magistrsko delo
Jana Beronja (Author), Verena Koch (Mentor), Francka Lovšin (Co-mentor)

Abstract

V magistrskem delu je podana opredelitev obrnjenega učenja, njegove oblike, prednosti in pomanjkljivosti. Za uspešno vključevanje obrnjenega učenja v vzgojno-izobraževalni proces je potrebno ustrezno znanje o uporabi informacijsko-komunikacijske tehnologije. Sodobno informacijsko-komunikacijsko tehnologijo mora znati pravilno uporabljati tako učitelj, ko snema videoposnetek in ga objavi na učencem dostopen način, kot tudi učenec, ki si mora za domačo nalogo ogledati videoposnetek. Ker obrnjeno učenje vključuje elemente behavioristične in konstruktivistične teorije poučevanja, v delu kratko predstavim tudi ti dve teoriji. Podani so predlogi, kako vpeljati obrnjeno učenje v vzgojno-izobraževalni proces. Ker vseh vsebin ni mogoče oziroma ni smiselno obravnavati z vpeljavo obrnjenega učenja, v magistrskem delu tudi podam predlog vsebin veljavnega učnega načrta za predmet gospodinjstva, ki bi jih bilo smiselno obravnavati s pomočjo obrnjenega učenja. Pri obrnjenem učenju se učiteljeva in učenčeva vloga pri pouku spremenita tako, da je v ospredju učenec, učitelj pa je učencu v oporo in pomoč. Poveča se interakcija med njima. Obrnjeno učenje je večinoma individualizirano, poleg tega ima zelo širok spekter različic, kar pomeni, da potek obrnjenega učenja ni točno določen, dovoljena so odstopanja, če se z njimi prilagodimo okoliščinam učenja. Obrnjeno učenje je primerno tudi za poučevanje učencev s posebnimi potrebami, saj uporaba informacijsko-komunikacijske tehnologije omogoča prilagoditve tako z vidika prilagajanja učnega tempa in okolja učencu kot vrsto drugih prilagoditev glede na specifične potrebe posameznih učencev. Raziskava, ki sem jo izvedla pri gospodinjstvu v šestem razredu, je predstavljena v empiričnem delu. Trajala je štirinajst dni, učenci pa so bili razdeljeni v kontrolno in eksperimentalno skupino. Preverila sem predznanje učencev, nato pa v eksperimentalni skupini izvedla pedagoški eksperiment (vedba obrnjenega učenja). Učenci so si tako morali doma ogledati videoposnetek. Ogledu videoposnetka doma so sledile aktivnosti v razredu. Čez štirinajst dni je sledilo preverjanje znanja s spletnim kvizom. V kontrolni skupini si učenci niso ogledali videoposnetka, vsebina jim je bila predstavljena frontalno, preverjanje pa je bilo izvedeno čez štirinajst dni po obravnavi nove snovi s spletnim kvizom. S pedagoškim eksperimentom sem želela ugotoviti, ali se med skupinama pojavljajo razlike v rezultatu na preizkusu znanja in v razumevanju težjih konceptov pri gospodinjstvu. Pri obrnjenem učenju se odgovornost za lastno učenje prenese na učenca, zato sem skušala tudi ugotoviti, ali so učenci eksperimetalne skupine bolj odgovorni in motivirani za učenje gospodinjstva in ali imajo pozitiven odnos do uporabe informacijsko-komunikacijske tehnologije in obrnjenega učenja. Zanimalo me je tudi, ali učenci menijo, da imajo zaradi obrnjenega učenja več dela doma in ali bi si želeli bazo vidoposnetkov na spletu. Ugotovila sem, da učenci, pri katerih uporabimo obrnjeno učenje, dosežejo boljši rezultat na preizkusu znanja in izkazujejo boljše razumevanje težjih konceptov. Dejstvo, da si morajo za domačo nalogo ogledati poučen videoposnetek, jih ne moti, prav tako so izrazili željo, da bi imeli bazo videoposnetkov na spletu, ki bi si jih lahko ogledali kadar koli bi želeli. Rezultati raziskave med skupinama niso pokazali razlik v odnosu učencev do učenja s pomočjo informacijsko-komunikacijske tehnologije in do obrnjenega učenja. Ravno tako rezultati niso pokazali razlik v odgovornosti do lastnega učenja. Med učenci, ki so obravnavali snov z obrnjenim učenjem, in tistimi, pri katerih je pouk potekal frontalno, ni bilo opaziti bistvenih razlik v pripravljenosti na učno uro gospodinjstva, kot tudi ne razlik v motiviranosti za učenje gospodinjstva. Na podlagi rezultatov lahko zaključim, da je obrnjeno učenje, ki se je izkazalo kot učinkovito z vidika pomnjenja znanja, omogoča pa tudi razumevanje težjih konceptov izbranih vsebin, zagotovo eden izmed sodobnih pristopov poučevanja izbranih vsebin gospodinjstva v prihodnosti.

Keywords

izobraževanje;informacijsko komunikacijska tehnologija;spletni kviz;odgovornost;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [J. Beronja]
UDC: 373.3:64(043.2)
COBISS: 11445321 Link will open in a new window
Views: 1240
Downloads: 176
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: Introducing the flipped learning in home economics instruction
Secondary abstract: This master's thesis deals with flipped learning, its types, advantages and disadvantages. Successful implementation of flipped learning in the educational process requires sufficient knowledge about information and communication technologies. Teachers must be able to use such modern technology when creating a video and publishing it for the pupils to see. The pupils must, in turn, be able to view it at home as part of their homework. Flipped learning involves the elements of behaviourist and constructivist theories of learning, which are also presented in this thesis in addition to our suggestions on how to introduce flipped learning in the educational process. However, not all educational topics can be explored through flipped learning. To this end, this master's thesis discusses which topics within the subject of home economics could be covered using this method. The roles of the teacher and the pupil in flipped learning change so that the focus is on the pupil while the teacher provides support and assistance, thus increasing their interaction. Flipped learning is usually individualised and comes in a number of varieties. This means that the learning process is not fixed and that it allows for certain adaptations to the circumstances of learning. It is also useful for teaching children with special needs because information and communication technologies can adapt the learning pace and environment and cater to specific needs of individual pupils. The empirical part of the master's thesis presents the research we conducted during home economics lessons in 6th grade. It spanned 14 days and involved two groups of pupils: a control group and an experimental group. The idea was to check their prior knowledge and perform a pedagogical experiment in the experimental group (practising flipped learning). The pupils were asked to watch a video at home and then participate in classroom activities. In 2 weeks they took an online quiz to check their knowledge. As for the pupils in the control group, they did not watch the video and listened to a frontal lecture. They also took an online quiz 2 weeks after learning about the new topic. The purpose of the experiment was to identify any differences between the two groups in terms of the results of the quiz and their understanding of more complex home economics concepts. Flipped learning means that the responsibility for learning falls on the pupil. We tried to determine whether the pupils in the experimental group were more responsible and motivated for learning home economics and whether their attitude towards information and information technologies as well as flipped learning was positive. Another point of interest was their opinion about the amount of homework due to flipped learning and if they would like to have a database of videos available on the internet. Our findings indicated that the pupils who participated in flipped learning performed better on the test and understood complex concepts more easily. They did not mind having to watch a video at home and said that they would like to access a database of videos online so they could watch them at any time. Moreover, the research results failed to show any differences between the two groups in terms of their attitude towards learning with information and communication technology and flipped learning. We also found no differences in the level of responsibility towards their own learning, the willingness to participate in home economics lessons or motivation for learning about the subject. To conclude, flipped learning proved to be effective in memorising new information and understanding more complex concepts. It is definitely one of the more useful modern approaches to teaching home economics.
Secondary keywords: primary education;home economics;osnovnošolski pouk;gospodinjstvo;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak.
Pages: 57 str.
ID: 9384963