20.500.12556/RUL-147103 Doživljanje pouka psihologije pri gimnazijcih magistrsko delo High school students’ perceptions of psychology at pre-tertiary level V magistrski nalogi sem raziskovala, kako dijaki in dijakinje doživljajo pouk psihologije. Raziskovala sem všečnost oblik in metod poučevanja, všečnost uporabe informacijsko-komunikacijske tehnologije (IKT) pri pouku, všečnost vsebin v učnem načrtu in ali se pojavljajo razlike v všečnosti med dijaki in dijakinjami v osnovnem in maturitetnem programu psihologije. Zanimalo me je katere nove vsebine bi dijaki in dijakinje želeli spoznati pri pouku psihologije. Raziskovala sem njihovo doživljanje aktualnosti vsebin pri pouku, ali se jim zdi predmet psihologije uporaben in koristen v vsakdanjem življenju ter povezanost med ocenami in všečnostjo pouka. V raziskavo sem vključila 504 dijake in dijakinje različnih letnikov petih gimnazij, ki so bili vključeni v različne gimnazijske programe. Dijaki in dijakinje so spletni anketni vprašalnik reševali med poukom. Ugotovila sem, da so jim najbolj všeč učne vsebine o čustvih, motivaciji in osebnosti. Najbolj pogosta vsebina, ki so jo omenjali, da bi jo želeli spoznati pri pouku psihologije, so duševne motnje. Najbolj všečna oblika dela je za dijake in dijakinje oblika dela v paru, najbolj všečna metoda je metoda prikazovanja, od uporabe IKT pri pouku pa jim je najbolj všeč ogled filmov. Dijaki in dijakinje v splošnem menijo, da so vsebine v trenutnem učnem načrtu aktualne in da sledijo napredku znanosti. Dijaki in dijakinje, ki bi želeli pri pouku spoznati več novih vsebin, imajo višje povprečje ocen in se v večji meri strinjajo s tem, da so vsebine aktualne ter sledijo napredku znanosti, kot dijaki in dijakinje, ki bi želeli spoznati manj novih vsebin. Pouk psihologije je bolj všeč dijakinjam kot dijakom; dijakom in dijakinjam iz maturitetnega programa kot dijakom in dijakinjam iz obveznega programa; dijakom in dijakinjam splošne gimnazije kot dijakom in dijakinjam tehniške gimnazije. Magistrska naloga nudi vpogled v vsebine, na katere bi morali biti pozorni pri prenovi učnega načrta za psihologijo, ter na vsebine, ki bi jih bilo smiselno dodati v učni načrt. In my master's thesis, I investigated how high school students experience psychology classes. I examined the likability of curriculum content, likability of teaching methods and forms, likability of information and communications technologies (ICT) used in class, and whether there are differences in likability between students in compulsory classes and students preparing for matura examination. I also investigated what new topics students would like to learn. I examined students' perceptions of the content relevance of psychology classes, whether they perceive them as useful and beneficial for daily life, and the relationship between grades and the likability of psychology classes. N = 504 students of different grade levels from five schools and different educational backgrounds were included in the study. Students completed the online questionnaire individually during class. The results showed that students found content about emotions, motivation, and personality the most engaging. The most common topic chosen by students to learn in class is mental disorders. Students prefer to work in pairs, they like the demonstration method the most, and among different forms of ICT they like watching films the most. Overall, the results show that students think the content of psychology classes is up-to-date and keeps pace with scientific progress. The students who selected more new topics they would like to learn about have a higher grade point average and consider the content to be more up-to-date and in line with scientific progress than students who selected fewer new topics. Female students like psychology classes more than male students; students preparing for matura examination more than students in compulsory classes; students in the general high-school programme more than students in the technical programme. The results of my study provide insight into topics that should be addressed in curriculum revision and topics that should be included in the curriculum. psihologija poučevanje učni načrt učne metode učne oblike informacijsko-komunikacijska tehnologija psychology teaching curriculum teaching methods teaching forms information communication technology true false false [P. Kralj] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2023-06-23 07:47:34 2023-06-23 07:47:39 2023-07-14 09:01:08 0000-00-00 00:00:00 2023 0 Ljubljana 0 Ljubljana 78 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 159.9:37.091.33(043.2) 518000 158799619 28688.pdf 28688.pdf 1 DEE5B0D21806C7F06A3B6ABE06273F2A 4453e84232579dcd7408205075746a018f6c264c3786619fa2dd07607464016a 1546e124-1189-11ee-a314-00155dcfd717 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=170464 Filozofska fakulteta 0 0 0