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Zunanja diferenciacija in dosežki učencev pri notranjem in zunanjem preverjanju znanja
ID Žakelj, Amalija (Author), ID Magajna, Zlatan (Author)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/2475/ This link opens in a new window

Abstract
V prispevku razpravljamo o značilnostih zunanje diferenciacije ter o njenem vplivu na dosežke učencev (pri matematiki). Predstavili bomo nekatere vidike (prednosti in slabosti) zunanje diferenciacije glede učinkovitosti pridobivanja matematičnih znanj na doseženo raven matematičnega znanja v homogenih in heterogenih učnih skupinah. Rezultati kažejo, da ni enovitega odgovora, še zlasti ne, če se omejimo na skrajna pola – na zmožnejše učence in na učence z učnimi težavami. Od šole oziroma učitelja se seveda pričakuje, da prav vsakemu učencu s primernim pristopom omogoči, da se izobražuje v skladu s svojimi potenciali. Zato tako nadarjenost učencev kot učne težave učencev razumemo kot izziv učitelju, kako poučevati, kako prepoznati potrebe učencev in katere ukrepe izbrati, da bodo dosežki učencev optimalni glede na njihove zmožnosti in sposobnosti. Z vidika ciljev pridobivanja kakovostnega znanja vseh je ključno vprašanje, kako prilagoditi pouk vsem učencem glede na njihove potrebe in potenciale, ter tako znižati morebitno prikrajšanost zmožnejših učencev ali učencev z učnimi težavami. To narekuje potrebo po razvijanju ustreznih pristopov učenja in poučevanja za vse učence.

Language:Unknown
Keywords:homogene učne skupine
Work type:Not categorized (r6)
Organization:PEF - Faculty of Education
Year:2014
Publisher:Zavod RS za šolstvo
Number of pages:25-31
PID:20.500.12556/RUL-69063 This link opens in a new window
Publication date in RUL:10.07.2015
Views:782
Downloads:239
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Secondary language

Language:Unknown
Abstract:
In this paper we discuss caracteristics of external differentiation and its influence on student’s achievements (at mathematics). We are going to present some aspects (advantages and disadvantages) of external differentiation regarding the efficiency of gaining mathematical knowledges for achieved level of mathematical knowledge in homogenous and diverse study groups. The results are indicating that there are no homogenous answers, especially not if we limit ourselves to the outmost poles – on the most capable students and on students with learning difficulties. It is expected that school and a teacher enable each student to be educated with suitable approach that support his potentials. That’s why we understand the capability on one hand and learning difficulties on the other as a challenge to the teacher to find appropriate way of how to teach, how to recognise student’s needs and which measures to choose that the achievements of students will be optimal regarding their abilities and capabilities. The key question regarding the goals of gaining qualitative knowledge for all is how to adapt learning to all students, considering their needs and potentials and thus lower eventual deprivation of more capable students and students with learning difficulties. This dictates the need for developing of suitable approaches of learning and teaching for all.

Keywords:homogeneous study groups

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