Naravoslovni spodrsljaji v animiranih filmih in risankah : magistrsko delo

Jeraj, Tina (avtor), Susman, Katarina (mentor)

Otroci se z risankami srečujejo že zelo zgodaj in vsepovsod, tako v domačem kot v učnem okolju. Animirani filmi in risanke so močno motivacijsko orodje, s katerim se otroci lahko veliko naučijo. Pri tem se je potrebno zavedati, da animirani filmi največkrat poskušajo posnemati realnost in pogosto stvari, pojave, dogodke priredijo in prikažejo tako, kot jih v realnem svetu ni možno opaziti. Napakam, ki so prikazane v nasprotju z realnostjo, bomo rekli naravoslovni spodrsljaji v animiranih filmih. Spodrsljaji se otrokom nezavedno vtisnejo v spomin in lahko vodijo k napačnemu pojmovanju ali razumevanju situacij ter zakonitosti v naravi. Vsak otrok namreč različno gradi svoje poglede o svetu in njegovem delovanju, odvisno od spoznavnega razvoja in izkušenj. V teoretičnem delu magistrskega dela je opisana animacija ter pojasnjeni pojmi, povezani z animiranimi filmi in risankami. V nadaljevanju je predstavljen vpliv medijev in animiranih filmov na otroke ter pogled na risanke kot učno sredstvo. Zaobjeta so tudi nekatera dosedanja spoznanja različnih avtorjev o najpogostejših napačnih predstavah učencev v naravoslovju. V empiričnem delu smo se posvetili prepoznavanju in analiziranju naravoslovnih spodrsljajev, ki smo jih kategorizirali in ovrednotili. Predstavljene so tudi možne napačne predstave, ki jih ob ogledu lahko pridobijo otroci. Pozornost je usmerjena predvsem na tematike, ki jih najdemo v učnih načrtih, spoznavanje okolja ter naravoslovje in tehnika v 1. in 2. triadi osnovne šole. V analizo je vključenih 10 risank, ki so v zadnjem času priljubljene med otroki. Analiza in vrednotenje napačnih predstav je podkrepljeno z analizo odzivov otrok 3. razreda OŠ Bršljin Novo mesto. Uporabljena je bila deskriptivno in kavzalno neeksperimentalna metoda ter kvalitativni raziskovalni pristop. Raziskava je pokazala, da otroci v risankah zaznavajo nekatere spodrsljaje, na njih pa se ob gledanju največkrat odzovejo s čustvi (smeh, začudenje, veselje). Ugotovili smo, da se učenci zavedajo, da so nekateri dogodki v risankah prikazani na nerealen način. O zaznanih spodrsljajih tudi kritično razmišljajo in znajo pri določenih utemeljiti, zakaj ti niso možni v realnosti. Pri interpretaciji spodrsljajev si pogosto pomagajo s svojimi predstavami in pojmovanji. Potrebujejo tudi nekaj spodbude učitelja, saj za utemeljevanje posameznih spodrsljajev še nimajo usvojenega potrebnega znanja in terminologije, ki je potrebno za njihovo razumevanje in opisovanje.

• Jezik: Slovenski jezik
• Ključne besede: animirani filmi, vrste animacij, risanke v šoli, spodrsljaji, vpliv medijev
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [T. jeraj]
• Leto izida: 2016
• Št. strani: 200 str.
• PID: 20.500.12556/RUL-81588
• UDK: 791.228:5(043.2)
• COBISS.SI-ID: 10974537
• Datum objave v RUL: 28.04.2016

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Natural science slip-ups in animated films and cartoons

Izvleček

Children start watching cartoons very early and see them everywhere, i.e. at home and in their learning environment. Animated films and cartoons have a strong motivational force that can help children learn many things. It is important to note, however, that animated films usually try to imitate reality and thus show things, phenomena and events differently than they are in reality. Errors depicting something that is contrary to reality shall be called natural science slip-ups in animated films. Such slip-ups are subconsciously etched into children's memory and can lead to misconceptions or wrong understanding of situations and principles of nature. Every child has a different way of building his perception and functioning of the world depending on his cognitive development and experience. The theoretical part of the master's thesis describes animation and explains the notions related to animated films and cartoons. Moreover, it provides insight into the influence of media and animated films on children and discusses cartoons as teaching aids. It also summarises certain findings of various authors on the most common misconceptions pupils have in the field of natural sciences. As for the empirical part, it focuses on recognising and analysing natural science errors as well as classifying and assessing them. It presents possible misconceptions that children may get from watching cartoons. Special attention is devoted to topics that are part of curricula in terms of learning about the environment and natural sciences and technology in the first six grades of primary school. The analysis included ten cartoons that have been very popular among children recently. The analysis and assessment of misconceptions were further supported with the analysis of responses of children attending the third grade of the Bršljin Primary School in Novo Mesto. The descriptive and causal non-experimental method was used in addition to the qualitative research approach. The research indicated that children notice certain slip-ups and usually react with emotions (laughter, surprise, joy). In addition, they seem to be aware of the fact that certain events in cartoons are depicted in an unreal manner. They are also able to critically assess such slip-ups and sometimes even explain why something is impossible in reality. When interpreting slip-ups, children usually use their own ideas and conceptions. They also require encouragement from their teacher because they lack sufficient knowledge and terminology to understand and describe a slip-up.

• Ključne besede: media influence