Poučevanje prometnih znakov z didaktičnimi igrami

Lumpert, Špela (author), Umek, Maja (mentor), Hergan, Irena (comentor)

Učenci se vsakodnevno srečujejo s prometnimi znaki. Pogosto jih razumejo narobe in tako tudi ravnajo. Eden od ciljev pouka je, da učenci razumejo prometne znake, ki so pomembni zanje, ko so v vlogi pešcev in kolesarjev. Učitelj ima pomembno nalogo, da učencem nudi ustrezne dejavnosti, ki to omogočajo. Pri tem lahko uporabi metodo didaktične igre, ki je učencem blizu in jim omogoča, da sami aktivno pridejo do znanja. V teoretičnem delu magistrskega dela smo natančneje opredelili prometno vzgojo, se dotaknili prometnih nezgod otrok, našteli značilnosti otrokovega razvoja od 6. do 11. leta z vidika njegove prometne varnosti, opredelili prometno vzgojo z vidika delitve nalog med šolo in starši, opisali pravila, ki jih mora otrok upoštevati v prometu kot pešec, kolesar in potnik, osredotočili smo se tudi na vidnost v prometu, posebno pozornost pa smo namenili prometnim znakom in didaktičnim igram. Za namen raziskave smo oblikovali in izdelali didaktične igre na temo prometnih znakov. Namen raziskave je bil ugotoviti učinkovitost metode didaktične igre pri obravnavi prometnih znakov za pešce in kolesarje v 3., 4. in 5. razredu osnovne šole. Zanima nas, ali bo metoda didaktične igre pripomogla k boljšemu poznavanju in razumevanju prometnih znakov, pomembnih za vedenje pešcev in kolesarjev. V raziskavo smo vključili 60 učencev iz 3., 4. in 5. razreda izbrane osnovne šole iz dolenjske regije. Pri učencih smo najprej preverili predznanje s predtestom, nato je sledila obravnava prometnih znakov za pešce in kolesarje z metodo didaktične igre, na koncu pa smo še enkrat preverili znanje učencev s potestom. Predtest in potest sta bila vsebinsko enaka ter enaka za učence vseh treh razredov. Rezultati raziskave so pokazali, da je metoda didaktične igre koristna za poznavanje in razumevanje prometnih znakov za pešce in kolesarje od 3. do 5. razreda. Učenci vseh razredov so namreč v večini dosegli več točk na potestu kot na predtestu. Učenci 3. razreda so na predtestu dosegli povprečno 8,8 točk, na potestu pa 11,6 točk. V 4. razredu so na predtestu dosegli povprečno 12,4 točk, na potestu pa 15,3. Učenci 5. razreda so na predtestu dosegli 12,1 točk, na potestu pa je njihovo povprečje znašalo 16,7. Povprečno število točk na predtestu za vse učence je bilo 10,8, na potestu pa 14,2. V povprečju so učenci vseh razredov skupaj potest odpisali za 3,4 točke bolje. Pridobljeni rezultati so koristni za učitelje razrednega pouka in za področje didaktike družboslovja. Pripomorejo lahko k bolj kakovostnemu pouku prometne vzgoje.

• Language: Slovenian
• Keywords: prometna vzgoja
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-111099
• COBISS.SI-ID: 12600905
• Publication date in RUL: 24.09.2019

Secondary language

• Language: English
• Title: Teaching traffic signs with didactic games

Abstract

Students come into contact with road signalisation every day. Often they would misread them and take wrong actions. One of the goals of teaching is making the students understand road signalisation they encounter in the role of pedestrians and cyclists. The teacher’s assignment is to provide the students with appropriate activities that do so. The method of didactic games can be used for this, because it is close to the students’ sympathies and makes it possible for them to actively acquire knowledge. In the theoretical part of this thesis we more accurately defined traffic education, touched on the topic of children in road accidents and listed the characteristics of a child’s development between years 6 and 11 from the viewpoint of road safety. We then defined traffic education through the aspect of the dividing of responsibilities among the parents and the school, described the rules a child must abide by as a pedestrian, a cyclist and a passenger and focused on the visibility in traffic. We put special attention on road signalisation and didactic games. Especially for this research we designed special didactic games on the topic of road signalisation. The purpose of the research was to examine the level of efficiency of didactic games as a tool for discussing road signalisation for pedestrians and cyclists in the 3rd, 4th and 5th grade of elementary school. We are interested to see if the method of didactic games helps to a better familiarity and understanding of road signalisation, important for the behaviour of pedestrians and cyclists. Sixty 3rd, 4th and 5th year students from a chosen elementary school from the Dolenjska region were included in the research. First the prior knowledge of students was examined using a pre-test, then the examination via the method of didactic games for road signalisation for pedestrians and cyclists followed, and finally the students’ knowledge was re-examined using an after-test. The pre-test and the after-test were structurally similar and did not differentiate for students of different grades. The results of the research showed the method of didactic games is useful for the familiarity and understanding of road signalisation for pedestrians and cyclists from the 3rd to the 5th grade. In every grade the students achieved on average higher scores on the after-test compared to the pre-test. The 3rd grade students averaged an 8.8 score on the pre-test and 11.6 on the after-test. The 4th grade students achieved an average of 12.4 on the pre-test and 15.3 on the after-test. The 5th grade students averaged a 12.1 score on the pre-test and 16.7 on the after-test. The average across all three grades amounted to 10.8 for the pre-test and 14.2 for the after-test. On average the students improved for 3.4 points. The data acquired is helpful for teachers of lower classes in elementary school and the fields of didacticism and humanities. It adds quality to traffic education.

• Keywords: traffic education