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Doseganje standardov znanja pri družboslovnih temah na začetku tretjega razreda osnovne šole
Dolar, Urša (Author), Umek, Maja (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/5487/ This link opens in a new window

Abstract
Razen učnih ciljev, ki so ključni za uresničevanje in izvedbo šolskega pouka, med najpomembnejša poglavja učnega načrta za spoznavanje okolja spadajo tudi standardi znanja. Ti določajo, katera znanja naj učenci usvojijo po določenem obdobju šolanja, določajo torej tudi vsebine, ki naj se pri pouku obravnavajo. V času prvega triletja vzgojno-izobraževalnega obdobja standardi znanja predstavljajo predvsem osnovna znanja, ki naj jih posameznik pridobi za nemoteno delovanje v vsakdanjem življenju. Temeljni cilj tega magistrskega dela je ugotoviti, katere od standardov znanja tematskega sklopa Čas učenci dosegajo že na začetku tretjega razreda osnovne šole, po učnem načrtu pa naj bi znanja tega področja usvojili na koncu prvega vzgojno-izobraževalnega obdobja. V teoretičnem delu smo predstavili različne spoznavne teorije pri pridobivanju in učenju pojmov na splošno in pri otrocih. Opisali smo tudi, kako poteka učinkovito poučevanje pojmov. Podrobneje smo obravnavali postopek oblikovanja časovnih konceptov pri otrocih, osredotočili pa smo se predvsem na pridobivanje predstav o preteklih dogodkih. Predstavili smo tudi standarde znanja in revidirano Bloomovo taksonomijo. V empiričnem delu smo opravili kvantitativno raziskavo, kjer smo kot merski instrument uporabili pisni preizkus znanja. Raziskavo smo izpeljali z učenci tretjega razreda na dveh osnovnih šolah na začetku šolskega leta. Analiza zbranih podatkov je pokazala, da niti enega standarda znanja ne dosegajo vsi učenci. Največ, to je tri četrtine učencev, dosega dva minimalna standarda, »Ustrezno uporabljajo koledar (dan, teden, mesec, leto).« in »Znajo časovno opredeliti dogodke.« Približno dve tretjini učencev dosega tretji minimalni standard »Znajo časovno opredeliti pojave.« in standarde znanja »Vejo, da se ljudje in družba skozi čas spreminjajo in da spremembe povzročijo različni dejavniki.« in »Učenci prepoznajo različne materialne, pisne in ustne vire informacij, preko katerih pridobivajo in širijo znanje o preteklosti.« Nobeden od udeležencev raziskave ni dosegel standarda znanja »Pozna pomen dediščine.« Med dečki in deklicami nismo ugotovili statistično pomembnih razlik pri doseganju standardov znanja.

Language:Slovenian
Keywords:standardi znanja
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2018
COBISS.SI-ID:12223561 Link is opened in a new window
Views:122
Downloads:46
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Secondary language

Language:English
Title:Achieving learning standards in social studies at the beginning of the third grade of the primary school
Abstract:
In addition to the educational goals, which are a key for realization and implementation of the curriculum lessons, some of the most important chapters of the curriculum on learning about the environment include the knowledge standards as well. Those standards determine, which of the knowledge subject matters students should master within a specified education period, and thus determine the content, which ought to be addressed during school lessons. During the first three years of the educational period the knowledge standards represent primarily the basic knowledge level, which an individual should achieve for trouble free function in everyday life. The basic goal of this master's thesis is to determine, which of the knowledge standards of the subject matter Time the students achieve at the beginning of the third grade of the primary school already, while based on the curriculum they should master the knowledge of the subject matter at the end of the first educational period. In the theoretical section various cognitive theories on the acquisition and learning of the concepts in general and specifically for the children were introduced. Also described was the process of effective teaching of concepts. The process of shaping children's time related concepts of time was addressed in more detail, with focus primarily on the understanding of the past events. The knowledge standards and the revised Bloom's taxonomy were introduced as well. In the empirical part a quantitative research has been performed, during which the written test of knowledge was used as the measuring instrument. The research was carried out with the third grade students of two primary schools at the beginning of the school year. Analysis of the collected data demonstrated that not even one standard of knowledge is achieved by all students. At most, that is three quarters of the students, the students meet two minimal standards, »The appropriate use of the calendar (day, month, year)« and »They can comprehend events through time«. Approximately two thirds of the students achieve the third minimal standard »They can comprehend events through time.« and the knowledge standards »They are aware that the people and the society change with time and that the changes are caused by different factors« and » The students recognize different material, written and verbal sources of information, all of which help them collect and broaden the knowledge of the past«. None of the research participants achieved the knowledge standard »Understands the significance of the heritage«. There were no statistically significant differences in the knowledge standard achievements between the boys and the girls.

Keywords:knowledge standards

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