Poučevanje učencev o nevretenčarjih z ustvarjalnim gibom : magistrsko delo

Medle, Laura (avtor), Torkar, Gregor (mentor)

V magistrskem delu smo preučevali učinke poučevanja vsebin o nevretenčarjih z ustvarjalnim gibom kot učnim pristopom. Za raziskavo smo se odločili, ker je pregled izvedenih raziskav v našem prostoru pokazal, da se ustvarjalni gib kot učni pristop ne uporablja pri pouku naravoslovja v veliki meri, prav tako pa še ni bila nikjer izvedena raziskava, ki proučuje poučevanje učencev o nevretenčarjih z ustvarjalnim gibom. Izvedli smo empirično raziskavo, v kateri smo uporabili kavzalno-eksperimentalno metodo pedagoškega raziskovanja. V raziskavo je bilo vključenih 48 učencev 4. razreda izbrane osnovne šole v šolskem letu 2022/23. V vseh treh oddelkih 4. razreda smo izvedli dvourno delavnico, na kateri smo učence o nevretenčarjih poučevali z ustvarjalnim gibom. S tremi preizkusi znanja smo preverili znanje učencev o nevretenčarjih pred delavnico (predpreizkus znanja), takoj po končani delavnici (preizkus znanja po delavnici) in tri tedne po delavnici (pozni preizkus znanja). Takoj po končani delavnici so učenci izpolnjevali tudi ocenjevalno lestvico, s katero so ocenjevali svoj interes za tak način dela in njihovo motivacijo med samo delavnico. Namen empiričnega dela je bil raziskati znanje učencev pred in po izvedbi delavnice ter ugotoviti, kakšna je trajnost znanja, pridobljenega na delavnici. Zanimalo nas je tudi, ali je bila izvedena delavnica sodelujočim všeč. Prav tako pa smo preučevali, ali se napredek v znanju in trajnost znanja, pridobljenega na delavnici, razlikujeta med spoloma in kakšno je znanje učencev glede na njihov interes do delavnice. S pomočjo raziskave smo ugotovili, da so učenci s takšnim načinom poučevanja o nevretenčarjih napredovali v znanju. Glede trajnosti znanja, pridobljenega na delavnici, smo ugotovili, da so učenci določen delež znanja po treh tednih pozabili, vendar je bilo izkazano znanje po treh tednih še vedno znatno boljše kot pred poučevanjem o nevretenčarjih z ustvarjalnim gibom. Pri napredku v znanju in pri trajnosti znanja med deklicami in dečki nismo zaznali statistično pomembnih razlik. Iz pridobljenih podatkov pa lahko povzamemo, da je bil tak način poučevanja večini sodelujočim všeč in bi ga bili radi deležni tudi v prihodnje. Pred izvedeno delavnico so učenci na predpreizkusu znanja kot dodatne informacije, ki jih poznajo o posameznih skupinah nevretenčarjev, največkrat omenili skupino mehkužcev in informacije, ki so skupne vsem nevretenčarjev. Najmanjkrat so omenili kolobarnike. Po izvedeni delavnici pa so na preizkusu znanja kot novo pridobljene informacije na delavnici najpogosteje omenili skupini kolobarnikov in mehkužcev. Prav tako pa smo ugotovili, da izkazan interes do delavnic ni vplival na znanje učencev. Rezultati podpirajo vključevanje ustvarjalnega giba kot učnega pristopa v poučevanje o nevretenčarjih.

• Jezik: Slovenski jezik
• Ključne besede: Osnovnošolsko učenje in poučevanje, Biologija, Gibalna vzgoja, gibanje, naravoslovje in tehnika, nevretenčarji, utelešena kognicija, ustvarjalnost, ustvarjalni gib
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Kraj izida: Ljubljana
• Založnik: L. Medle
• Leto izida: 2024
• Št. strani: X, 93 str.
• PID: 20.500.12556/RUL-158217
• UDK: 592/595:373.3(043.2)
• COBISS.SI-ID: 197485571
• Datum objave v RUL: 30.05.2024

MEDLE, Laura, 2024, Poučevanje učencev o nevretenčarjih z ustvarjalnim gibom : magistrsko delo [na spletu]. Magistrsko delo. Ljubljana : L. Medle. [Dostopano 21 april 2025]. Pridobljeno s: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=slv&id=158217

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Teaching students about invertebrates through creative movement

Izvleček

In our master's thesis, we investigated the effects of teaching content about invertebrates using creative movement as a teaching approach. We chose to conduct this research because a review of conducted studies in our area showed that the use of creative movement as a teaching approach is not widely utilized in the teaching of natural sciences, and there has been no research conducted on teaching students about invertebrates using creative movement anywhere. We conducted an empirical study using a causal-experimental method of pedagogical research. The study involved 48 fourth-grade students from a selected elementary school in the academic year 2022/23. In all three fourth-grade classes, we conducted a two-hour workshop where we taught students about invertebrates using creative movement. Through three knowledge assessments, we evaluated students' knowledge of invertebrates before the workshop (pre-test), immediately after the workshop (post-test), and three weeks after the workshop (delayed post-test). Immediately after the workshop, students also completed an evaluation scale to assess their interest in this method and their motivation during the workshop. The aim of the empirical study was to examine students' knowledge before and after the workshop and to determine the sustainability of knowledge acquired during the workshop. We were also interested in whether the workshop was enjoyable for the participants. Additionally, we examined whether there were differences in knowledge progression and sustainability between genders and how students' knowledge varied based on their interest in the workshop. Through the research, we found that students progressed in their knowledge of invertebrates through this teaching method. Regarding the sustainability of knowledge acquired during the workshop, we found that students had forgotten a certain percentage of the knowledge after three weeks, but the knowledge retained after three weeks was still significantly better than before teaching invertebrates through creative movement. We did not detect statistically significant differences in knowledge progression and sustainability between girls and boys. From the data obtained, we can summarize that most participants enjoyed this teaching method and would like to experience it again in the future. Before the workshop, students most frequently mentioned mollusks as additional information they knew about specific groups of invertebrates, along with information common to all invertebrates. They least frequently mentioned arthropods. After the workshop, on the knowledge assessment, students most frequently mentioned arthropods and mollusks as newly acquired information from the workshop. Additionally, we found that the expressed interest in the workshops did not affect students' knowledge. The results support the incorporation of creative movement as a teaching approach in teaching about invertebrates.

• Ključne besede: movement, science and technology, embodied cognition, experiential learning, creativity, creative movement