magistrsko delo
Katjuša Krupenko (Avtor), Vesna Geršak (Mentor)

Povzetek

Z magistrskim delom smo želeli ugotoviti, kakšen vpliv ima poučevanje z ustvarjalnim gibom na učence drugega triletja in na učitelja v prilagojenem osnovnošolskem izobraževalnem programu z nižjim izobrazbenim standardom v primerjavi s frontalnim poučevanjem. Še posebej nas je zanimalo počutje učencev in doživljanje učitelja pri poučevanju, doživljanje lastnega znanja učencev in usvojeno znanje neposredno po poučevanju. Prvi del magistrskega dela sestavlja teoretični del, ki obsega opredelitev pojmov otroci z lažjimi motnjami v duševnem razvoju, prilagojen program vzgoje in izobraževanja z nižjim izobrazbenim standardom, gibanje, ustvarjalni gib kot učna metoda ter ustvarjalni gib in otroci z lažjimi motnjami v duševnem razvoju. Empirični del magistrskega dela zajema kvalitativno-kvantitativno raziskavo z eksperimentalno metodo, ki smo jo izvedli v dveh oddelkih 5. razreda na eni izmed ljubljanskih osnovnih šol s prilagojenim programom z nižjim izobrazbenim standardom. Učinke ustvarjalnega giba smo ocenjevali tako, da smo eksperimentalno skupino poučevali z ustvarjalnim gibom, kontrolno skupino pa na tradicionalen, frontalen način. Učencem smo razdelili splošen matematični test, lestvici za oceno počutja in znanja ter preizkus znanja. Kvantitativen del je obsegal učiteljeve dnevniške zapise doživljanja poučevanja v obeh skupinah, ki smo jih analizirali po področjih. Z magistrskim delom smo ugotovili, da se učenci pri poučevanju z vključevanjem elementov ustvarjalnega giba v primerjavi z učenci, ki so deležni tradicionalnega poučevanja, statistično gledano ne počutijo bolje, ne doživljajo občutkov boljše kompetentnosti in ne dosegajo statistično pomembno višjih rezultatov na končnem preizkusu znanja. Obe metodi poučevanja sta se v naši raziskavi izkazali za učinkoviti, najbolje pa je, če se med seboj dopolnjujeta. Učitelj pri poučevanju z ustvarjalnim gibanjem zaznava bolj pozitivno vzdušje in več komunikacijskih interakcij s celotnim razredom.

Ključne besede

ustvarjalni gib;prilagojen izobraževalni program z nižjim izobrazbenim standardom;učenci z lažjimi motnjami v duševnem razvoju;počutje;znanje;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [K. Krupenko]
UDK: 376(043.2)
COBISS: 192507651 Povezava se bo odprla v novem oknu
Št. ogledov: 48
Št. prenosov: 5
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: Creative movement in an adapted educational programme with a lower educational standard
Sekundarni povzetek: The aim of Master's thesis was to find out what impact teaching with creative movement has comparing to frontal teaching. We focused on students in the second trimester and teachers in an adapted primary educational programme with a lower educational standard. We were particularly interested in students’ well-being and teachers’ experience in teaching, students’ experience of their own knowledge and the acquired knowledge immediately after teaching. The first part of the Master's thesis consists of the theoretical part, which includes definitions of the concepts of children with mild intellectual disability, adapted educational programme with lower educational standard, movement, creative movement as a teaching method, creative movement and children with mild intellectual disability. The empirical part comprises qualitative-quantitative research using an experimental method, which was carried out in two 5th grade classes in one of the Ljubljana primary schools with an adapted educational programme with a lower educational standard. The effects of creative movement were assessed by teaching the experimental group with creative movement and the control group in a traditional, frontal way. Students were given a general mathematical test, a scale for assessment of well-being and knowledge and a final knowledge test. The quantitative part consisted of the teacher’s diary notes of teaching experience in both groups, which were analysed by fields. While teaching with elements of creative movement we found out that students statistically do not feel better and do not experience feelings of better competence. Additionally, they do not achieve statistically significant higher results on the final test of knowledge. In our research both methods of teaching have been proven effective. We recommend to intertwine both methods of teaching. While teaching with creative movement, teacher perceives a more positive atmosphere and more communicative interactions with the whole class.
Sekundarne ključne besede: creative movement;adapted educational programme with a lower educational standard;pupils with mild intellectual disability;feelings;knowledge;Vzgoja in izobraževanje oseb s posebnimi potrebami;Gibalna vzgoja;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., Specialna in rehabilitacijska pedagogika
Strani: 1 spletni vir (1 datoteka PDF (IV, 80 str.))
ID: 23394072