Primerjava pouka družboslovja na razredni stopnji v Sloveniji in španski Andaluziji : magistrsko delo

Stražar, Petra (author), Umek, Maja (mentor)

Slovenija in Španija sta pod skupnim okriljem Evropske unije že od leta 2004, ko se je Evropski uniji pridružila Slovenija. Integrirana Evropa v iskanju skupne identitete prinaša izzive kulturne raznolikosti. Učitelji znanstvenih ved si želimo, da bi bila vsebina znanosti enaka, ne glede na to, kje v svetu se le-ta poučuje. Kulturna raznolikost je tista, ki povzroči, da se znanje prenese na več različnih načinov, kar lahko povzroči različne učne izide (Jorde in Dillon, 2012). V magistrski nalogi sem primerjala pouk družboslovja razrednega pouka v Sloveniji in v španski avtohtoni skupnosti Andaluziji. V Sloveniji je za razredno stopnjo določeno obdobje od prvega do petega razreda, v Andaluziji pa od prvega do šestega razreda. V Sloveniji sta učna načrta, ki usmerjata pouk družboslovja na razredni stopnji dva, in sicer Spoznavanje okolja (2011) in Družba (2011); v Andaluziji pa Area de Ciencias Sociales (2015). V magistrski nalogi sta najprej predstavljeni obe državi – Slovenija in Španija (natančneje Andaluzija, avtohtona pokrajina Španije) ter njun šolski sistem. Opisane so teoretične osnove kurikuluma in didaktike družboslovja, metode in oblike pouka, aktivnosti učencev in učiteljev, diferenciacija in individualizacija, medpredmetno povezovanje in preverjanje ter ocenjevanje znanja. Predstavljena je primerjava učnih načrtov družboslovnih vsebin z vidika zgradbe, števila ur, vsebinskih in tematskih sklopov ter standardov znanj na razredni stopnji, pa tudi primerjava opazovane učne enote pouka družboslovja v obeh državah. Primerjava pouka družboslovja je potekala po naslednjih kategorijah: metode in oblike dela, aktivnost učenca in vloga učitelja, diferenciacija in individualizacija, medpredmetno povezovanje ter preverjanje in ocenjevanje znanja. Predstavljen pa je tudi intervju z izvajalkama opazovane učne enote družboslovja.

• Language: Slovenian
• Keywords: pouk družboslovja, razredni pouk, učni načrt, Slovenija, Španija
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [P. Stražar]
• Year: 2018
• Number of pages: 83 str.
• PID: 20.500.12556/RUL-105310
• UDC: 373.3:908(043.2)
• COBISS.SI-ID: 12190537
• Publication date in RUL: 10.12.2018

Secondary language

• Language: English
• Title: Comparison of social science education in elementary teaching in Slovenia and in Andalusia

Abstract

Slovenia and Spain have been under the auspices of the European Union since 2004, when Slovenia joined the European Union. An integrated Europe in the search for a shared identity brings the challenges of cultural diversity. As teachers of science, we want to think that the content of science is generally the same regardless of where the world is being taught. It is cultural diversity, however, that knowledge is transferred in a variety of ways, which can lead to very different learning outcomes (Jorde and Dillon, 2012). In my master's thesis, I compared the teaching of the social sciences in primary school in Slovenia and the Spanish autochthonous community of Andalusia. In Slovenia, primary school involves grades from 1st to 5th whereas in Andalusia from the 1st to the 6th grade. The curriculum which guides the teaching of social sciences at the primary level in Slovenia is Curriculum for Environmental education (2011), Curriculum for Social sciences (2011), Geography (2011) and History (2011) in Andalusia by the Area of Social science (2015). Firstly, both countries, Slovenia and Spain, and the autochthonous province of Spain, Andalusia and their school system, are presented. Theoretical basics of curriculum and didactics of social sciences, methods and forms of teaching, pupils and teachers activities, differentiation and individualisation, cross - curricular integration and assessment of knowledge are described. A comparison of social curriculum syllabuses from the viewpoint of the structure, the number of hours, content , topics and standards of knowledge at the primary level is presented, as well as a comparison of the observed teaching unit of social sciences in both countries. The study of social sciences was compared to the following categories: methods and forms of work, pupil activity and role of the teacher, differentiation and individualisation, cross-curricular integration and assessment of knowledge. An interview with the teachers of the observed teaching unit of Social sciences is also presented.

• Keywords: society, primary education, družba, osnovnošolski pouk