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Obravnava vsebin o sladkorni bolezni v osnovni šoli : diplomsko delo
Jakše, Anja (Author), Koch, Verena (Mentor) More about this mentor... This link opens in a new window, Kostanjevec, Stojan (Co-mentor)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/id/eprint/2523 This link opens in a new window

Abstract
V diplomskem delu sem predstavila način vključevanja vsebin o sladkorni bolezni v pouk gospodinjstva v šestem razredu in v pouk biologije v osmem razredu osnovne šole. Namen diplomskega dela je ugotoviti, ali je vključevanje vsebin o sladkorni bolezni v šestem in osmem razredu, ob različnem načinu poučevanja in z uporabo različnih metod, smiselno in v kakšnem obsegu. V raziskavi je sodelovalo 61 učencev. V osmem razredu je bilo pri pouku biologije v raziskavo vključenih 40 učencev. Z načinom frontalne oblike dela in metode razlage je učno snov o sladkorni bolezni usvajalo 19 učencev osmega razreda. V drugem oddelku osmega razreda pa je 21 učencev sladkorno bolezen spoznavalo preko skupinskega dela. V šestem razredu pri pouku gospodinjstva je preko skupinskega dela sodelovalo 9 učencev. V drugem oddelku šestega razreda pa je pri učni uri pri 12 učencih prevladovala frontalna oblika dela in metoda razlage. Zanimalo me je, kakšno znanje o sladkorni bolezni imajo učenci pred izvedeno učno uro in kakšno je bilo njihovo znanje po izvedeni učni uri. 14 dni po izvedeni učni uri sem ponovno ugotavljala, kakšno je znanje učencev o sladkorni bolezni in koliko znanja so usvojili. V vsakem razredu sem uporabila primerjavo dveh različnih učnih oblik in metod poučevanja. Zanimalo me je, če je frontalna učna oblika primernejša za razlago vsebin o sladkorni bolezni od skupinskega dela ali obratno. Test znanja so učenci rešili pred izvedeno učno uro, po izvedeni učni uri in po 14 dneh. Ugotovljeno znanje, ki so ga pridobili učenci, je bilo boljše poznavanje tipov sladkorne bolezni in pojmov hiperglikemija ter hipoglikemija. Učenci so tudi pravilno povezovali sladkorno bolezen z zvišano vrednostjo glukoze v krvi, prepoznavali so znake počutja pri sladkorni bolezni in spoznali nalogo insulina. Pridobili so še nekatera druga znanja, vendar so v povprečju učenci pridobili vsaj vse zgoraj našteto znanje. Rezultati so pokazali, da so vsebine, ki smo jih obravnavali, primerne za vključevanje v šesti in osmi razred. V obeh razredih se je izkazalo, da je v povprečju uspešnejša frontalna učna oblika od skupinskega dela usvajanja nove učne snovi. Razlog v rezultatih uporabe učnih oblik je verjetno tudi ta, da učitelji način skupinskega dela pri usvajanju nove učne snovi uporabljajo manj pogosto kot frontalno učno obliko dela.

Language:Slovenian
Keywords:sladkorna bolezen
Work type:Undergraduate thesis (m5)
Tipology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Year:2014
Publisher:[A. Jakše]
Number of pages:76 str.
UDC:616.379-008.64:373.3(043.2)
COBISS.SI-ID:10237001 This link opens in a new window
Views:637
Downloads:144
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Secondary language

Language:English
Title:Dealing with diabetes topics in primary school
Abstract:
The diploma work presents the way of choosing themes related to diabetes as a consistent part of the Home economics subject in the sixth grade and as a part of Biology subject in the eight grade of primary school. The main aim of the diploma work is to find out whether the theme of diabetes as a part of the learning programme in the sixth and eight grades is relevant and how widely should it be discussed, concerning different ways of teaching and using different methods. The research covered 61 pupils. In the eight grade, in Biology class, there was 40 pupils included. 19 pupils of eight grade were learning about diabetes with the methods of frontal learning and interpretation. On the other hand, in the second division of the eight class, there were 21 pupils learning about diabetes with the method of group work. There were 9 pupils involved in group work in the sixth grade during Home economics. In the other section of the sixth grade, there were 12 pupils learning with the method of frontal learning and the method of interpretation. My main concern was the knowledge of the pupils about diabetes before and after the pupil hour. 14 days after the pupils hour, I again checked their knowledge on the subject. In each class, I used two different teaching methods and ways of teaching. I wanted to know whether the frontal way of teaching is more appropriate for discussing the themes on diabetes than group work and vice versa. The pupils solved the test of knowledge before the pupils hour, after the pupils hour and 14 days after it. They upgraded their knowledge about the types of diabetes, hyperglicemia and hypoglicemia. The pupils correctly connected diabetes with the blood glucose level, they recognised the symptoms of diabetes and learned about the function of insulin. Besides the mentioned knowledge, they also gained additional knowledge on the disease. The results showed that the diabetes themes are appropriate for the sixth and eight grades; in both grades, on average, the frontal way of learning is more appropriate than group work, probably the main reason for this is due to the fact that teachers use the frontal way of learning more often than group work.


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