20.500.12556/RUL-181894 Vključevanje gledališke pedagogike v pouk geografije v osnovni šoli The integration of drama pedagogy into primary school geography education Magistrsko delo obravnava možnosti vključevanja gledališke pedagogike v pouk geografije v osnovni šoli ter njen vpliv na učni proces, razumevanje učnih vsebin in razvoj ključnih kompetenc učencev. V teoretičnem delu so predstavljena temeljna izhodišča gledališke pedagogike, njen zgodovinski razvoj ter pedagoško-didaktični koncepti. Narejena je bila analiza prenovljenega učnega načrta za geografijo in opredeljene tiste vsebine, ki omogočajo smiselno interdisciplinarno povezovanje z gledališkimi tehnikami. V empiričnem delu so bili razviti in izvedeni trije modeli učnih enot, ki temeljijo na izbranih gledališko-pedagoških metodah. Njihovi učinki so bili evalvirani z anketnim vprašalnikom med učenci, raziskava pa je pokazala, da vključevanje gledaliških pristopov povečuje motivacijo učencev, poglablja razumevanje geografskih vsebin, spodbuja sodelovalno učenje ter prispeva k razvoju kritičnega mišljenja, prostorske predstavljivosti in empatije. Učenci so takšen način dela doživljali kot bolj smiseln, izkustven in vključevalen v primerjavi s tradicionalnimi oblikami pouka. Gledališka pedagogika predstavlja učinkovit didaktični pristop za sodobni pouk geografije, saj omogoča celostno, problemsko in participativno učenje ter spodbuja povezovanje znanja z realnimi družbenimi in prostorskimi procesi. The master’s thesis examines the possibilities of integrating drama pedagogy into primary school geography instruction and its impact on the learning process, students’ understanding of subject content, and the development of key competences. The theoretical part outlines the fundamental principles of drama pedagogy, its historical development, and relevant pedagogical-didactic concepts. An analysis of the revised geography curriculum was conducted to identify content areas that enable meaningful interdisciplinary integration with drama-based techniques. In the empirical part, three models of instructional units based on selected drama pedagogical methods were designed and implemented. Their effects were evaluated through a student questionnaire, with the findings indicating that the inclusion of drama-based approaches enhances student motivation, deepens understanding of geographical content, promotes collaborative learning, and contributes to the development of critical thinking, spatial awareness, and empathy. Students perceived this approach as more meaningful, experiential, and inclusive compared to traditional forms of instruction. Drama pedagogy thus represents an effective didactic approach for contemporary geography teaching, as it enables holistic, problem-based, and participatory learning while fostering connections between knowledge and real-world social and spatial processes. gledališka pedagogika pouk geografije izkustveno učenje aktivna participacija drama v izobraževanju drama pedagogy geography education experiential learning active participation drama in education true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-04-18 07:15:54 2026-04-18 07:16:03 2026-04-19 04:43:44 0000-00-00 00:00:00 2026 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 615706 64634.pdf 64634.pdf 1 3DA3E0AA00EFB4512085709AC165459A fe8c137af151df1f29b9a9a0af08fecec477c919d40d742d27477f615faf269d 76892ce6-3ae5-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=232676 Filozofska fakulteta 0 0 0