20.500.12556/RUL-171345 Uporaba angleških slikanic za razvijanje predstave o drugačnosti v 2. in 4. razredu osnovne šole magistrsko delo Use of English picture books to develop the concept of otherness in 2nd and 4th grades of primary school Skupnosti, v katerih živijo ljudje in del katerih so tudi otroci, učenci, so širše skupine ljudi, ki so si med seboj različni: prihajajo iz različnih družin, so morda različnih narodnosti, imajo različne primanjkljaje ipd. Primera takih skupnosti sta domače okolje in razred. Otroci pa ob pogledu ali stiku z drugačnimi velikokrat sploh ne vedo, kaj lahko pričakujejo ali kako se na drugačnost odzvati. Tu imamo veliko vlogo učitelji, ki otroke lahko opolnomočimo z znanjem in ustvarjanjem okolja, ki spodbuja in sprejema drugačnost. Odlično izhodišče za pogovor o takih problemskih temah so slikanice, bodisi v maternem bodisi v tujem jeziku. Namen magistrskega dela je bil ugotoviti, ali branje in obravnava literarnega dela s tematiko drugačnosti, ki je v tujem jeziku, prispeva k boljšemu razumevanju tega pojma ter spodbuja učence k bolj sprejemajočemu in pozitivnemu odnosu do ljudi, ki se od njih razlikujejo. Želeli smo tudi raziskati, kako se razlikuje podajanje učne vsebine v 2. in 4. razredu, pri čemer je bilo zelo pomembno, da so učenci razumeli tako vsebino zgodbe kot tudi njeno sporočilo. Empirični del smo razdelili na dva dela: v prvem delu smo preverili mnenje učencev 2. in 4. razreda osnovne šole o drugačnih osebah s pomočjo kratkih trditev. Sledila je izvedba sklopa učnih ur, kjer smo z učenci obravnavali slikanico s temo drugačnosti in se o njej pogovarjali. V drugem delu smo izvedli intervjuje z nekaterimi učenci, kjer smo s pomočjo navezovanja na trditve iz prvega dela želeli izvedeti, ali so obravnavana zgodba in z njo povezane dejavnosti vplivale na razmišljanje učencev o drugačnosti in njenem sprejemanju. V delu je uporabljena deskriptivna metoda, raziskovalni pristop pa je akcijska raziskava. Raziskava je pokazala, da je bil na zgodbah temelječ pristop učinkovit pri obeh starostnih skupinah, saj je povečal zanimanje za temo, spodbudil razumevanje drugačnosti ter razvijal empatijo. V 2. razredu so učenci drugačnost razumeli predvsem prek konkretnih značilnosti, kot so fizične razlike ali posebne potrebe, pri čemer so pomembno vlogo igrale ilustracije v slikanici in enostavna vsebina, prilagojena njihovemu razvojnemu nivoju. V 4. razredu pa so učenci razmišljali bolj poglobljeno in abstraktno, drugačnost so dojemali tudi skozi vedenjske, kulturne in družbene vidike ter tematiko povezovali z resničnimi življenjskimi situacijami. Dejavnosti so bile zato v 2. razredu bolj vizualne in preproste, v 4. razredu pa analitične in diskusijsko naravnane. Obe skupini sta pristop sprejeli pozitivno, razlike med njima pa so se kazale predvsem v kompleksnosti dejavnosti in globini razumevanja, kar odraža razvojne značilnosti učencev ter potrebo po starosti ustrezni izvedbi. Z magistrskim delom smo tako oblikovali nekatere smernice za oblikovanje učne ure z na zgodbah temelječim pristopom. Upamo, da bodo delo in njegovi rezultati učiteljem v spodbudo in pomoč pri pripravi učnih ur s problemskimi tematikami pri kateremkoli predmetu. The communities in which people live—communities that also include children and students—are diverse groups composed of individuals with different backgrounds: they may come from various families, belong to different nationalities, or have specific impairments, among other differences. Examples of such communities include the home environment and the classroom. When encountering individuals who are different from themselves, children often do not know what to expect or how to respond. In this context, teachers play a crucial role in empowering children through knowledge and in creating an inclusive and supportive environment that values diversity. A powerful starting point for addressing such complex and sensitive topics are picturebooks, whether in the students’ first language or in a foreign language. The aim of this master’s thesis was to explore whether reading and discussing a literary work dealing with the topic of diversity, written in a foreign language, can contribute to a better understanding of this concept and foster more accepting and positive attitudes in students toward individuals who differ from them. Furthermore, the research sought to investigate how the teaching approach differs between the second and fourth grades, with special attention given to ensuring that students understood both the content and the underlying message of the story. The empirical part of the study was divided into two phases. In the first phase, students in the second and fourth grades of primary school were asked to express their views on people who are different using a series of short statements. This was followed by a series of lessons in which a picturebook addressing diversity was presented and discussed with the students. In the second phase, interviews were conducted with selected students. These interviews aimed to determine whether the story and the accompanying activities had influenced students’ thinking about diversity and their openness toward it, by referring back to the initial statements from the first phase. The descriptive method was used, and the research design followed an action research approach. The findings revealed that the story-based approach was effective for both age groups, as it increased engagement with the topic, deepened understanding of diversity, and encouraged the development of empathy. In the second grade, students primarily perceived diversity through tangible features such as physical differences or special needs, with illustrations and simple, age-appropriate content playing a key role in their comprehension. In contrast, fourth-grade students demonstrated more abstract and reflective thinking, recognizing diversity in behavioral, cultural, and social dimensions, and relating the theme to real-life situations and values. Consequently, the learning activities were simpler and more visual in the second grade, while in the fourth grade, they were more analytical and discussion-based. Both age groups responded positively to the approach, though differences were evident in the complexity of tasks and depth of understanding, reflecting the developmental characteristics of each group and underscoring the need for age-appropriate implementation. The thesis thus proposes several guidelines for designing story-based lessons. It is hoped that the work and its results will inspire and support teachers in preparing lessons that address problem-based topics across various subjects. Osnovnošolsko učenje in poučevanje Angleščina drugačnost seznanjanje z drugačnostjo poučevanje angleščine na zgodbah temelječ pristop slikanice otherness notion of otherness teaching English story-based approach picturebooks true false false M. Beguš Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-08-23 08:30:50 2025-08-23 08:30:56 2025-08-30 03:46:35 0000-00-00 00:00:00 2025 0 Ljubljana 0 Ljubljana 102 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.3(043.2) 187343 246627075 42721.pdf 42721.pdf 1 0579ED6DA05B73076D1A0969ACE232BD 509ea2ac55c18d05586cad28ddbc1d14c06ff0c00a1716f4f06865be81afbd67 a168a2b1-7fea-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=214630 Pedagoška fakulteta 0 0 0