Poučevanje brez učbenikov in delovnih zvezkov v prvem vzgojno-izobraževalnem obdobju : izzivi, priložnosti in pozitivni učinki na učni proces

Šut, Mateja (author), Plešec Gasparič, Romina (mentor)

Poučevanje je načrtovan in sistematičen proces, pri katerem učitelj s pomočjo različnih učnih metod posreduje znanje učencem. Enolična uporaba zgolj ene učne metode lahko vodi v monotonost ter ne spodbuja aktivnega sodelovanja in kritičnega razmišljanja učencev. Še posebej pri prvošolcih je ključno, da se znanje podaja na izkustven način, z uporabo konkretnih materialov, didaktičnih iger in gibanja. Tradicionalni pouk, ki temelji zgolj na učbenikih in delovnih zvezkih, ne omogoča zadostne dinamike in prilagodljivosti, saj učence omejuje pri aktivnem sodelovanju. Zato je pomembno raziskati alternativne pristope poučevanja, ki spodbujajo interaktivno in izkustveno učenje. V magistrskem delu smo raziskovali, kako poteka poučevanje brez učbenikov in delovnih zvezkov v osnovnih šolah, katere učne metode uporabljajo učitelji, s katerimi viri nadomeščajo učbenike in delovne zvezke ter kakšne so prednosti in izzivi tovrstnega poučevanja. Osredotočili smo se na izkušnje učiteljev, ki poučujejo brez učbenikov in delovnih zvezkov v prvem vzgojno-izobraževalnem obdobju osnovne šole, ter njihov pogled na učinke takšnega pristopa na učence. S tem smo želeli prispevati k boljšemu razumevanju alternativnih oblik poučevanja in preučiti možnosti za njihovo širšo implementacijo v šolski sistem. Podatke za raziskavo smo pridobili s polstrukturiranimi nestandardiziranimi intervjuji z osmimi učiteljicami iz prvega vzgojno-izobraževalnega obdobja, ki poučujejo ali so poučevale brez učbenikov in delovnih zvezkov. Intervjuje smo izvedli aprila in maja 2025. Rezultati magistrskega dela so pokazali, da poučevanje brez učbenikov in delovnih zvezkov v prvem vzgojno-izobraževalnem obdobju osnovne šole omogoča bolj celostno, aktivno in izkustveno učenje, ki je prilagojeno razvojnim značilnostim učencev. Učiteljice, vključene v raziskavo, so kot glavne prednosti izpostavile večjo motivacijo in aktivnost učencev, boljše razumevanje učne snovi ter več možnosti za diferenciacijo in individualizacijo pouka. Pri delu najpogosteje uporabljajo operacijsko-praktične učne metode, ki vključujejo delo po postajah, didaktične igre, gibanje in uporaba konkretnih materialov, ki jih večinoma pripravijo sami. Kljub številnim prednostim se soočajo tudi z izzivi, kot so večja časovna obremenitev in potreba po sodelovanju med učitelji.

• Language: Slovenian
• Keywords: Osnovnošolsko učenje in poučevanje, Izkustveno učenje, učne metode, poučevanje brez učbenikov in delovnih zvezkov
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: M. Šut
• Year: 2025
• Number of pages: 55 str.
• PID: 20.500.12556/RUL-171296
• UDC: 373.3(043.2)
• COBISS.SI-ID: 246645251
• Publication date in RUL: 22.08.2025

Secondary language

• Language: English
• Title: Textbook- and workbook-free teaching in the first three grades of primary school : challenges, opportunities, and positive impacts on learning

Abstract

Teaching is a planned and systematic process in which teachers use various teaching methods to impart knowledge to students. The exclusive use of a single teaching method can lead to monotony and discourage active participation and critical thinking among students. Especially with first-graders, it is crucial that knowledge is conveyed in an experiential way, using concrete materials, didactic games and movement. Traditional teaching, based solely on textbooks and workbooks, does not allow for sufficient dynamics and flexibility, as it limits students' active participation. It is therefore important to explore alternative teaching approaches that encourage interactive and experiential learning. In our master's thesis, we investigated how teaching without textbooks and workbooks is carried out in primary schools, what teaching methods teachers use, what resources they use to replace textbooks and workbooks, and what the advantages and challenges of this type of teaching are. We focused on the experiences of teachers who teach in the first stage of primary school without textbooks and workbooks, and on their views on the effects of this approach on students. Our aim was to contribute to a better understanding of alternative forms of teaching and to explore the possibilities for their wider implementation in the school system. The data for the study were obtained through semi-structured non-standardized interviews with eight teachers who teach in the first stage of primary education and who teach or have taught without textbooks and workbooks. The interviews were conducted in April and May 2025. The results of the master's thesis showed that teaching without textbooks and workbooks in the first stage of primary school enables more comprehensive, active and experiential learning that is adapted to the developmental characteristics of students. The teachers involved in the study highlighted greater motivation and activity among students, better understanding of the material and more opportunities for differentiation and individualization in teaching as the main advantages. In their work, they most often use operational-practical teaching methods, such as station work, didactic games, movement and the use of concrete materials, which they mostly prepare themselves. Despite numerous advantages, they also face challenges, such as a greater time burden and the need for cooperation between teachers.

• Keywords: teaching methods, experiential learning, teaching without textbooks and workbooks