Uporaba didaktične igre pri poučevanju naravoslovnih vsebin v prvem triletju osnovne šole

Iglič, Neža (author), Juriševič, Mojca (mentor), Susman, Katarina (mentor)

Namen magistrskega dela je poglobitev razumevanja uporabe didaktične igre pri poučevanju naravoslovja v prvem triletju osnovne šole ter osvetlitev izkušenj učiteljev na tem področju v vsakodnevni pedagoški praksi. V magistrskem delu sem raziskovala uporabo didaktične igre pri poučevanju naravoslovnih vsebin v prvem triletju osnovne šole. V teoretičnem delu je na osnovi sodobnih razvojno-psiholoških in didaktičnih spoznanj utemeljeno zgodnje poučevanje in učenje naravoslovja. Podrobneje je predstavljena prosta igra ter še posebej didaktična igra in motivacijske značilnosti učencev v prvem triletju osnovne šole. V empirični raziskavi sta uporabljeni dve raziskovalni metodi. Prva je kvantitativna deskriptivna metoda, druga pa kvalitativna metoda, in sicer študija primera. Z vprašalnikom sem ugotavljala, kakšne izkušnje imajo učitelji pri uporabi didaktičnih iger pri poučevanju naravoslovja. V drugem delu raziskave sem hospitirala pri učni uri, v kateri je učiteljica uporabljala didaktične igre pri poučevanju naravoslovja. Ugotavljala sem, na kakšne načine in kako pogosto je med poukom uporabljena didaktična igra, kako se učenci sproti odzivajo nanjo, ali učenci ob zaključku uporabljenih didaktičnih iger dosegajo zastavljene učne cilje. Opazovanju sta sledila analiza primernosti uporabljenih didaktičnih iger in predlogi za izboljšave. Po opravljenem hospitiranju sta bila izvedena tudi polstrukturirana intervjuja; prvi z učiteljico in drugi z dvaindvajsetimi učenci, od katerih jih je 12 odgovarjalo na vprašanja. Z učiteljico sem se pogovorila o uporabi igre pri poučevanju naravoslovnih vsebin, z učenci pa o njihovih odzivih na poučevanje z didaktično igro. Tovrstna raziskava je novost na tem področju, saj podobnih raziskav na konkretno tematiko uporabe didaktičnih iger v naravoslovju še nisem zasledila. Intervju z učenci je pokazal, da imajo radi tovrstni način poučevanja, a kljub temu si poleg igre želijo tudi konkretne učiteljeve razlage. Iz anketnih odgovorov sem ugotovila, da je zastopanost didaktičnih iger v naravoslovju v slovenskih šolah še vedno majhna, vzroke za to pa najverjetneje najdemo v šolskem sistemu, saj primanjkuje tako denarja kot tudi časa ter konkretnih izobraževanj za pripravo tovrstnih iger.

• Language: Slovenian
• Keywords: didaktične igre
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-83226
• COBISS.SI-ID: 11030345
• Publication date in RUL: 24.08.2016

IGLIČ, Neža, 2016, Uporaba didaktične igre pri poučevanju naravoslovnih vsebin v prvem triletju osnovne šole [online]. Master’s thesis. [Accessed 6 June 2025]. Retrieved from: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=eng&id=83226

Secondary language

• Language: English
• Title: Educational games in science teaching in the first cycle of the primary school

Abstract

The purpose of this master's thesis is to deepen understanding of the use of didactic games in science teaching in the first cycle of primary school and to shed some light on teachers' experiences in this area in their everyday pedagogical work. In the master's thesis I researched the use of didactic games in science teaching in the first cycle of primary school. The theoretical part substantiates early science teaching and learning which is based on contemporary developmental-psychological and didactic recognition. Children's game and in particular didactic game and also motivational characteristics of pupils in the first cycle of primary school are represented in detail. There are two research methods used in the empirical part of this research. The first one is quantitative descriptive and the second one is qualitative, namely case study. With the questionnaire I established teachers' experiences when using didactic games in science teaching. The second part of this research is based on classroom observation of science lesson in which the teacher used didactic games. I tried to establish in what ways and how often are didactic games used during lessons, how do pupils respond to them and do they help pupils achieve targeted learning objectives. Analysis of adequacy of didactic games used during the lesson and suggestions for their improvement followed after classroom observation, namely two semi-structured questionnaires were carried out. The first one was given to teachers and the second one to 22 pupils, out of which 12 pupils answered the questions. I talked to the teacher about the usefulness of didactic games in science teaching and I also talked to pupils about their responses to way of teaching that uses didactic games. This sort of research is a novelty in this area because I haven't come across researches dealing with such topic. The interview with pupils showed that they like this way of teaching but on the other hand, they still believe they need the teacher's explanation. The questionnaire's answers made me realize that representation of didactic games in science teaching is low due to our school system and to the fact that there is lack of money, time and certain educational courses which would help prepare teachers to use didactic games.

• Keywords: didactic games