magistrsko delo
Polona Mlinar (Author), Jože Rugelj (Mentor), Vida Manfreda Kolar (Co-mentor)

Abstract

Deli celote (ulomki) predstavljajo pojem, s katerim se otroci v vsakdanjem življenju srečajo že zelo zgodaj, le da se tega ne zavedajo. Pri pouku pa se z ulomkom srečajo prvič v drugem razredu in si svoje znanje nadgrajujejo do sedmega razreda. Raziskave so pokazale, da imajo učenci s spoznavanjem ulomkov kar nekaj težav. Glavni namen magistrskega dela je bil prikazati, kako učenje ulomkov s pomočjo interaktivne table v povezavi z učnimi stili učencev vpliva na rezultat učenja. Raziskavo smo izvedli z uporabo deskriptivne in kavzalne eksperimentalne metode pedagoškega raziskovanja. Uporabili smo kvantitativni pristop. Z raziskavo smo ugotovili, da v našem vzorcu prevladujeta slušni in vizualni tip učencev, nekaj manj je učencev, pri katerih prevladuje kinestetični tip. Z analizo kovariance smo dokazali, da je poučevanje ulomkov s pomočjo interaktivne table učinkovitejše, saj se med učenci in učenkami kontrolne in eksperimentalne skupine pojavljajo statistično pomembne razlike glede učnih dosežkov po opravljenem eksperimentu. Pri učencih in učenkah, pri katerih prevladuje slušni učni stil, med kontrolno in eksperimentalno skupino obstaja statistično pomembna razlika v učnih dosežkih po opravljenem eksperimentu. Ugotovitve so pokazale, da so učenci in učenke iz eksperimentalne skupine, pri katerih prevladuje slušni učni stil, dosegli bistveno več točk po zaključenem eksperimentu v primerjavi s kontrolno skupino. Raziskava je pokazala tudi, da učenci in učenke, pri katerih prevladujeta vizualni ali kinestetični stil učenja, izkazujejo višjo stopnjo zadovoljstva, kadar se pri pouku uporablja interaktivna tabla. Z raziskavo smo želeli opozoriti na možnost izboljšanja kakovosti poučevanja ulomkov s pomočjo interaktivne table in spodbuditi učitelje k njeni aktivni uporabi.

Keywords

interaktivna tabla;učni stili;ulomki;deli celote;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [P. Mlinar Biček]
UDC: 37.091.3:51(043.2)
COBISS: 11061577 Link will open in a new window
Views: 1373
Downloads: 211
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Other data

Secondary language: English
Secondary title: The impact of learning styles on the results of an interactive whiteboard use in maths lessons in the 7th grade of primary school
Secondary abstract: Parts of a whole (fractions) are a concept that children deal with at a very young age in their everyday life without being aware of it. In school they are introduced to it in the second class and they upgrade their knowledge up until the seventh class. Researches show that students experience several difficulties understanding the fractions. The aim of this master’s thesis is to show how teaching fractions by using the interactive whiteboard influences the results of learning together with different types of learners. The research was carried out according to the descriptive and casual - experimental method. We used the quantitative approach. It showed that the majority of students in our sample are auditory and visual learners, some are kinaesthetic. The analysis of covariance confirmed that using the interactive whiteboard makes fraction teaching more successful. It showed that, considering the learning achievements after the experiment, there are statistically important differences between the control group students the experimental group students. Considering the learning achievements after the experiment, there is also a statistically important difference between the auditory leaning type students of the control and the experimental group. The findings showed that compared to the control group, the experimental group students who are auditory learners achieved many more points after the experiment. The research also showed that the visual or kinaesthetic learners show more satisfaction when the interactive whiteboard is used in lessons. Doing the research, we wanted to make teachers aware of the possibility of improving the quality of teaching fractions with the interactive whiteboard and to encourage them to use it actively.
Secondary keywords: mathematics;primary education;matematika;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Master's thesis
Thesis comment: Univ. v Ljubljani, Pedagoška fak.
Pages: 105 str.
ID: 9153930