperative learning increases the desire for cooperation among classmates, which can be seen within a greater social extent. However, the sociometric position of pupils did not improve. The hypothesis about the lesson with cooperative learning enabling a more lasting knowledge at Social Sciences in class 4 when compared to a lesson with traditional teaching methods, did not reveal any statistically important differences.
Secondary keywords:	primary education;social sciences;osnovnošolski pouk;družbene vede;
File type:	application/pdf
Type (COBISS):	Master's thesis
Thesis comment:	Univ. v Ljubljani, Pedagoška fak.
Pages:	IX f., 132 str.
ID:	9149985