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Učne oblike v osnovni šoli in obrnjeno učenje in poučevanje
Plešec Gasparič, Romina (Author), Valenčič Zuljan, Milena (Author)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/6121/ This link opens in a new window

Abstract
Z učinkovitim poukom je povezana množica dejavnikov, ki naj bi jih spremljali šolska politika, šola kot institucija in tudi vsak učitelj, čigar vloga je še zlasti pomembna pri dejavnikih, ki vplivajo na didaktično zasnovo pouka, med katerimi izpostavljamo organizacijo učnih oblik. V prispevku predstavimo raziskavo, v kateri smo proučevali stališča in izkušnje slovenskih osnovnošolskih učiteljev z načrtovanjem, izvajanjem in evalvacijo učnih oblik. Rezultati raziskave kažejo, da učitelji pozitivno vrednotijo učinkovitost individualne učne oblike. Med pomanjkljivostmi posrednih interaktivnih učnih oblik pa po mnenju učiteljev najbolj izstopa časovna neekonomičnost, zato v prispevku predstavljamo didaktično inovacijo, t. i. obrnjeno učenje in poučevanje, ki odpira možnost za njihovo pogostejšo uporabo.

Language:Slovenian
Keywords:učenje
Work type:Article (dk_c)
Tipology:1.01 - Original Scientific Article
Organization:PEF - Faculty of Education
Year:2019
Publisher:Maribor, Pedagoška fakulteta
Number of pages:267-290
Numbering:12
ISSN:1855-4431
COBISS.SI-ID:12626249 This link opens in a new window
Views:322
Downloads:89
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Secondary language

Language:English
Title:Within-class pupil grouping in primary school and flipped learning and teaching
Abstract:
There are many factors associated with effective instruction that should be taken into account by school policy, the school as an institution and each individual teacher. The teacher’s role is of utmost importance when it comes to factors influencing the didactic design of instruction, among which we focus on within-class pupil grouping. The paper presents a study that examined attitudes and experiences of Slovenian primary school teachers with planning, implementing and evaluating within-class pupil grouping. The results of teacher assessments of the effectiveness of each form of grouping show that teachers give the highest rating to individualised learning. Among the disadvantages of interactive grouping, teachers emphasize time consumption. Thus, we present the didactic innovation of flipped learning and teaching, which offers the opportunity for more frequent use of interactive grouping.

Keywords:learning

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