Didaktična igra v etapi učnega procesa ponavljanja zgodovinske snovi srednji vek pri učencih petega razreda osnovne šole : magistrsko delo

Iskra, Tina (author), Kerec, Darja (mentor)

V magistrskem delu smo raziskali, v kolikšni meri se pomnjenje učencev razlikuje, če didaktično igro uporabimo pri učni etapi ponavljanja zgodovinske snovi srednjega veka v petem razredu osnovne šole. Ugotavljali smo, ali didaktična igra, uporabljena pri ponavljanju zgodovinske snovi srednji vek, pripomore k boljšemu pomnjenju snovi in s tem olajša proces pomnjenja snovi pri učencih. Raziskali smo tudi, kako se učenci počutijo med učno etapo ponavljanja, koliko so motivirani za delo in v kolikšni meri se kažejo razlike med spoloma pri različnem načinu ponavljanja snovi o srednjem veku. Izvedli smo raziskavo, v kateri je sodelovalo 80 učencev; od tega je 40 učencev učno snov srednjega veka ponavljalo z didaktično igro, preostalih 40 pa z delovnimi listi. Učenci so v šolskem letu 2023/2024 obiskovali 5. razred na dveh osnovnih šolah v Sloveniji. Za zbiranje podatkov smo uporabili preizkus znanja, opazovanje in strukturiran intervju. Zbrane podatke smo kvantitativno in kvalitativno analizirali. Učenci, ki so učno snov ponavljali z didaktično igro, so dosegli boljše rezultate na preizkusu znanja po učni etapi ponavljanja kot tisti učenci, ki so učno snov ponavljali z delovnimi listi. Obe skupini učencev sta na testu dosegla višje rezultate kot na predtestu, vendar so učenci, ki so učno snov srednjega veka ponavljali z didaktično igro, dosegli višje rezultate. V sklopu preverjanja razlik v pomnjenju med spoloma so boljše rezultate dosegli dečki, ki so učno snov ponavljali z didaktično igro. Učenci so se med ponavljanjem snovi z didaktično igro počutili bolj motivirane, bili so bolj veseli in aktivni skozi celotno učno uro. Motivacija pri teh učencih je bila višja kot pri tistih, ki so snov ponavljali z delovnimi listi. Učenci so si med ponavljanjem z didaktično igro pogosteje pomagali in prosili učitelja/sošolca za pomoč, ko niso vedeli odgovora na vprašanje. Raziskava nam je pokazala, da je ponavljanje snovi z didaktično igro učinkovito in da pripomore pri pomnjenju zahtevnejše snovi. Rezultati raziskave o učinkovitosti uporabe didaktične igre v učni etapi ponavljanja so koristni v smislu spodbujanja uporabe didaktičnih iger pri ponavljanju zgodovinske snovi. Raziskava je prinesla tudi strokovni doprinos ter lahko pripomore k spodbuditvi učiteljev in učiteljic k večji uporabi didaktičnih iger pri ponavljanju zgodovinske snovi.

• Language: Slovenian
• Keywords: didaktična igra, ponavljanje snovi, srednji vek, osnovna šola, razredni pouk
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: T. Iskra
• Year: 2024
• Number of pages: 175 str.
• PID: 20.500.12556/RUL-159338
• UDC: 94(043.2)
• COBISS.SI-ID: 200951299
• Publication date in RUL: 06.07.2024

Secondary language

• Language: English
• Title: Didactic game for revising middle ages history material for fifth grade primary school students

Abstract

In this master thesis, we investigated to what extent pupils' memorisation differs when a didactic game is used in a repetition phase of a historical material of the Middle Ages in the fifth grade of primary school. We investigated whether a didactic game used in the revision of the historical material of the Middle Ages contributes to a better recall of the material and thus facilitates the process of memorisation of the material by the pupils. We also investigated how pupils feel during the repetition phase, how motivated they are to learn and to what gender differences are shown in the different ways of repeating the material of the Middle Ages. We carried out a study with 80 pupils; 40 of whom repeated the material of Middle Ages by using didactic games and the remaining 40 using worksheets. The pupils attended 5th grade in two primary schools in Slovenia in the school year 2023/2024. For collecting data we used knowledge test (exam), observation and a structured interview. The data that we collected were later on analysed quantitatively and qualitatively. Students who repeated the material with a didactic game scored higher points on the post-teaching test than those who repeated the material with worksheets. Both groups of pupils scored higher on the test than on the pre-test, but the pupils who repeated the Middle Ages with a didactic game scored higher. In the gender memory gap test, boys who repeated the material with a didactic game performed better. Students felt more motivated, happy and active throughout the lesson when they repeating the material of Middle Ages with didactic game. Motivation was noticeably lower for students that repeated the material with worksheets. The students, which repeated material with didactic game were more likely to help each other during the repetition of the didactic game and also in asking the teacher/ classmate for help when they did not know the answer to a question. The study showed that didactic repetition is very effective and also helps to remember more difficult material. The results of the research on the effectiveness of using didactic games in the repetition phase of learning are useful in terms of promoting the use of didactic games in the repetition of historical material. The research has also made a professional contribution and may help to encourage teachers to make greater use of didactic games in the repetition of historical material in school.

• Keywords: didactic game, repetition of learning tool, middle ages, primary school, classroom teaching