magistrsko delo
Alja Vencelj (Avtor), Katarina Susman (Mentor)

Povzetek

Igra je ena najpomembnejših dejavnosti v otroštvu. Vsi otroci imajo potrebo po igri ‒ tudi tisti, ki so že prestopili šolski prag. Zato je predvsem v prvem triletju osnovne šole pomembno vključevanje metode didaktične igre v poučevanje. Z didaktično igro pri predmetu spoznavanje okolja pri otrocih spodbujamo radovednost in aktivno udeležbo pri učenju. Lahko jo uporabimo v različnih etapah učne ure ‒ tako za uvajanje, usvajanje, urjenje, ponavljanje in preverjanje. Raziskave so pokazale, da didaktična igra pri pouku vpliva na motivacijo učencev, na njihovo aktivnost, na trajanje njihove pozornosti in posledično na njihovo znanje. V empiričnem delu sem raziskala znanje in motivacijo učencev tretjih razredov pri poučevanju svetlobe z didaktičnimi igrami. Zanimalo me je, kako se učinek posamezne didaktične igre razlikuje glede na razred in katera didaktična igra ima največji učinek na motivacijo ter znanje učencev. Igre, ki sem jih v empiričnem delu uporabila, so kviz, namizna igra in gledališka igra. Prav tako sem želela ugotoviti, kakšen pomen imajo ustrezno formulirane in poudarjene sklepne ugotovitve na znanje učencev. Raziskavo sem izvajala na mestni šoli v jugovzhodni Sloveniji. V raziskavo sem vključila 60 učencev iz treh oddelkov, starih 8 in 9 let. V razredu A je bilo 21 učencev, v razredu B je bilo 19 učencev, v razredu C pa 20 učencev. Vzorec, ki sem ga uporabila, je bil neslučajnostni in namenski. Pri raziskovanju sem uporabila deskriptivno in neeksperimentalno metodo. Prepletala sta se kvalitativni in kvantitativni raziskovalni pristop. Za zbiranje podatkov sem uporabila dve vrsti testov, in sicer pred- in poteste ter preverjanja znanja po vsaki učni uri. Prve so učenci rešili pred začetkom izvajanja učnih ur in deset dni po izvedbi zadnje učne ure. Druge pa so učenci rešili ob koncu vsake učne ure. Med izvedbo didaktičnih iger so učiteljice izvajale opazovanje z udeležbo. Svoja opažanja so vpisovale v vnaprej pripravljene opazovalne liste. Rezultati raziskave kažejo, da je večina učencev pri poučevanju z vsemi tremi vrstami didaktičnih iger dosegla učne cilje. S stališča znanja je bila najmanj učinkovita namizna igra, najučinkovitejše pa je bilo v A razredu senčno gledališče, v B in C razredu pa igra kviz. Motivacijsko najbolj učinkovita je bila v A razredu namizna igra, v B in C razredu pa so se učenci najraje igrali kviz. Najmanj učinkovito s stališča motivacije je bilo senčno gledališče. S stališča dela v razredu so vse tri didaktične igre pripomogle k sproščeni klimi, k sodelovanju in miselni aktivnosti učencev. Najučinkovitejša igra v B in C razredu je bil kviz, v A razredu pa je bila motivacijsko najbolj učinkovita namizna igra, glede na znanje pa je bilo najučinkovitejše senčno gledališče. Zanimal me je tudi vpliv sklepnih diskusij na znanje učencev. Raziskava je pokazala, da vodene sklepne diskusije pozitivno vplivajo na znanje učencev, medtem ko pri učencih, ki so bili deležni samostojne sklepne diskusije, in učencih, ki sklepne diskusije niso bili deležni, bistvenih razlik ni bilo.

Ključne besede

spoznavanje okolje;svetloba;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [A. Vencelj]
UDK: 373.32.016:5(043.2)
COBISS: 11424329 Povezava se bo odprla v novem oknu
Št. ogledov: 811
Št. prenosov: 109
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: Teaching light with different types of didactic games in the 3rd grade of primary school
Sekundarni povzetek: Playing is one of the most important childhood activities. All children, even those already included in formal education, have a need for playing. This is the reason why the inclusion of the method of didactic games in teaching is essential in the first triad of the primary school education. Didactic games in environment education encourage curiosity and active participation in children's learning. The method of didactic games can be used in different phases of learning: introduction, acquisition, repetition and testing. Research has shown that didactic games in teaching have influence on the pupils' motivation, participation, duration of their attention and consequently on their knowledge. In the empirical part, I have researched the levels of knowledge and motivation with third year pupils in primary school when it comes to teaching light principles with didactic games. I was interested in the effects of a particular didactic game in different classes. I wanted to find out which didactic game has the biggest impact on motivation and knowledge of the pupils. In the empirical part, I used a quiz, a board game and a theatre play as types of didactic games. Furthermore, I wanted to determine what sense do correctly formulated and emphasised conclusions have on the knowledge of the pupils. The research has been carried out in a school in the south-eastern part of Slovenia. 60 pupils aged 8 or 9, attending three different third year classes, have been included. 21 pupils attend class A, class B has 19 pupils and class C 20 pupils. I used anon-probability, purposive sample. In my research, I used the descriptive, non-experimental method, and a combination of the qualitative and quantitative research approaches. Two test types were used to collect data: before-/after-tests and tests after each learning session. The former were solved by the pupils before the start of the learning sessions and ten days after the last learning session. The latter were solved by the pupils at the end of each learning session. During the didactic games, the teachers observed as well as participated. Their remarks were noted in the previously prepared observation sheets. The results show that most of the students reached the learning objectives with the help of all three chosen didactic games. In terms of acquired knowledge, the least effective game was the board game, while the most effective was the shadow theatre in class A and the quiz in classes B and C. In terms of motivation, the most effective game was the board game in class A, while classes B and C preferred the quiz. The least motivational was the shadow theatre. All three didactic games contributed to relaxed atmosphere, cooperation and the mental activity of the pupils. The most effective game in classes B and C was the quiz, while the board game was the most effective in terms of motivation in class A. In terms of knowledge, the most positive impact had the shadow theatre. I was also interested in how the conclusive discussions influenced the knowledge of the pupils. The research shows that led conclusive discussions have the most positive impact on the knowledge of pupils. A positive impact was also noted with pupils who had to carry out an independent conclusive discussion. Conclusive discussions also have a positive outcome with the pupils, who achieved the least amount of points in the before-tests.
Sekundarne ključne besede: play;educational game;science education;primary education;igra;didaktična igra;naravoslovna vzgoja in izobraževanje;osnovnošolski pouk;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Strani: VIII, 108 str.
ID: 9251805