magistrsko delo
Neža Lesar (Avtor), Jerneja Pavlin (Mentor)

Povzetek

Učenje s sodobnimi pristopi poučevanja zavzema raznovrstne dejavnosti, ki omogočajo lažje pomnjenje, večji interes, aktivnost, več sodelovanja med učenci, poteka pa predvsem prek didaktičnih iger. Tovrstne igre omogočajo učencem okolje, v katerem se počutijo varno, se osredotočijo le na določeno dejavnost in so tako kar najbolj učinkoviti. Tovrstne dejavnosti zahtevajo aktivnost učencev, kar vpliva tudi na njihov celostni razvoj, to je razvoj najrazličnejših področij. Ker se ne zgodi pogosto, da bi učno vsebino »elektrika« v drugem triletju osnovne šole povezovali z zelo raznolikimi pristopi poučevanja, povezujemo jo namreč predvsem s preprostim eksperimentalnim delom (ki sicer spada med sodobne pristope poučevanja), smo se odločili, da raziščemo to področje. Ena izmed metod, ki smo jih želeli vključiti v raziskavo je tudi metoda NTC, poimenovana po Nikola Tesla Center in združuje raznolike sodobne pristope poučevanja. Dejavnosti metode so v osnovi bolj usmerjene v delo s predšolskimi otroki, želimo pa jih vpeljati tudi v višje razrede razredne stopnje. V okviru raziskave magistrskega dela smo pripravili dejavnosti za izvedbo tehniškega dne na temo elektrika v četrtem razredu osnovne šole. Oblikovali in priredili smo nekatere že znane dejavnosti in jih izvedli v okviru tehniškega dne, na izbrani osnovni šoli. Namen raziskave je bil ugotoviti, ali imajo učenci izkušnje s sodobnimi pristopi poučevanja, kako se pri teh učnih urah počutijo, kako se odzivajo na tovrsten način dela in kakšen je njihov napredek v znanju pri poučevanju s sodobnimi pristopi. V raziskavi je sodelovalo 13 učencev. Podatke smo zbrali s pomočjo preverjanja znanja, intervjujev in opazovanja. Vsi učenci so bili vključeni v vse faze raziskave in v vse dejavnosti. Pred izvedbo in po izvedbi tehniškega dne so rešili preizkus znanja, s katerim smo želeli ugotoviti kakšen je napredek v znanju. Zanje smo pripravili še pol strukturirane vprašalnike za intervjuje, s katerimi smo preverjali njihovo počutje, interese in izkušnje s sodobnimi pristopi poučevanja. Izveden tehniški dan je bil v celoti avdio in video posnet, saj smo v nadaljevanju s pomočjo opazovalnih protokolov analizirali celoten dan in odzive učencev. S pomočjo raziskave smo na našem vzorcu identificirali primernost načrtovanih sodobnih pristopov poučevanja, saj so učenci pokazali napredek v znanju elektrike, pri dejavnostih so kazali vidna znamenja zadovoljstva, dobro so se počutili, ugajalo jim je sodelovalno učenje, srečali so se z novimi metodami učenja in njihovi odzivi so bili pozitivni. Naša izkušnja kaže, da sodobni pristopi poučevanja oblikujejo spodbudno okolje za učenje. Dokazano zahtevajo večjo aktivnost učitelja (priprava, nadzorovanje, časovno usmerjanje in discipliniranje), vendar je učinkovitost precejšnja, česar zaradi premajhnega vzorca ne moremo posplošiti na osnovno množico. Pripravljene in evalvirane dejavnosti bodo učiteljem četrtega razreda v pomoč pri poučevanju te učne teme, ugotovitve pa jih bodo spodbudile k pripravi pouka na tak način. Iz opravljene raziskave je razvidno, da tak pouk ugodno vpliva na razredno klimo, počutje posameznikov, pomnjenje, razvoj učencev, odnose med učiteljem in učenci ter učenci samimi. Trudimo se, da učencem ponudimo takšno znanje in razumevanje, da ga bodo v življenju lahko uporabili ter bo čim bolj trajno in kakovostno. To je bil namreč namen raziskave.

Ključne besede

elektrika;odzivi;počutje;sodelovanje;sodobni pristopi poučevanja;znanje;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [N. Lesar]
UDK: 37.091.3(043.2)
COBISS: 188354051 Povezava se bo odprla v novem oknu
Št. ogledov: 43
Št. prenosov: 6
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: Modern approaches to teaching electricity in grade 4 of primary school
Sekundarni povzetek: Learning with modern teaching approaches involves a wide range of activities that facilitate memorisation, interest, activity, and cooperation between pupils, mainly through didactic games. Such games provide an environment in which pupils feel safe, can focus only on a particular activity and are thus as effective as possible. These activities require pupils to be active, which has an impact on their holistic development, i.e. the development of a wide range of areas. Since the topic of "electricity" is not usually associated with a wide range of teaching approaches in the second trimester of primary school, we decided to look into this topic. Our primary focus will be on basic experimental work, which is one modern teaching approach. One of the methods we wanted to include in our research is the NTC method, named after the Nikola Tesla Centre, which combines a variety of modern teaching approaches. The activities of the method are basically more oriented towards working with pre-school children, but we also want to introduce them in the upper grades of the classroom level. As part of the research for the Master's thesis, we prepared activities for a technical day on the topic Electricity in the 4th grade of primary school. We designed and adapted some familiar activities and implemented them in the context of a technical day in a selected primary school. The aim of the research was to find out whether the pupils have experience of modern teaching approaches, how they feel about these lessons, how they react to this kind of work and how their knowledge progresses when taught using modern approaches. 13 students took part in the study. Data were collected through tests, interviews and observation. All pupils were involved in all stages of the research and in all activities. Before and after the technical day, they took a knowledge test to see how their knowledge progressed. We also prepared semi-structured interview questionnaires for them to check their well-being, interests and experience with modern teaching approaches. The technical day was fully audio and video recorded, as we further analysed the whole day and the students' reactions using observation protocols. Through the survey, we identified the suitability of the planned modern teaching approaches in our sample, as the students showed progress in their knowledge of electricity, showed visible signs of enjoyment in the activities, felt good, liked the cooperative learning, were exposed to new learning methods and their reactions were positive. Our experience shows that modern teaching approaches create a stimulating environment for learning. They have been shown to require more teacher activity (preparation, supervision, timing and discipline), but the effectiveness is considerable, which cannot be generalised to the primary crowd due to lack of sample size. The activities developed and evaluated will help teachers of Year 4 to teach this topic and the findings will encourage them to prepare their lessons in this way. The research conducted shows that this type of teaching has a positive impact on classroom climate, individual well-being, memory, pupils' development, teacher-pupil relationships and pupils themselves. We strive to provide pupils with the kind of knowledge and understanding that they will be able to use in their lives, and that will be as lasting and high quality as possible. This was the purpose of the research.
Sekundarne ključne besede: electricity;reactions;well-being;participation;modern teaching approaches;knowledge;Pouk;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, Poučevanje na razredni stopnji
Strani: 1 spletni vir (1 datoteka PDF (93 str.))
DOI: 20.500.12556/RUL-154935
ID: 23103236