magistrsko delo
Ana Kastelec (Author), Maja Umek (Mentor)

Abstract

Nadarjenost je prirojena sposobnost, ki jo je treba razvijati, zato je spodbudno učno okolje v šoli zelo pomembno. V zadnjem času veliko govorimo o nadarjenih pri različnih učnih predmetih. Nadarjenost je najpogosteje omenjena pri likovni in glasbeni umetnosti ter pri športu in matematiki, zelo redko pa je omenjena pri pouku družbe. Zato smo se odločili, da raziščemo, kako učitelji razrednega pouka pouk družbe v 4. in 5. razredu devetletne osnovne šole prilagajajo nadarjenim učencem. Zanimalo nas je, katere značilnosti nadarjenosti zaznavajo učitelji razrednega pouka pri pouku družbe v 4. in 5. razredu osnovne šole; kako učitelji razrednega pouka prilagajajo pouk družbe nadarjenim v 4. in 5. razredu osnovne šole; katere teme in dejavnosti pri pouku družbe v 4. in 5. razredu osnovne šole najbolj motivirajo nadarjene učence; kako se nadarjeni učenci doma učijo in pripravljajo na pouk družbe v 4. in 5. razredu osnovne šole. V teoretičnem delu magistrskega dela smo pisali o nadarjenih učencih, in sicer o značilnostih nadarjenih, vrstah nadarjenosti, od kod izvira nadarjenost, o odkrivanju in identifikaciji, delu z nadarjenimi učenci v Sloveniji, napakah in nevarnostih pri odkrivanju nadarjenih ter o nadarjenosti pri pouku družbe. V empiričnem delu smo uporabili kvalitativni pristop raziskovanja in deskriptivno metodo. Vpogled v načine dela z nadarjenimi smo dobili tako, da smo intervju izvedli s štirimi učiteljicami razrednega pouka, ki v 4. in 5. razredu devetletne osnovne šole poučujejo družbo, in z osmimi učenci, ki so v postopku identifikacije ali pa so že prepoznani za nadarjene in so udeleženi pri pouku družbe. Pričakovali smo, da z nadarjenimi ne delajo drugače kot z drugimi učenci, pogosto pa ti učenci s svojim sodelovanjem oblikujejo učne ure in raven pouka. Izsledki kažejo, da učitelji z nadarjenimi res ne delajo veliko drugače kot z drugimi učenci. Učenci, ki so bili vključeni v raziskavo, s svojim sodelovanjem sooblikujejo učno uro, ravni pouka pa ne določajo. Posebnih prilagoditev za nadarjene nismo zaznali. Po navadi dobijo dodatne naloge, ki pa niso nujno tudi na višji ravni. Nadarjeni sodelujejo na različnih tekmovanjih in v interesnih dejavnostih. Šole imajo zanje organizirane tabore za vedoželjne. Najbolj priljubljena tema pri družbi je zgodovina. Učenci imajo pri učenju mir in stalen prostor. So zelo samostojni in organizirani. Družbo se večina nadarjenih uči tako, da snov prebere in ponovi. Veliko se naučijo tudi s sodelovanjem pri pouku.

Keywords

pouk družbe;nadarjeni učenci;vloga učitelja;kvalitativna raziskava;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Kastelec]
UDC: 37.091.212.3:908(043.2)
COBISS: 11050313 Link will open in a new window
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Downloads: 194
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Other data

Secondary language: English
Secondary title: Gifted students in social science instruction in the primary school
Secondary abstract: Talent is an innate ability, which needs to be developed, therefore a simulative learning environment is of great importance. Lately, there has been a lot of talk about talented children in different school subjects. Talent is most commonly discussed when talking about art, music, physical education, and mathematics classes, but it is rarely connected to the social studies. This is the reason why this master thesis researches how class teachers adjust the social studies to the talented students in 4. and 5. classes of elementary school. The focus of the research was to establish which characteristics of a talent are recognized by the teachers, how teachers adapt the program to the talented students, which topics and activities are the most stimulating for the talented students, and how they learn at home and prepare themselves for the social studies. The theoretical part of the master thesis focuses on the talented students; i.e. their characteristics, different sorts of talents, where talents come from, detecting and identifying talents, working with talented students in Slovenia, mistakes and dangers with detecting talented students, and talents in the social studies. In the empirical part, qualitative approach and descriptive method were used. To get an insight into methods for working with talented students, interviews were carried out – with four class teachers teaching social studies at the elementary school and with eight students being in a process of identification or already being recognized as talented and who attend social studies. It was expected that the talented students are being treated like the other students who often shape classes and define difficulty level. The results show that teachers indeed do not treat talented students any different than the other students. Students taking part in the survey do co-shape class, but they do not define the difficulty level. There were not established any special adjustments for the talented students. These students normally get additional work but not necessarily at a higher level. Talented students take part in different school competitions and extracurricular activities. For such students which are eager to learn, schools organize camps. The most important topic in the social studies is history. Students have a quiet and permanent place to learn. They are very independent and organized. Most of the students learn for the social studies through reading and brushing up the subject matter. They as well learn a lot by taking part in the class.
Secondary keywords: primary education;gifted;osnovnošolski pouk;nadarjeni;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages: 84 str.
ID: 9151526