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Razumevanje različnosti med ljudmi z ustvarjalnim gibom v 2. in 5. razredu
Tušar, Maja (Author), Geršak, Vesna (Mentor) More about this mentor... This link opens in a new window, Hergan, Irena (Co-mentor)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/5800/ This link opens in a new window

Abstract
V drugem in petem razredu osnovne šole se pri spoznavanju okolja oziroma družbi v učnem načrtu predvideva obravnava učnih ciljev, s katerimi učenci spoznajo, da smo si ljudje različni in da razumejo različnost. V svojem magistrskem delu sem v teoretičnem delu opredelila pojme povezane z različnostjo, umestila temo različnosti v skupnosti kot del učnega načrta in preverila, kakšne so smernice za poučevanje v Sloveniji in Evropski uniji v povezavi s to temo. Zapisala sem, kaj vpliva na razvoj stališč pri učencih in definirala stereotipe ter predsodke. Predstavila sem ustvarjalni gib kot učni pristop in navedla možnosti njegove uporabe pri predmetih družbe in spoznavanja okolja. V okviru empiričnega dela sem izvedla pedagoški eksperiment (kvazi eksperimentalno kavzalno raziskavo). Uporabila sem kvantitativno raziskavo, s katero sem ugotavljala: 1. kako učenci drugega in petega razreda razumejo različnost med ljudmi; 2. ali učenci, poučevani z učnim pristopom ustvarjalnega giba (eksperimentalna skupina), v večji meri sprejemajo različne ljudi kot tisti učenci, ki giba niso imeli vključenega v pouk (kontrolna skupina). Vzorec kvantitativne raziskave sta predstavljala dva oddelka drugega razreda in dva oddelka petega razreda. V enem oddelku drugega in enem oddelku petega razreda sem pouk izvajala z ustvarjalnim gibom, v ostalih dveh oddelkih sem pouk vodila brez ustvarjalnega giba. Pred eksperimentom in po njem sem preverjala stališča učencev o različnosti med ljudmi s pomočjo vprašalnika in na podlagi le-tega izvedla analizo odgovorov. Rezultati raziskave so, kot je bilo pričakovano, pokazali, da učenci petega razreda bolj poglobljeno razumejo različnost in opazijo tudi razlike, ki so »nevidne« (npr. kulturne razlike, notranje razlike posameznika, sposobnosti …), medtem ko učenci drugega razreda pogosteje opazijo le »vidne« razlike (npr. velikost, spol, barva las, polti ipd.). Poleg tega sem z raziskavo ugotovila, da ustvarjalni gib statistično značilno vpliva na spremembo stališč učencev o različnosti med ljudmi. Učenci, poučevani z ustvarjalnim gibom, so po eksperimentu izražali pozitivnejša in manj stereotipna stališča do različnosti med ljudmi v skupnosti, kot učenci, ki niso bili poučevani z ustvarjalnim gibom. Z raziskavo sem želela spodbuditi učitelje razrednega pouka, da bi čim bolj učinkovito poučevali vsebino o različnost v skupnosti ter da bi za poučevanje uporabili tudi gibalne pristope.

Language:Slovenian
Keywords:različnost v skupnosti
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2019
COBISS.SI-ID:12490057 This link opens in a new window
Views:478
Downloads:76
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Secondary language

Language:English
Title:Understanding diversity of people using creative movement in the second and fifth grade of primary school
Abstract:
The curriculum of Social and Environmental Studies predicts learning goals for the second and fifth grade of primary school, where students learn that people are different and get acquainted with the concept of diversity. In the theoretical part of master’s thesis, I have defined concepts connected to diversity, researched the theme of diversity as part of the curriculum and looked for teaching guidelines on diversity in Slovenia and also in European Union. I wrote about what can influence the development of students' perspectives, defined stereotypes, and prejudices. I described the creative movement as a learning approach. I wrote about its use when teaching the subject of Social and Environmental studies. I made a pedagogic experiment (quasi-experimental causal research). In the empirical part, I made quantitative research in which I researched: 1. How students of second and fifth grade understand the diversity of people. 2. If students, taught with creative movement approach (experimental group), are more accepting of different people than students, who were not taught with creative movement approach (control group). The study included two groups of students in second grade and two groups of students in fifth grade. I took one group from each grade and used the creative movement. I taught the other two groups without the creative movement. Before and after the experiment I researched students' perspectives with a questionnaire on the diversity of people. After the experiment, I analyzed the answers to the questionnaire. As expected, I have come to the conclusion that fifth-grade students understand diversity better than students in second grade. Fifth-grade students already understand the differences that are invisible (e.g. cultural and personal differences, abilities). Second-grade students mostly recognize the physical differences (e.g. gender, height ...). I discovered that teaching with creative movement significantly influences perspectives on the diversity of people. Students, who were taught with creative movement, presented more positive and less stereotypical perspectives on the diversity of people in the community. With this research, I wanted to encourage primary school teachers to teach the chapter on diversity in the community as effectively as possible and inspire them to use a kinesthetic approach.

Keywords:diversity in community

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