magistrsko delo
Ana Rubhof (Avtor), Helena Smrtnik Vitulić (Mentor)

Povzetek

Učenci v šoli vsakodnevno doživljajo in izražajo različna čustva, med njimi je tudi veselje. Pogosto doživljanje in izražanje veselja pri učencih nakazuje, da v šolskem kontekstu prevladuje pozitivna klima in prijetni medosebni odnosi. Zato je pomembno, da pri učencih prepoznamo njihovo veselje in se nanj učinkovito odzovemo. V empiričnem delu magistrskega dela smo se osredotočili na izražanje veselja pri učencih od 1. do 5. razreda. Izvedli smo raziskavo, v kateri je sodelovalo 114 učencev od 1. do 5. razreda, ki so prihajali iz približno 70 osnovnih šol po Sloveniji. Z vnaprej pripravljeno opazovalno shemo smo v času pouka (približno pet šolskih ur) opazovali, v katerih situacijah izražajo veselje, na kakšne načine ga izražajo, kako intenzivno je to veselje in kako se na veselje učencev odzivajo njihovi sošolci in učitelji. Z dvanajstimi učenci (polovica deklet in polovica fantov), ki so obiskovali 4. in 5. razred, smo izvedli intervju o njihovem veselju v šoli. Rezultati opazovanja (opazovalna shema) in samoporočanja (intervju) so pokazali, da so veselje v učencih vzbudile različne situacije, med katerimi so bile najpogostejše tiste, ki so bile povezane z vključenostjo učenca v prijetno aktivnost ali napovedjo prijetne aktivnosti in z uspehom učenca ali s pričakovanjem uspeha. Rezultati opazovanja in samoporočanja kažejo na to, da učenci veselje izražajo z besednimi (npr. lastna hvala) in nebesednimi odzivi (npr. obrazne spremembe). Rezultati opazovanja in samoporočanja so se v opisih besednih in nebesednih odzivov učencev na veselje razmeroma ujemali, razlike med izbranima načinoma pridobivanja podatkov pa so se pokazale pri ocenah intenzivnosti veselja: učenci so ga zase ocenili kot bolj intenzivnega v primerjavi z opazovalci, ki so intenzivnost veselja ocenjevali pri učencih v razredu. Rezultati opazovanja in samoporočanja so pokazali, da so se sošolci na veselje učenca najpogosteje odzvali z enakim čustvom (veseljem) in z (na)smehom. Iz samoporočanja učencev je bilo razvidno, da so se učitelji na njihovo veselje pogosteje nebesedno odzivali, medtem ko so rezultati opazovanja pokazali, da so se učitelji na veselje učencev pogosteje odzvali besedno. Dobljeni rezultati nam omogočajo boljše razumevanje izražanja veselja pri učencih od 1. do 5. razreda in so učiteljem razrednega pouka lahko v pomoč pri njihovem delu s čustvi učencev, med katerimi je tudi veselje.

Ključne besede

čustva;izražanje čustev;opazovanje;učenci;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [A. Rubhof]
UDK: 159.942.3(043.2)
COBISS: 22781699 Povezava se bo odprla v novem oknu
Št. ogledov: 321
Št. prenosov: 43
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: Students expressing joy in the first and second educational triads of primary school
Sekundarni povzetek: Students experience and express different kinds of emotions in school everyday. One of these emotions is joy. When students experience and express joy, this often means that a positive atmosphere and pleasant interpersonal relations are prevailing in the school context. It is, therefore, important that we recognize joy in students and react accordingly. The empirical part of the master’s thesis focuses on the expression of joy in students from the 1. to the 5. grade. 114 students attending approximately 70 different primary schools in Slovenia from the 1. to the 5. grade participated in the conducted research. Based on a pre-formatted observation scheme, students were observed during class (for approximately 5 school hours) in situations, where they express joy, with emphasis on ways of expressing joy, the intensity of the emotion and the reactions of classmates and teachers to the joy of a student. An interview was conducted with twelve students (half girls and half boys) that attend the 4. and the 5. grade about their experience of joy in school. The observation (observation scheme) and self-reporting (interview) results showed that different situations aroused joy in students. The most frequent situations were those, where students were involved in a pleasant activity or a pleasant activity was announced; and those connected to the student’s success or the expectation of success. The observation and self-reporting results show that students express joy verbally (e.g. self-praise) and non-verbally (e.g. facial expressions). The observation and self-reporting results mostly matched in the descriptions of students’ verbal and non-verbal feedback. The differences between both ways of obtaining data were noticeable in the evaluation of the intensity of joy: students evaluated joy as more intense in comparison to the observers, who evaluated it in class. The observation and self-reporting results showed that schoolmates reacted to the joy of a student with the same emotion (joy) and with smiling/laughing. The students’ self-reports showed that teachers reacted to joy mostly non-verbally, while the observation results showed that teachers reacted to students’ joy mostly verbally. The obtained results enable a better understanding of the expression of joy in students from the 1. to the 5. grade. They can be of help to teachers when working with students’ emotions, especially with joy.
Sekundarne ključne besede: joy;pupil;veselje;učenec;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji z angleščino
Strani: 79 str.
ID: 11904204