Poučevanje fizikalnih in kemijskih vsebin s sošolčevo razlago v 4. razredu osnovne šole

Čampa, Tina (author), Pavlin, Jerneja (mentor)

V sodobnem času se v osnovnih šolah vse bolj poudarjajo aktivne oblike učenja in poučevanja. Tako je v ospredje postavljeno tudi vrstniško učenje, od katerega imajo korist vsi učenci v razredu. Ena izmed tehnik vrstniškega učenja je tudi tehnika poučevanja s sošolčevo razlago (ang. Peer Instruction), preko katere učenci v paru ali skupini pridejo do pravilne rešitve in se hkrati v večji meri znebijo napačnih predstav, ki so na področju naravoslovja velikokrat prisotne. Tehnika je največkrat uporabljena pri študentih in dijakih, zelo redko se uporablja v drugem triletju osnovne šole. V empiričnem delu magistrskega dela smo ugotavljali, kakšen je napredek učencev 4. razreda osnovne šole pri predmetu naravoslovje in tehnika z uporabo te tehnike, kakšne so razlike v napredovanju posameznih učencev glede na njihov splošni učni uspeh in kakšno je splošno mnenje učencev o uporabi tehnike. V raziskavi smo uporabili deskriptivno metodo raziskovanja ter kvalitativni in kvantitativni pristop. Način vzorčenja je bil neslučajnostni, in sicer namenski. V raziskavo je bilo vključenih 26 učencev 4. razreda izbrane osnovne šole. 5 vsebinskih sklopov (gibanje Zemlje, snovi, magnetizem, sile in gibanja ter elektrika) je bilo poučevanih s sošolčevo razlago po 2 šolski uri. Podatke smo s pomočjo programa Turning Point in »klikerjev« zbirali sproti, po posameznih obravnavanih vsebinskih sklopih. Po zadnjem zbiranju podatkov so učenci izpolnili anketni vprašalnik o ustreznosti in zanimivosti poučevanja s sošolčevo razlago. Izsledki raziskave kažejo, da so s pomočjo tehnike poučevanja s sošolčevo razlago napredovali vsi učenci pri vseh vsebinskih sklopih in da splošni učni uspeh ne vpliva na napredek posameznega učenca. Za izbrani vzorec velja, da so najbolj napredovali učenci z dobrim učnim uspehom. Učenci so bili z uporabo tehnike zadovoljni, kljub temu, da je 65 % učencev ocenilo, da so bila vprašanja pretežka. Menijo, da so s tehniko učne teme bolje poglobili. Najbolj jim je bilo všeč delo v paru in delo s ''klikerji''. Izsledkov raziskave ne moremo posplošiti na osnovno množico, vendar predstavljajo dobro izhodišče za nadaljnje raziskovanje.

• Language: Slovenian
• Keywords: naravoslovje in tehnika
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2017
• PID: 20.500.12556/RUL-92915
• COBISS.SI-ID: 11612745
• Publication date in RUL: 24.08.2017

Secondary language

• Language: English
• Title: Teaching physical and chemical contents with peer instruction approach in the 4th grade of primary school

Abstract

In modern times, active forms of learning and teaching have been increasingly emphasized in the primary school. This way the peer cooperation has been put forward, and all the students in the classroom have benefited from it. One of the techniques of the peer cooperation is Peer Instruction, which helps students in a pair or within a group to find the right solution and at the same time to get rid of some misconceptions that are often present in science. This technique is most often used with students at the university or in a high school and is very rarely used in the second triade of primary school. In the empirical part of this Master's thesis we were researching the progress of pupils of the 4th grade of primary school in the subject of Natural Science and Technology, then we focused on the differences in the progress of individual pupils in terms of their overall success and what is their general opinion about the use of this technique. In the study we used the descriptive method and also the qualitative and the quantitative approach. The sampling method was non-randomized and goal-oriented. 26 pupils of the selected primary school were included in the study. There were 5 different contents (Earth motion, matters, magnetism, forces and movements, electricity), each of them dealt within 2 lessons, taught by the Peer Instruction approach. The data was collected by using the Turning Point program and the “clickers”. After the last collection of data with ''clickers'', the pupils filled out a questionnaire about the relevance and their interest into the Peer Instruction approach. The results of the research show that with the help of this technique all the pupils progressed in all contents and that the overall learning success doesn't affect the progress of an individual pupil. However, for the selected sample, it is considered, that pupils who progressed the most, have an average overall success (grade 3). The pupils were satisfied with the technique despite the fact that 65 % of pupils evaluated the questions as “too difficult”. They reflected that they had deepened the topics better with this technique. They liked the pair work and the use of ''clickers''. The results of the research cannot be generalized, but they provide a good point for some further research.

• Keywords: natural science and technology