magistrsko delo
Andreja Büdefeld (Avtor), Matjaž Duh (Mentor)

Povzetek

Likovni razvoj je kontinuiran proces, ki je odvisen od čustvene in kognitivne komponente pridobljenega znanja. Namen raziskave je bil poglobitev in razširitev znanja o likovnem razvoju iz vidika razlik med spoloma in miselno-spoznavnih ter učno-storilnostnih področij, povezanih z ostalimi šolskimi sposobnostmi. Raziskavo smo izvedli na 8 dečkih in 10 deklicah, starih od 7%8 let, v dveh testnih obdobjih drugega razreda. Šolske sposobnosti smo preverjali s standardnimi testi, ki so bili sestavljeni v skladu z učnim načrtom in Pravilnikom o preverjanju in ocenjevanju znanja. Delovni spomin, povezan z vizualno-prostorskimi sposobnostmi, smo preverjali s spremenjenim Rey-Osterrieth testom. Deklice so dosegle statistično značilno boljše rezultate pri govorno-jezikovnih sposobnostih in na likovno-intelektualnem nivoju (dejavnik načina prikazovanju človeške figure) kot dečki. Pri ostalih likovnih in šolskih sposobnostih ter delovnem spominu, povezanim z vizualno-prostorskimi sposobnostmi, razlik med spoloma nismo ugotovili. Dečki in deklice so se razlikovali pri doseganju napredka v likovnih in ostalih šolskih sposobnostih v obdobju osmih mesecev. Napredek pri dečkih smo ugotovili pri številskih sposobnostih in splošni informiranosti, deklice pa so napredovale pri govorno-jezikovnih sposobnostih. Oboji so napredovali pri zaznavnih in spominskih sposobnostih, medtem ko napredka nismo ugotovili pri prostorskih, logično-matematičnih in likovnih sposobnostih. Z bivariatno analizo linearnih povezav med uspešnostjo pri likovnih in ostalih šolskih sposobnostih smo ugotovili statistično značilno linearno povezanost optično-intelektualnega nivoja likovnega razvoja s šolskimi sposobnostmi. Linearna povezanost likovnih in šolskih sposobnosti in povezanost med posameznimi dejavniki likovno-ustvarjalnega nivoja se je razlikovala med dečki in deklicami. Naši rezultati kažejo na obstoj razlik med spoloma na različnih nivojih ocenjevanja uspešnosti pri likovnih in ostalih šolskih sposobnosti in dodatno pojasnjujejo vpetost likovnih sposobnosti v okvir spoznavnega razvoja.

Ključne besede

spoznavni razvoj;likovni razvoj;učni napredek;likovni napredek;razlike med spoloma;osnovne šole;magistrska dela;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UM PEF - Pedagoška fakulteta
Založnik: [A. Büdefeld]
UDK: 37.015.31:73/76(043.2)
COBISS: 22395400 Povezava se bo odprla v novem oknu
Št. ogledov: 932
Št. prenosov: 101
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: The correlation between drawing and cognitive abilities among children in early school age
Sekundarni povzetek: Drawing development is a continuous process influenced by individual's cognitive abilities, acquired skills and emotions. The present study aimed to determine drawing development in early school-age children from the perspective of sex differences and general cognitive abilities. Drawing and other cognitive abilities were evaluated in 10 boys and 8 girls (7 to 8 years of age) enrolled in the second grade of primary school in two testing periods using a battery of identical school/ cognitive tests. The drawing and other cognitive abilities were evaluated based on standard tests prepared according to the curriculum, and rules and acts of the Slovenian Ministry of education, science and sport. The modified Rey-Osterrieth test was used for evaluating visual-spatial working memory. Our results showed that girls outperformed boys in verbal abilities and expression abilities related to intellectual-thematic characteristics of drawings, while other cognitive abilities did not differ between girls and boys. Comparing test scores between the initial and final tests showed progress in general knowlege and abilities related to numbers in boys and verbal abilities in girls. Both boys and girls developed significantly in perception and memory abilities, while no progress was found in spatial, logical-mathematical and drawing abilities. A bivariate Pearson's linear correlation analysis showed a statistically significant positive linear correlation between the drawing abilities and other cognitive abilities. Furthermore, linear correlations between the drawing and other cognitive abilities as well as between the evaluating criteria of drawing-related creativity were sexually dimorphic. The findings of the present study showed sex differences in both cognitive abilities and cognitive development in early school-age children and provided an empirical evidence for an interaction between drawing and other cognitive abilities further suggesting common biological foundations and cognitive processes of both cognitive and drawing development.
Sekundarne ključne besede: cognitive development;drawing development;child's progress;sex differences;primary schools;master theses;
URN: URN:SI:UM:
Vrsta dela (COBISS): Magistrsko delo
Komentar na gradivo: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Strani: 152 f.
ID: 9149998