Tina Jeraj (Author), Katarina Susman (Author)

Abstract

Otroci se z risankami srečujejo že zelo zgodaj, tako v domačem kot v učnem okolju. Uporaba animiranih filmov pri pouku predstavlja motivacijsko orodje, poleg tega pa se ob premišljenem izboru risanke in spremljevalnih dejavnosti učenci tudi učijo. V prispevku je predstavljena raziskava o zastopanosti naravoslovnih tematik in naravoslovnih spodrsljajev (napak, ki so v nasprotju z realnostjo) v naboru risank, ki so trenutno aktualne med učenci. V okviru pedagoške raziskave smo v skupini tretješolcev zasledovali zaznavanje in odzive učencev na naravoslovne spodrsljaje v dveh izbranih risankah. Ob analizi risank smo ugotovili, da vsebujejo veliko naravoslovnih spodrsljajev, ki po vsebini zastopajo različne naravoslovne tematike. Raziskava je pokazala, da se učenci zavedajo, da so nekateri dogodki v risankah prikazani na nerealen način in o njih tudi kritično razmišljajo. Pri interpretaciji spodrsljajev si pomagajo s svojimi predstavami in pojmovanji, pri čemer potrebujejo tudi nekaj spodbude učitelja, saj za utemeljevanje posameznih spodrsljajev še nimajo usvojenega potrebnega znanja in terminologije. Pri pouku naravoslovja lahko prav naravoslovne spodrsljaje uporabimo kot izhodišče za eksperimentalno delo ali problemski pouk. V prispevku je predstavljen primer uporabe risanke v poučevanju naravoslovne tematike o snoveh, ki je opremljen s smernicami in izhodišči za aktivnosti v razredu.

Keywords

animirani film;

Data

Language: Slovenian
Year of publishing:
Typology: 1.06 - Published Scientific Conference Contribution (invited lecture)
Organization: UL PEF - Faculty of Education
UDC: 37.091.3:50
COBISS: 11408969 Link will open in a new window
Views: 801
Downloads: 151
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Animated movies and cartoons in teaching science topics
Secondary abstract: Children meet cartoons in their early childhood in their home environment and afterwards also in their school environment. Cartoons and animated movies in teaching process strongly motivates and evoke good learning processes through watching, discussing and active participation in accompanying classroom activities. In this contribution, the survey about the presence of science topics and science sli-ups (errors, in contrary with reality) in selected cartoons is presented. In the research, ten popular cartoons were included. In the pedagogical research among fifteen students of third year of primary school the students' perceptions and their responses on science slip-ups in two cartoons were followed. The analysis of cartoons revealed that they include many science slip-outs that can be classified into many science topics. Students are aware of many unreal scenes in the cartoons and they critically comment it. Students' interpretation are based on their experiences and prior knowledge. They often need teachers’ suggestions and guidance, since their prior knowledge and use of terminology does not allow for proper interpretation of science slip-ups. The science slip-ups can be included in science teaching as a launch for experimental activities or problem solving. An example of using cartoons in science teaching about substances and their properties is presented as well as the accompanying guidelines and proposals for preparation classroom activities through using cartoons.
Secondary keywords: science education;cartoons;film;teaching;naravoslovna vzgoja in izobraževanje;risanke;pouk;
File type: application/pdf
Type (COBISS): Other
Pages: Str. 1138-1150
ID: 9250744