20.500.12556/RUL-174505 Razvijanje naravoslovnega besedišča pri obravnavi elektrike v 4. razredu osnovne šole magistrsko delo Developing scientific vocabulary in 4th grade electricity lessons in primary school Učenci se z učno temo elektrika po učnem načrtu prvič srečajo v 4. razredu osnovne šole pri predmetu naravoslovje in tehnika. Z elektriko se srečujejo vsakodnevno, hkrati pa je elektrika v šoli dokaj abstraktna tema. Učitelji bi se morali posluževati različnih učnih metod, da bi učenci usvojili vse pojme, ki se obravnavajo pri tej temi. V magistrskem delu smo raziskovali, kako različne učne metode pri obravnavi teme elektrike v 4. razredu osnovne šole vplivajo na razvijanje naravoslovnega besedišča pri učencih. Uporabili smo metodo razlage, demonstracijsko metodo z videoposnetki in demonstracijsko metodo. Ure smo izvedli v treh različnih oddelkih četrtega razreda in nato primerjali napredek učencev pri reševanju nalog glede na uporabljeno učno metodo. Ugotovili smo, da so vse uporabljene učne metode pripomogle k izboljšanju znanja učencev, zato ne moremo posplošiti, da bi bila katera izmed njih učinkovitejša od drugih. Učitelj mora dobro poznati svoje učence in na podlagi tega izbrati najustreznejšo metodo poučevanja. V praksi se pogosto kot najučinkovitejša izkaže kombinacija različnih metod. According to the national curriculum, students encounter the topic of electricity for the first time in Grade 4 of primary school within the subject Science and Technology. Although electricity is part of students' everyday lives, it remains a relatively abstract topic in school settings. Teachers should therefore employ a variety of teaching methods to ensure that students successfully acquire the key concepts related to this subject. In this master's thesis, we investigated how different teaching methods used in the instruction of electricity in the Grade 4 affect the development of students' scientific vocabulary. The methods applied were the explanation method, video-based demonstration, and live demonstration. We compared students' progress based on the method through which they were taught. The lessons were carried out in three different Grade 4 classes. Our findings showed that all the teaching methods contributed to an improvement in students' knowledge, and we cannot conclude that any one method is universally more effective than the others. Ideally, the teacher should be well-acquainted with the students and choose the most suitable method or a combination of methods, based on their needs and characteristics. Osnovnošolsko učenje in poučevanje Elektrika naravoslovna pismenost razvijanje besedišča učne metode pri poučevanju naravoslovja science literacy electricity vocabulary development teaching methods in science education true false false L. Ilovar Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-10-03 08:30:41 2025-10-03 08:30:48 2025-11-24 03:37:28 0000-00-00 00:00:00 2025 0 Ljubljana 0 Ljubljana 74 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 537:373.3(043.2) 192921 251782915 45734.pdf 45734.pdf 1 3E81DE397B03AC38BC2BA002B63B20F5 448210f8ccbb94ba32604e190a1234830ae2415bc23c95ad0ab5a4f8ca76f77d 499f433f-a022-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=219325 Pedagoška fakulteta 0 0 0