magistrsko delo
Špela Sever (Avtor), Janez Jamšek (Mentor)

Povzetek

V magistrskem delu je obravnavana učna diferenciacija pri pouku tehnike v okviru osnovnošolskega izobraževanja. Diferenciacija je v literaturi opredeljena kot spreminjanje in prilagajanje poučevanja vsebine, procesa ali izdelka glede na potrebe učencev z namenom povečanja njihove učne uspešnosti. Vsem učencem je treba zagotoviti najboljše možne izobraževalne izkušnje ne glede na njihove učne zmožnosti. Pri tem je potrebna vztrajnost, saj le tako lahko zadane izobraževalne cilje iz učnega načrta dosežejo vsi učenci, le na drugačne načine. V zadnjih desetletjih se je raznolikost učencev v razredu še povečala. V osnovnih šolah znatno narašča število učencev z učnimi težavami, kar kaže na to, da je izvajanje diferenciranega pouka nujno. Ignoriranje razlik lahko privede do zaostanka nekaterih učencev, izgube motivacije in neuspeha. Diferenciacija pouka zahteva od učiteljev podrobno načrtovanje pouka in uporabo različnih metod dela. Tako teorija kot raziskave kažejo na pomembnost uporabe učne diferenciacije pri pouku, zato se jo izvaja v večini evropskih držav. Znotraj razreda se je poslužujejo na Finskem, v Angliji, Španiji, Belgiji in Sloveniji, na področju tehnike pa je skoraj ni moč zaslediti. Učitelji nimajo znanj, vodil in časa za pripravo pouka. Zaradi nizke motivacije in samozavesti se ne odločijo diferencirati pouka v strahu, da bi izgubili nadzor nad vodenjem razreda. V okviru magistrskega dela je predstavljena vloga učne diferenciacije pri poučevanju tehnike in podan pregled njenega izvajanja v praksi. Vrednoteni so obstoječi primeri izvedenega poučevanja in na podlagi prebrane literature izdelani predlogi učnih priprav za diferenciacijo vsebine, metod dela in kognitivnih dosežkov učnega procesa za predmet tehnika in tehnologija. Podani so tudi primeri diferenciranega ocenjevanja znanja. Poleg tega smo raziskali, kaj vpliva na izvajanje in stopnjo uspešnosti učne diferenciacije, v katerih primerih jo je smiselno izvajati pri pouku tehnike in tehnologije ter kakšne so prilagoditve ocenjevanja pri diferenciranem pouku tehnike in tehnologije. Namen prispevka je z navedenimi predlogi motivirati in spodbuditi učitelje tehnike k izvajanju učne diferenciacije v praksi.

Ključne besede

Učna diferenciacija;metode poučevanja;tehnika in tehnologija;diferencirano ocenjevanje znanja;učne zmožnosti;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [Š. Sever]
UDK: 373.3(043.2)
COBISS: 157425411 Povezava se bo odprla v novem oknu
Št. ogledov: 7
Št. prenosov: 1
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: Learning differentiation in technology lessons
Sekundarni povzetek: The Master’s thesis addresses the learning differentiation in the teaching of design and technology in elementary school. Differentiation in literature is defined as change and accommodation of teaching the content, process or product by considering students’ needs with a purpose of improving their learning capabilities. All students need to be provided with the best possible educational experience, no matter what their learning capabilities are. Persistency is key because it is the only way to achieve the learning goals of the educational plan for all the students, but in different ways. Over the last few decades, the diversity of students in class has increased. There is a significant increase of students with learning difficulties in elementary schools which indicates that implementation of a differentiated teaching is necessary. Ignoring the differences can lead to some students falling behind, losing their motivation and failing. Learning differentiation demands detailed planning of the lessons and to use a variety of different teaching methods. Both theory and research indicate the importance of using learning differentiation in lectures and this is the reason why it is used in most European countries. Within the class itself it can be found in Finland, England, Spain, Belgium and Slovenia, but hardly ever in design and technology classes. The teachers do not have the knowledge nor guides or time to prepare themselves for this kind of teaching. In fear of losing control of the class, they have very little motivation and confidence of differentiating the lesson. This Master’s thesis presents a role of design and technology learning differentiation and its overview in practice. Existing cases of this kind of teaching are assessed and overviewed by its implementation in practice. Suggestions of teaching preparations on differentiated content, teaching methods and cognitive achievements of the teaching process in design and technology lesson are based on practical examples and used literature. Examples of differentiating knowledge assessments are also given. It was also researched what affects the implementation and success rate of teaching differentiation, in which cases it was sensible to implement them in design and technology lessons and also knowledge assessment adjustments for differentiated teaching of this lessons. The purpose of this thesis is to motivate and encourage design and technology teachers to implement differentiated teaching in their practice based on these suggestions.
Sekundarne ključne besede: Learning differentiation;teaching methods;design and technology;differentiating knowledge assessment;learning capabilities;Osnovnošolsko izobraževanje;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Konec prepovedi (OpenAIRE): 1970-01-01
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje
Strani: 1 spletni vir (1 datoteka PDF (IV, 77, LVIII str.))
DOI: 20.500.12556/RUL-147314
ID: 19435753