Oblikovanje intervjuja za preverjanje čustev, stališč in znanja učencev v prilagojenem izobraževalnem programu v povezavi z vretenčarji : diplomsko delo

Renčof, Maša (avtor), Tomažič, Iztok (mentor), Košak Babuder, Milena (komentor)

Učna priprava je predpogoj oziroma osnova za uspešno poučevanje in nadaljnje usvajanje znanja učencev. Pri naravoslovnih predmetih, kot sta naravoslovje in biologija, je samo načrtovanje učne ure pomembno. Ta mora biti dinamična, čim bolj izkustvena ter zasnovana na podlagi praktičnega dela. Učenci, ki imajo lažjo motnjo v duševnem razvoju (v nadaljevanju LMDR), so vključeni v prilagojen vzgojno-izobraževalni program z nižjim izobrazbenim standardom. V tem so njihovim sposobnostim prilagojene tako oblike kot tudi metode poučevanja. Učitelj mora ugotoviti, kakšna so stališča, čustva ter predznanje do izbrane teme iz učnega načrta. To lahko preveri z različnimi metodami. Ena izmed njih je oblikovanje intervjuja, na podlagi katerega lahko dobi informacijo, na kakšni stopnji je učenec in na podlagi katere lahko oblikuje uro, ki bo učencem omogočila lažje usvajanje učne snovi. Kot navaja Novljan (1997), je pomnjenje učencev z LMDR bolj konkretno, saj si zapomnijo določena dejstva, medtem ko imajo otroci večje težave pri usvajanju splošnega znanja. Zato je za njihovo učinkovito pomnjenje pomembno učenje z izkustvom, kjer pridejo v stik z organizmi, ki jih pri pouku naravoslovja obravnavajo. V diplomskem delu smo se zato odločili raziskati, kakšna oblika intervjuja je najbolj primerna za evalvacijo čustev, stališč in znanja učencev v prilagojenem vzgojno-izobraževalnem programu z nižjim izobrazbenim standardom do treh izbranih skupin vretenčarjev: dvoživk, plazilcev in sesalcev. Rezultati raziskave so pokazali, da je najbolj primerna polstrukturirana oblika intervjuja, kjer so vprašanja delno odprtega tipa. Ugotovili smo, da imajo učenci z LMDR največ težav pri dvoživkah, saj so z njimi v vsakdanjem življenju najmanj v stiku, medtem ko so jim plazilci nekoliko bližje, najbližje pa so jim sesalci. Kot razlog navajamo dejstvo, da je kar pet od sedmih učencev v odgovoru podalo, da imajo kot domačo žival vrsto sesalca. Menimo, da lahko učitelj s pravilnim preverjanjem predznanja, stališč in čustev otrok do skupine živali, pripravi dobro in učinkovito učno pripravo. Na njeni podlagi lahko učencem z lažjimi motnjami v duševnem razvoju pripravi čim bolj izkustveno učenje in usvajanje znanja.

• Jezik: Slovenski jezik
• Ključne besede: intervju
• Vrsta gradiva: Diplomsko delo/naloga
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [M. Renčof]
• Leto izida: 2015
• Št. strani: 28 str., [4] str. pril.
• PID: 20.500.12556/RUL-72710
• UDK: 59:376.1(043.2)
• COBISS.SI-ID: 10705481
• Datum objave v RUL: 29.09.2015

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Designing the interview to assess the emotions, attitudes and knowledge of students in the special education program about vertebrates

Izvleček

Teaching preparation is a basic condition for successful schooling, continual memory and good knowledge adoption. At natural science subjects, such as nature and biology, the planning is even more important. It has to be dynamic, much more empirical and planned on practical basis. Pupils with minor mental dissabilities are participating in adapted pedagogic educational programs. There are changes in shapes and methods of teaching, all adapted to their abilities. Teacher must identify the standpoints, emotions and begining stage of knowledge in regards to selected subject from the teaching plan. We know several methods for indentifying the aformentioned. One of the methods is structuring an interview resposible for getting infomation of pupil´s current stage of knowledge and giving the basic information on which basis, teacher is able to prepare a teaching hour, that will enable efficient and easier acqusition of educational material. As Mr. Novljan's stated in 1997, the memory of pupils with before-mentioned dissability is more concrete. They memorize the concrete facts well, while adopting of general knowledge causes bigger troubles. For their effective memory the teaching from experiance is very important. In this way they can get in contact with organisms which are discussed at natural science subjects. For this reason we have decided that in our diploma work we will research what form of interview is the most appropriate to evaluate emotions, standpoints, and knowledge of pupils who participate at adjusted educational program related to the three chosen groups of vertebrate animals: amphibians, reptiles, and mammals. The resultes showed that half-structural form of intrview where questions are put as a partly opened type is the most appropriate one. We found out pupils had most difficulties with amphibians, since they come in contact with in everyday's life less frequently than with the other two groups. As five out of seven pupils has mentioned the presence of mammal as a pet in their homes, it is understandable that they displayed better knowledge about mammals. We think that the teacher can prepare a good and effective teaching plan if he beforehand correctly establishes a begining stage of knowledge, standpoints, and emotions of the childreen. On the basis of that he can prepare much more empirical memorizing and adopting of knowledge for the pupils with lighter dissabilities in mental development.

• Ključne besede: natural science