Doživljanje in razumevanje problemske teme v slikanicah pri učencih 1. razreda osnovne šole : magistrsko delo

Avbelj, Urška (author), Petek, Tomaž (mentor)

Mlajšim učencem je problemske teme, ki naj bi bile samo za odrasle, velikokrat težko razložiti oziroma jih obravnavati v razredu. Problemska slikanica je pogosto orodje, s pomočjo katerega učencem predstavimo določeno problemsko temo. Razumevanje in doživljanje književnega besedila lahko pri učencih preverimo s pomočjo vprašanj in nalog na različnih taksonomskih stopnjah. V magistrskem delu je bil glavni cilj ugotoviti, kakšna sta doživljanje in razumevanje problemske teme gibalne oviranosti pri vsakem prvošolcu posebej. Za raziskovanje smo izbrali tri slikanice z enako problemsko temo. Prva slikanica avtorja Igorja Plohla Lev Rogi najde srečo, govori o književnem liku, levu, ki zaradi posledice nesreče ne more več hoditi in se giblje s pomočjo invalidskega vozička. V drugi slikanici Aleksandre Pinterič nastopa deklica Hana, ki je prav tako gibalno ovirana in za premikanje uporablja invalidski voziček. V tretji slikanici Svetlane Makarovič pa se je glavni junak, veveriček Čopko, rodil s skrivljeno in tanjšo tačko, zaradi katere ni mogel skakati tako kot ostale veverice. Opazovanje odzivov prvošolcev na prebrane slikanice in intervju o njej smo izvedli v dveh oddelkih 1. razreda. Vzorec je bil namenski in nenaključen, vseboval je 40 učencev 1. razreda, pri katerih je bil spol enako zastopan. Opazovanje smo izvedli s pomočjo nestrukturiranega opazovanja, intervjuje pa s pomočjo vnaprej pripravljenega strukturiranega vprašalnika. Pridobljene podatke smo uredili in jih kvalitativno analizirali. Glede doživljanja in razumevanja problemske slikanice pri prvošolcih smo ugotovili, da pri prvošolcih problemska slikanica s temo gibalne oviranosti vzbudi občutke žalosti. To je izrazitejše pri slikanicah, pri katerih je gibalna oviranost književnega lika tudi vidna, npr. je na invalidskem vozičku. Prav tako smo ugotovili, da se je pri doživljanju pojavila razlika med dečki in deklicami. Pri intervjuvanju smo ugotovili, da so bili tisti, ki ob branju slikanice niso občutili žalosti, dečki. Ugotovili smo, da je razumevanje problemske slikanice pri prvošolcih odvisno od izkušenj, ki jih imajo učenci s to temo. Razumevanje problemske teme se slabša z zahtevnejšimi vprašanji, ko so morali prvošolci podati vzrok in ga tudi utemeljiti. Izbira problemske slikanice, ki bo problemsko temo prikazala kakovostno in realistično, je za starše in tudi učitelje zelo pomembna. Naša raziskava lahko učiteljem, vzgojiteljem in tudi staršem zaradi primerjave problemskih slikanic na temo gibalne oviranosti pomaga pri razmisleku in ozaveščanju, kako otrokom s pomočjo slikanice predstaviti problemsko temo, ki bo res kakovostna, glede na predstavljena merila. Na koncu smo prav zato dodali še smernice, ki bodo v pomoč učiteljem pri izbiri kakovostne problemske slikanice. Ugotovili smo tudi, kako pomembno je, da doživljanje in razumevanje problemske teme preverimo pri vsakem otroku posebej, saj imajo različne občutke, razumevanje in izkušnje o določeni problemski temi. Z raziskavo smo ugotovili, da sta učenčevo razumevanje in doživljanje problemske teme boljša, če izberemo kakovostnejšo problemsko slikanico, ki gibalno oviranost prikaže realno in brez olepševanja.

• Language: Slovenian
• Keywords: Problemske slikanice, prvošolci, doživljanje, razumevanje, kakovost, osnovnošolsko učenje in poučevanje, gibalno ovirani otroci
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: U. Avbelj
• Year: 2024
• Number of pages: 55 str.
• PID: 20.500.12556/RUL-154853
• UDC: 373.32.016:3(043.2)
• COBISS.SI-ID: 188169731
• Publication date in RUL: 06.03.2024

Secondary language

• Language: English
• Title: Primary grade 1 pupils' experiences and understanding of the problematic theme in picture books

Abstract

It is often harder to explain problem topics which are considered suitable only for adults to younger pupils, or to discuss them in class. A problem picture book is a common tool that we use to present a certain problem topic to pupils. We test the pupils' understanding and experiencing of a literary text through questions and exercises at various taxonomic levels. The main objective of the master's thesis was to determine how each first grader experiences and understands the problem topic of mobility impairment. We selected three picture books on the same problem topic to conduct the research. The first picture book by Igor Plohl Lev Rogi najde srečo (Rogi the Lion Finds Happiness) talks about a literary character, a lion, that cannot walk after being in an accident and moves around in a wheelchair. In the second picture book by Aleksandra Pinterič a girl named Hana also has a mobility impairment and uses a wheelchair to move around. In the third picture book by Svetlana Makarovič the protagonist, Čopko the squirrel, was born with a deformed and shorter leg and could not jump as well as the other squirrels. We observed the reactions of the first graders to the read picture book and conducted an interview about it in two sections of the 1st grade. The sample was purposive and non-random, containing 40 first-grade pupils, with the genders equally represented. We performed the observations in the form of unstructured observation and conducted the interviews using a structured questionnaire prepared beforehand. The data obtained were organized and qualitatively analysed. As regards the first graders' experiencing and understanding of the problem picture book, we have established that a problem picture book on the topic of mobility impairment evokes sadness in the pupils. This is even more apparent in the case of picture books where the literary character's mobility impairment is visible, e.g., the character is in a wheelchair. Moreover, we have observed a difference in experiencing between boys and girls. During the interviews we noticed that the pupils who were not sad when listening to the story were boys. It has been determined that the first graders' understanding of the problem picture book depends on their experience with the topic. Their understanding of the problem topic worsened as the questions became more complex, asking the first graders to give a reason and substantiate it. Selecting a problem picture book that presents the problem topic in a quality and realistic manner is very important, both for the parent and the teacher. As our research compares problem picture books on the topic of mobility impairment, it can help parents and teachers to reflect and discover how they can present the problem topic well using a picture book, based on the criteria presented. In the end we added guidelines in hope to help teachers to choose a quality problem picture book. Research shows how important it is that we check how each child experiences and understands the problem topic, as they exhibit different emotions, views and experiences of a specific problem topic. The research has shown that a pupil's understanding and experiencing of a problem topic improves if we select a quality problem picture book that depicts mobility impairment realistically, without sugarcoating it.

• Keywords: Problem picture books, first graders, experiencing, understanding, quality