magistrsko delo
Urška Jerovšek (Avtor), Simona Prosen (Mentor), Vesna Geršak (Komentor)

Povzetek

Ustvarjalni gib je dejaven način učenja, pri katerem pride v ospredje povezanost kognitivnega in telesnega razvoja posameznika. V magistrskem delu smo raziskovali povezavo med izvajanjem učnih ur z metodo ustvarjalnega giba in znanjem učencev iz geometrije, ki so na predoperativni stopnji razvoja kognicije, na operativni stopnji kognitivnega razvoja ali prehodu med stopnjama. Najprej smo v teoretičnem delu predstavili Piagetovo teorijo in stopnje kognitivnega razvoja otroka ter Piagetove naloge za ugotavljanje stopnje kognitivnega razvoja. Velik poudarek smo namenili povezavi gibanja in učenja ter gibanja in kognicije. Teoretični del smo zaključili s predstavitvijo značilnosti ustvarjalnega giba pri pouku in z ugotovitvami raziskav na področju gibanja in kognitivnega razvoja. Podatke za empirični del smo pridobili v projektu Pomen ustvarjalnega giba za različna področja razvoja pri učencih razredne stopnje. Predstavljen je tisti del, ki se nanaša na kognitivno področje. Največji poudarek smo namenili morebitnim razlikam v znanju iz geometrije (področja: geometrijski liki in telesa, črte in točke, simetrija) med učenci na predoperativni stopnji kognitivnega razvoja, med učenci na prehodu med stopnjama in učenci na operativni stopnji kognitivnega razvoja po uporabi ustvarjalnega giba pri pouku. V raziskavo so bili vključeni trije razredi drugošolcev (N = 68) iz osnovnih šol v Ljubljani in okolici. Podatke o stopnji kognitivnega razvoja smo pridobili s pomočjo odgovorov učencev na štiri Piagetove naloge. Podatke o znanju geometrije smo pridobili s preizkusom znanja iz geometrije. Rezultati so pokazali, da je 13,2 % drugošolcev še na predoperativni stopnji kognitivnega razvoja, 25 % drugošolcev je na prehodu med stopnjama in kar 61,8 % drugošolcev na operativni stopnji razvoja kognicije. Statistično pomembne razlike v znanju iz geometrije glede na povprečno oceno so med učenci na operativni stopnji razvoja kognicije in učenci predoperativne stopnje ter med učenci operativne stopnje razvoja kognicije in učenci na prehodu med stopnjama, obakrat v korist operativne stopnje. Ugotovili smo, da so na vseh treh geometrijskih področjih pri določenih nalogah na preizkusu znanja iz geometrije statistično pomembne razlike v znanju učencev na operativni stopnji in učencev na predoperativni stopnji kognitivnega razvoja, druge razlike med skupinami niso pomembne. Na vseh treh področjih so učenci na operativni stopnji dosegli boljši rezultat kot učenci na predoperativni stopnji kognitivnega razvoja. Mere razpršenosti pa so pokazale, da so si glede na povprečne dosežene točke in ocene na preizkusu znanja med seboj najbolj različni učenci na prehodu med stopnjama.

Ključne besede

ustvarjalni gib;Piagetova teorija kognitivnega razvoja;predoperativna stopnja;operativna stopnja;geometrija;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [U. Jerovšek]
UDK: 159.955:796(043.2)
COBISS: 12051273 Povezava se bo odprla v novem oknu
Št. ogledov: 537
Št. prenosov: 163
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Integrating creative movement in the classroom and its connection to children’s cognition
Sekundarni povzetek: The creative move is an active method of learning where the connection of cognitive and physical development of an individual comes to the fore. In the master’s thesis, we researched the connection between exercising lessons with the method of the creative move and the geometry knowledge of the students who are on the preoperational level of the development of cognition, on the operational level of the cognitive development, or in the transition between the levels. Firstly, in the theoretical part, we presented Piaget’s theory and the levels of the cognitive development of a child, and Piaget’s tasks for ascertaining the level of the cognitive development. A great emphasis was put on the connection between moving and learning, and moving and cognition. We concluded the theoretical part with the presentation of the characteristics of the creative move in lessons and with the ascertainments of research in the field of movement and the cognitive development. We acquired data for the empirical part in the project The Significance of the Creative Move for Various Fields of Development in Students of the Primary School. The part which relates to the cognitive field was presented. The greatest emphasis was put on the possible differences in the geometry knowledge (fields: geometric shapes and bodies, lines and points, and symmetry) among the students on the preoperational level of the cognitive development, among the students in the transition between the levels, and the students on the operational level of the cognitive development after the use of the creative move during the lessons. Three classes of the second year students (N = 68) of the elementary schools in Ljubljana and the surroundings were included in the research. The data on the level of the cognitive development was acquired by means of replies of the students to four Piaget’s tasks. The data on the geometry knowledge was acquired by the test of knowledge in geometry. The results showed that 13.2% of the second year students are still on the preoperational level of the cognitive development. 25% of the second year students are in the transition between the levels, and as much as 61.8% of the second year students are on the operational level of the development of the cognition. There are statistically significant differences in the geometry knowledge with regards to the average grade between the students on the operational level of the development of cognition and the students on the preoperational level, and between the students of the operational level of the development of cognition and the students in the transition between the levels – both times in favor of the operational level. We ascertained that on all the three geometrical levels, there are statistically significant differences in the knowledge of the students on the operational level and the students on the preoperational level of the cognitive development in certain tasks in the examination. Other differences among the groups are not significant. In all the three levels, the students on the operational level achieved a better result as the students on the preoperational level of the cognitive development. However, measures of variability showed that the most divergent to each other (with regards to the achieved points on the average and with regards to the grades in the examination) are the students in the transition between the levels.
Sekundarne ključne besede: cognition;thinking;kognicija;mišljenje;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Strani: 105 str.
ID: 10944852