magistrsko delo
Nadja Cverle (Avtor), Helena Smrtnik Vitulić (Mentor)

Povzetek

Učenci v šoli vsakodnevno doživljajo in izražajo tako prijetna kot neprijetna čustva, med zadnje pa spadata tudi strah in žalost, ki smo ju v magistrskem delu podrobneje proučili. V empiričnem delu magistrskega dela smo se osredinili na raziskavo o doživljanju in izražanju strahu in žalosti pri učencih od 1. do 5. razreda osnovne šole. Vanjo je bilo vključenih 114 učencev, ki so obiskovali več kot 70 različnih slovenskih osnovnih šol. Na podlagi opazovalne sheme (Smrtnik Vitulić in Prosen, 2016) smo cel šolski dan opazovali izbranega učenca. Pri tem smo beležili njegova čustva ter situacije, v katerih je doživljal in izražal čustva, načine besednega odzivanja na čustva in odzive učiteljev ter sošolcev na čustva učenca. Z namenom poglobitve naše raziskave smo z 12 učenci 4. in 5. razreda izvedli tudi intervju o doživljanju in izražanju strahu in žalosti v šoli. Učence smo v intervjuju spraševali o situacijah, v katerih so v šoli doživljali strah/žalost, o njihovem doživljanju in razmišljanju ob strahu/žalosti, intenzivnosti doživljanja strahu/žalosti in odzivih učiteljev ter sošolcev na njihov strah in njihovo žalost. Rezultati opazovanja in intervjuja so pokazali, da sta strah in žalost v učencih sprožila različne situacije. Najpogostejši razlog za doživljanje in izražanje strahu pri učencih je bilo ocenjevanje, najpogostejši razlog za doživljanje in izražanje žalosti pri učencih pa graja učitelja (a le pri opazovanju čustev). Glede na rezultate opazovanja in intervjuja smo ugotovili, da so se učitelji in sošolci na strah/žalost učencev različno besedno in nebesedno odzvali, nekoliko bolj raznolike načine odzivanja učiteljev in sošolcev pa smo dobili z uporabo opazovanja. Rezultati intervjuja so pokazali, da je večina učencev doživljanje strahu jasno opisala, doživljanja žalosti pa večina ni znala ubesediti. Glede na rezultate intervjuja so učenci ob doživljanju in izražanju strahu/žalosti različno razmišljali in ju tudi različno intenzivno doživljali: strah srednje intenzivno, žalost pa intenzivno. Rezultati opazovanja so pokazali, da so učenci žalost dvakrat pogosteje doživljali in izražali kot strah. Rezultati omogočajo boljše razumevanje doživljanja in izražanja neprijetnih čustev strahu in žalosti pri učencih od 1. do 5. razreda osnovne šole in učiteljem ter drugim strokovnim delavcem osnovnih šol lahko pomagajo pri delu z njimi.

Ključne besede

čustva v šoli;strah;žalost;doživljanje;izražanje;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [N. Cverle]
UDK: 373.3:159.942(043.2)
COBISS: 82131715 Povezava se bo odprla v novem oknu
Št. ogledov: 157
Št. prenosov: 16
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: Experiencing and expressing fear and sadness in students in the first and second learning triads of elementary school
Sekundarni povzetek: Pupils at school experience and express both pleasant and unpleasant emotions on a daily basis, and the latter also include fear and sadness, which we studied in more detail in the master's thesis. In the empirical part of the master's thesis, we focused on research on the experience and expression of fear and sadness in students from 1st to 5th grade of primary school. It included 114 students from more than 70 different Slovenian primary schools. Based on the observation scheme (Smrtnik Vitulić and Prosen, 2016), we observed the selected student throughout the school day. In doing so, we recorded their emotions and the situations in which they experienced and expressed emotions, ways of verbally responding to emotions, and the responses of teachers and classmates to a student’s emotions. In order to deepen our research, we also conducted an interview with twelve 4th and 5th grade students about experiencing and expressing fear and sadness at school. In the interview, students were asked about the situations in which they experienced fear or sadness at school, about their experience and opinion about fear or sadness, the intensity of experiencing fear or sadness and the reactions of teachers and classmates to their fear and their sadness. The results of the observation and interview showed that fear and sadness were triggered in the students by different situations. The most common reason for experiencing and expressing fear in students was assessment, and the most common reason for experiencing and expressing sadness in students was when they were scolded by the teacher (but only when observing emotions). Based on the results of the observation and interview, we found out that teachers and classmates responded differently to the fear or sadness of students both verbally and non-verbally; however, when we used the observation method, we observed even more diverse responses from teachers and classmates. The results of the interview showed that most of the students clearly described the experience of fear, and most of them did not know how to articulate the experience of sadness. According to the results of the interview, when experiencing and expressing fear or sadness, the students thought differently and experienced it differently: fear moderately intense, and sadness intensely. The results of the observation showed that students experienced and expressed sadness twice as often as fear. The results provide a better understanding of the experience and expression of unpleasant feelings of fear and sadness in students in grades from 1st to 5th grade of primary school and help teachers and other primary school professionals address these emotions in children.
Sekundarne ključne besede: pupil;affective education;primary school;učenec;čustvena vzgoja;osnovna šola;
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: 75 str.
ID: 13570645