diplomsko delo
Mojca Horvat (Avtor), Martin Kramar (Mentor)

Povzetek

Namen diplomskega dela je raziskati vlogo zmot in napak pri pouku ter poiskati najprimernejše načine popravljanja le-teh. Ugotovitve so prikazane v teoretičnem delu. Namen empiričnega dela diplomskega dela je raziskati, kaj o napakah menijo učenci in dijaki, kakšne so njihove izkušnje v zvezi s popravljanjem napak in kaj bi želeli spremeniti. V ta namen je sestavljen vprašalnik, ki ga je rešilo 109 učencev in dijakov. Analiza rezultatov vprašalnika je pokazala, da učenci in dijaki menijo, da se iz napak učimo in da jih je treba sproti popravljati. Ob tem menijo, da se odziv na napake razlikuje glede na okoliščine in šolski predmet, pri katerem se napaka pojavi. Z odzivi na napake imajo anketiranci precej slabe izkušnje in si želijo, da se učitelj ob pojavu napake ne bi razburjal in sošolci ne norčevali. Ob tem si želijo, da bi odkrivanju in popravljanju napak namenili več pozornosti. Razvidno je torej, da se tudi učenci in dijaki zavedajo, kako pomemben je pravilen odnos in pristop k napakam. Prav zato bi morali učitelji paziti, da se ob pojavu napak iz učencev ne norčujejo, in neprestano iskati nove načine popravljanja zmot in napak.

Ključne besede

pedagogika;zmota;napaka;sumativno preverjanje znanja;formativno preverjanje znanja;refleksija;diplomska dela;

Podatki

Jezik: Slovenski jezik
Leto izida:
Izvor: Maribor
Tipologija: 2.11 - Diplomsko delo
Organizacija: UM FF - Filozofska fakulteta
Založnik: [M. Horvat]
UDK: 37.091.279.7(043.2):159.9
COBISS: 17799688 Povezava se bo odprla v novem oknu
Št. ogledov: 2161
Št. prenosov: 192
Ocena: 0 (0 glasov)
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Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Errors and mistakes - attitudes toward them and their correction
Sekundarni povzetek: The main aim of the diploma paper was to research the role of errors and mistakes in school and to find the most appropriate ways to correct them. The findings were presented in the theoretical part of the diploma paper. The aim of the empirical part was to research what pupils and students think about making mistakes, what kind of experience they have had with error correction and what they would like to change. For this purpose a questionnaire was composed and was distributed among 109 pupils and students. The results have shown that pupils and students think that we learn from our mistakes and that we should correct them the moment they occur. Moreover, they believe that reactions to mistakes differ according to the situation and subject. They have quite negative experience with reactions to mistakes and they wish teachers would not get upset and classmates would not make fun of them. Moreover, they wish they could devote more attention to finding and correcting mistakes. It is obvious that pupils and students are really conscious of how important an appropriate attitude toward mistakes is. Therefore, teachers should be more careful not to make fun of those who make mistakes, and should, continually, look for new ways of correcting errors and mistakes.
Sekundarne ključne besede: error;mistake;summative assessment;formative assessment;reflection;
URN: URN:SI:UM:
Vrsta dela (COBISS): Diplomsko delo
Komentar na gradivo: Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Strani: 76 f., [5] f. pril.
Ključne besede (UDK): social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;organization of instruction;philosophy;psychology;filozofija;psihologija;psychology;psihologija;
ID: 18723