magistrsko delo
Povzetek
Sodelovanje je pomemben dejavnik v procesu razvoja potencialov pri otrocih. Upoštevanje in
spodbujanje interakcije med učenci v procesu učenja je temelj, na katerem so se razvile različne
strukture sodelovalnega učenja. Temeljna načela sodelovalnega učenja izhajajo iz Piagetove
razvojne teorije, ki je uveljavila konstruktivistični pristop, znanstvenih ugotovitev Vigotskega
o vplivu socialnih dejavnikov na razvoj višjih mentalnih funkcij ter motivacijske teorije
sodelovanja Martina Deutscha. Sodelovalno učenje se v praksi odraža kot uporaba različnih
oblik in metod dela pri reševanju problemov, usvajanju novih učnih vsebin ter učenju v
najširšem pomenu besede. Ključno vlogo pri tem ima socialna interakcija, ki poteka med učenci
znotraj sodelovalne skupine, v kateri so učenci ves čas aktivni. Večina empiričnih raziskav na
področju sodelovalnega učenja dokazuje pozitiven vpliv sodelovalnega učenja na učnem in
socialnem področju. Pomembno vlogo pri vzpostavljanju sodelovalnih učnih situacij v razredu
ima učitelj, ki s ciljem spodbujanja sodelovalnega učenja deluje kot svetovalec in strokovnjak
za spodbujanje učinkovitega delovanja skupine. Za dosego ciljev sodelovalnega učenja mora
pri načrtovanju pouka upoštevati osnovna načela omenjene oblike učenja: delo v manjših
skupinah, pozitivna soodvisnost članov skupine, odgovornost posameznika, uporaba ustreznih
sodelovalnih veščin za delo v skupini, ustrezna struktura nalog in analiza procesov v skupini.
Pri uvajanju sodelovalnega učenja v pouk mora učitelj učence naučiti uporabe različnih
sodelovalnih struktur, namenjenih utrjevanju znanja, razvoju pojmov in sodelovalnim
projektom. V empiričnem delu magistrskega dela, ki temelji na kvantitativnem raziskovalnem
pristopu, smo z uporabo spletnega anketnega vprašalnika raziskali, kakšno znanje imajo učitelji
razrednega pouka o sodelovalnem učenju, kako kompetentni se počutijo za vpeljevanje te
oblike učenja v pouk, kakšne izkušnje imajo z organizacijo in izvajanjem pouka v sodelovalnih
skupinah pred epidemijo COVIDA-19 in v času poučevanja na daljavo, ter kakšna so njihova
stališča do omenjene oblike učenja bodisi pri svojem lastnem učenju bodisi pri poučevanju
učencev. Raziskava je temeljila na namenskem, neslučajnostnem vzorčenju, vzorec pa je
vključeval 112 učiteljev razrednega pouka iz celotne Slovenije. Z raziskavo smo ugotovili, da
so učitelji razrednega pouka po večini seznanjeni s sodelovalnim učenjem, vendar je njihovo
poznavanje načel in struktur sodelovalnega učenja pomanjkljivo. Večina izmed njih je mnenja,
da so dovolj strokovno usposobljeni za vpeljevanje sodelovalnega učenja v pouk, vendar
potrebujejo več lastnih praktičnih izkušenj na tem področju. Prednosti, ki jih učitelji opažajo
pri vpeljevanju sodelovalnega učenja, so: sodelovanje med učenci, učenje od sovrstnikov, boljši
medsebojni odnosi in razredna klima, medsebojna pomoč, urjenje socialnih veščin, večja
motivacija za učenje, večja aktivnost učencev, spoštovanje drugih in drugačnih mnenj, večja
odgovornost do skupine in naloge, boljše pomnjenje, komunikacija in kritično razmišljanje,
večja strpnost, samostojnost pri učenju in kvalitetnejše znanje. Pri vpeljevanju sodelovalnega
učenja v pouk učitelje najbolj ovira čas, ki ga morajo nameniti natančni pripravi učnih ur
sodelovalnega učenja, urjenju sodelovalnih veščin in podajanju navodil učencem. Težave vidijo
v tem, da sodelovalno učenje zahteva zelo veliko učiteljevega truda in priprave, da so nekateri
učenci pri delu v sodelovalnih skupinah neaktivni in da nekateri učenci prelagajo odgovornost
na druge člane skupine. Kar dve tretjini učiteljev je bilo mnenja, da je pouk na daljavo vplival
na vpeljevanje sodelovalnega učenja v poučevanje. Vzrok za to so učitelji pripisovali
pomanjkanju znanja IKT pri učencih, nesamostojnosti mlajših učencev pri uporabi tehnologije, veliki zmedi zaradi organizacije pouka na daljavo, premalo časa in slabšemu nadzoru nad
učenci. Rezultati so pokazali, da imajo anketirani učitelji razrednega pouka sicer pozitivna
stališča glede vpliva sodelovalnega učenja na učence, vendar nimajo pozitivnih stališč glede
priprav, ki jih sodelovalno učenje zahteva od njih. Statistično pomembne pozitivne korelacije
se pojavljajo samo med pogostostjo organiziranja dela učencev v sodelovalnih skupinah pri
poučevanju in stališčem, da ko učenci delajo v sodelovalnih skupinah, se učijo večje strpnosti
do drugih ali drugačnih idej in stališčem, da učenje v sodelovalnih skupinah izboljšuje
medsebojne odnose v razredu. Statistično pomembne pozitivne korelacije se pojavljajo tudi
med pogostostjo uvajanja/vključevanja sodelovalnega učenja učencev pri posameznih etapah
učnega procesa in stališčem, da delo v sodelovalnih skupinah prispeva k boljšim učnim
dosežkom učencev kot pa individualno učenje. Statistično pomembne negativne korelacije se
pojavljajo med pogostostjo vključevanja sodelovalnega učenja v pouk glede na učni predmet in
stališčem, da pri sodelovalnem učenju lahko učenci jemljejo šolsko delo premalo resno ter med
pogostostjo organiziranja dela učencev v sodelovalnih skupinah pri poučevanju ter stališčem,
da učenje v sodelovalnih skupinah vodi le v prepire in slabo voljo učencev. Z raziskavo smo
želeli učitelje ozaveščati o pomembnosti sodelovalnega učenja, jih motivirati za vpeljevanje
sodelovalnega učenja v pouk in prispevati k njihovemu profesionalnemu razvoju na tem
področju.
Ključne besede
vrstniško sodelovanje;pouk na daljavo;sodelovalna klima;socialna interakcija;sodelovalno učenje;
Podatki
Jezik: |
Slovenski jezik |
Leto izida: |
2022 |
Tipologija: |
2.09 - Magistrsko delo |
Organizacija: |
UL PEF - Pedagoška fakulteta |
Založnik: |
[H. Drobnič] |
UDK: |
37.018.43-048.87(043.2) |
COBISS: |
121923331
|
Št. ogledov: |
0 |
Št. prenosov: |
0 |
Ocena: |
0 (0 glasov) |
Metapodatki: |
|
Ostali podatki
Sekundarni jezik: |
Angleški jezik |
Sekundarni naslov: |
Primary school teachers' views and experiences of collaborative student learning |
Sekundarni povzetek: |
Cooperation is an important factor in developing potentials in children. Taking account of and
encouraging interaction between pupils in the process of learning is the basis on which various
structures of cooperative learning have taken shape. The basic principles of cooperative
learning are derived from Piaget’s developmental theory, which established a constructivist
approach, Vigotski’s scientific findings on the impact of social factors on the development of
higher mental functions and Martin Deutsch’s theory of cooperation and competition. In
practice, cooperative learning is reflected in the application of different forms and methods of
work to solve problems, assimilate new teaching content and learn in the broadest sense of the
word. Social interaction between pupils in a cooperative group where they are being active all
the time plays a crucial role here. Most of empirical research on cooperative learning proves a
positive impact of cooperative learning on learning and socialisation. An important role in
establishing cooperative learning situations is played by the teacher, who acts as an advisor and
expert in encouraging effective functioning of the group with the aim of promoting cooperative
learning. To achieve the goals of cooperative learning the basic principles of this form of
learning have to be taken into account when planning the lessons: working in small groups,
positive co-dependency of group members, individual’s responsibility, applying adequate
cooperative skills for group work, adequate task structure and analysis of group processes.
When introducing cooperative learning to classes the teacher has to teach the pupils how to use
various cooperative structures aimed at consolidating knowledge, advancing the understanding
of concepts and at cooperative projects. In the empirical part of the master’s thesis based on
quantitative research approach, we used an online survey to see what kind of knowledge class
teachers possess about cooperative learning, how competent they feel to introduce this form of
learning in lessons, what their experience is with organising and holding class in cooperative
groups before the COVID-19 epidemic and during remote teaching and what their attitudes are
regarding this form of learning when it comes to both their own learning process and teaching
pupils. The survey was based on intentional, non-incidental sampling and the sample consisted
of 112 class teachers from all over Slovenia. The survey showed that while class teachers are
mostly acquainted with cooperative learning, their familiarity with its principles and structures
is deficient. Most of them believe they are professionally qualified to introduce cooperative
learning to class, but need more practical experience in this field. The teachers observe the
following advantages of applying cooperative learning: cooperation among pupils, learning
from peers, improved interpersonal relationships and overall atmosphere in the class, pupils
helping one another, refining of the pupils’ social skills, increased motivation for learning, more
active pupils, respect for the opinions of others and opinions that are different, greater sense of
responsibility towards the group and the task at hand, better memory retention, communication
and critical thinking, greater tolerance, independence in learning and better quality of
knowledge. When it comes to integrating cooperative learning in classes, teachers feel most
impeded in terms of the time they have to devote to thoroughly prepare cooperative learning
lessons, perfect cooperative skills and instruct pupils. The main issues they observe is that
cooperative learning requires a lot of effort and preparation from teachers, that some pupils
don’t actively engage in work in cooperative groups, and that some pupils shift responsibility
on other group members. Two thirds of teachers believed that remote teaching affected the
introduction of cooperative learning to teaching. The teachers attributed this to the pupils’
inadequate ICT skills, lack of independence amongst younger pupils in using technology, great
confusion due to the organisation of remote teaching, insufficient time and inferior ability to supervise pupils. The results showed that the class teachers surveyed have positive opinions
regarding the impact of cooperative learning on pupils, which, however, cannot be said about
their opinions on the level of preparation required from them for this type of learning.
Statistically significant positive correlations only appear between the frequency of organising
the pupils’ work in cooperative groups in the course of teaching and the opinion that, while
working in cooperative groups, pupils are learning to be more tolerant of others and different
ideas, and the opinion that learning in cooperative groups improves interpersonal relationships
in the class. Statistically significant positive correlations are also evident between the frequency
of introducing/including cooperative learning of pupils within individual stages of the learning
process and the opinion that work in cooperative groups contributes to better learning
achievements of pupils than individual learning. Statistically significant negative correlations
appear between the frequency of including cooperative learning in classes by subject and the
opinion that pupils may not take schoolwork seriously enough during cooperative learning, and
between the frequency of organising the pupils’ work in cooperative groups in the course of
teaching and the opinion that learning in cooperative groups only leads to quarrels and bad
mood amongst pupils. The aim of our survey was to raise teachers’ awareness of the importance
of cooperative learning, motivate teachers to introduce cooperative learning to class and
contribute to their professional development in this area. |
Sekundarne ključne besede: |
Osnovnošolsko učenje in poučevanje;Osnovnošolski učitelji;Učenci;Vrstniško poučevanje;Izobraževanje na daljavo;Univerzitetna in visokošolska dela; |
Vrsta datoteke: |
application/pdf |
Vrsta dela (COBISS): |
Magistrsko delo/naloga |
Komentar na gradivo: |
Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji |
Strani: |
86 f. |
ID: |
16524647 |