magistrsko delo
Grega Šumrada (Avtor), Jerneja Pavlin (Mentor)

Povzetek

Šolska predmeta spoznavanje okolja ter naravoslovje in tehnika morata biti zasnovana tako, da so učenci pri pouku čim bolj aktivni in posledično spoznavajo svet, v katerem živijo. Učitelji so zelo pomembni pri oblikovanju pouka, saj morajo vedno znova učencem pripravljati ustvarjalne in zanimive naloge. Učitelj mora raziskati, katere metode dela se v določenih okoliščinah pri poučevanju izkažejo kot bolj primerne. Pogosto uporabljena učna metoda pri pouku spoznavanje okolja je metoda didaktične igre. To je igra z določeno nalogo in ciljem, pri kateri se učenec razvija in posledično vzgaja. Pri igranju didaktične igre učenec izraža svojo ustvarjalnost in samostojnost, prav tako pa lahko raziskuje različne teme, ki mu še niso toliko poznane. Didaktična igra učenca postavlja pred izziv, da tekmuje sam s seboj ali pa z drugimi. Naloga učitelja je, da didaktične igre kakovostno pripravi ali izbere, da bodo učenca pritegnile k igranju. Zaradi tega smo se odločili, da v okviru magistrskega dela pripravimo različne didaktične igre za učne vsebine vreme, zmesi, dan in noč ter voda pri pouku spoznavanja okolja v 2. razredu osnovne šole. Raziskati smo želeli, kakšno je znanje učencev o omenjenih temah pred igranjem didaktične igre in kakšno je znanje učencev po končani didaktični igri. Zanimalo nas je tudi mnenje učencev o igranih didaktičnih igrah in mnenje učitelja o tem, ali je oblikovana didaktična igra učno primerna metoda za poučevanje spoznavanja okolja v 2. razredu osnovne šole. V raziskavi je sodelovalo 27 učencev 2. razreda izbrane podeželske osnovne šole. Za pridobivanje podatkov smo uporabili tri instrumente, in sicer preizkus znanja (t. i. pred- in po-test), vprašalnik za učence in opazovalni list učitelja. Pred izvedbo didaktičnih iger v razredu smo za zbiranje podatkov uporabili pred-test (preizkus znanja), s katerim smo ugotovili, kolikšno je predznanje učencev o tematikah vreme, dan in noč, zmesi in voda. Zasnovali in izdelali smo štiri didaktične igre, ki so jih učenci odigrali pri posameznih učnih vsebinah. Po končani didaktični igri je sledilo reševanje po-testa, ki je bil enak pred-testu, in izpolnjevanje vprašalnika za učence. Učitelj je po končanih didaktičnih igrah izpolnil opazovalni list. Učenci so ovrednotili trditve o učnih vsebinah dan in noč, vreme, voda in zmesi na tristopenjski lestvici, učitelj pa je tudi na tristopenjski lestvici označil, kako so se učenci odzivali pri igranju didaktičnih iger in navedel opombe. V magistrskem delu smo zastavili dve raziskovalni vprašanji, in sicer: 1) kakšen je napredek učencev v znanju po uporabi didaktičnih iger pri učnih vsebinah vreme, zmesi, dan in noč ter voda; 2) kakšna so mnenja učencev in učitelja o didaktičnih igrah za učne vsebine dan in noč, vreme, voda in zmesi. Izsledki raziskave kažejo, da so didaktične igre pri učnih vsebinah vreme, zmesi, dan in noč ter voda pripomogle k boljšemu razumevanju pojmov in poglabljanju znanja pri učencih. Učenci so bili med igranjem didaktične igre in reševanjem preizkusov znanja motivirani in aktivni, kar se odraža tudi pri dosežkih na preizkusih znanja. Učenci so rešili po-test bolje kot pred-test. Zaradi majhnega vzorca izsledkov raziskave ne moremo posplošiti na osnovno množico, vseeno pa lahko izpeljemo nekatere smernice, ki bodo pripomogle k načrtovanju nadaljnjih raziskav, in sicer z namenom ugotavljanja, ali učenci preko didaktičnih iger poglabljajo znanje na različnih taksonomskih ravneh in v kolikšni meri se ob tem razvijajo naravoslovne in socialno-čustvene kompetence.

Ključne besede

dan in noč;vreme;voda;zmesi;učne vsebine;spoznavanje okolja;2. razred;stališča učencev;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [G. Šumrada]
UDK: 373.32.016:50(043.2)
COBISS: 12454729 Povezava se bo odprla v novem oknu
Št. ogledov: 915
Št. prenosov: 66
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: Didactic games for learning contents of day and night, weather, water, and compounds in second grade of elementary school
Sekundarni povzetek: School subjects Environmental studies and Science and technology have to be structured in a way that students can be as active as possible during classes and consequently learn about the world they live in. Teachers play a very important role in lesson planning because they have to prepare creative and interesting tasks for students. In addition, teachers have to identify which teaching methods are the most appropriate in a certain situation. One of the frequently used methods in lessons of Environmental studies is a didactic game. The didactic game consists of a certain task and a goal, which enables students to grow and develop mentally. When playing didactic games, students express their creativity and independence as well as explore new topics. Didactic games challenge students to compete with themselves or with others. Teachers have the responsibility of preparing or choosing quality didactic games so that students want to play them. On the basis of the research and as part of this MA thesis, different didactic games have been prepared for learning contents of day and night, weather, water and compounds for lessons of Environmental studies in 2nd grade of elementary school. The aim was to explore the students’ knowledge about aforementioned topics before playing the didactic games and to re-examine their understanding after playing. It was also important to determine the students’ opinion about the didactic games they played and the teacher’s opinion about whether the designed didactic games are appropriate for teaching Environmental studies in 2nd grade of elementary school. There were 27 second-grade students from a chosen countryside school that participated in the research. Three data collection instruments were used in the research: the so-called pre- and post-test, questionnaire for students and observation sheet for the teacher. Before playing didactic games in class, the students took a pre-test for the purpose of collecting information about the students’ prior knowledge on the topics of weather, day and night, compounds and water. Four didactic games were designed for the students to play, each representing one learning content. After every game, the students took a post-test that was the same as the pre-test, and filled in the questionnaires. The teacher filled in the observation sheets. The students evaluated statements about learning contents of day and night, weather, water and compounds on a three-level scale. Similarly, the teacher marked on a three-level scale the students’ reactions when playing didactic games and added some comments. Two research questions in this thesis were set: 1) how students improved their knowledge after playing didactic games for learning contents of weather, compounds, day and night, and water; and 2) what is the students’ and the teacher’s opinion about didactic games for learning contents of day and night, weather, water and compounds,. The research findings show that didactic games for learning contents of weather, compounds, day and night, and water helped achieve a better understanding of different concepts and expanded the students’ knowledge. When playing didactic games and taking the tests, the students were active and motivated, which is reflected in their final test results. The students were better at taking the post-test than the pre-test. As the sample is too small, the findings cannot be generalized, but it is possible to draw some conclusions that can encourage the planning of further research with the aim to discover whether playing didactic games helps students broaden their knowledge on different taxonomy levels and to what extent it develops science and social-emotional competencies.
Sekundarne ključne besede: primary education;educational game;science education;osnovnošolski pouk;didaktična igra;naravoslovna vzgoja in izobraževanje;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Strani: XII, 107 str.
ID: 11152942