Primerjava namizne didaktične in računalniške didaktične igre kot metodi utrjevanja znanja pri matematiki

Kugonič, Katja (author), Manfreda Kolar, Vida (mentor)

V magistrskem delu primerjamo namizne didaktične in računalniške didaktične igre kot metodi utrjevanja znanja pri matematiki. V teoretičnem delu smo natančneje predstavili metode dela ter učne oblike, nato pa opredelili pojma igra in didaktične igre, navedli njihove prednosti ter različne klasifikacije iger. Predstavili smo vlogo motivacije ter njen vpliv na aktivnost učencev pri pouku. Eden izmed načinov povečanja motivacije pri pouku matematike je tudi uporaba učnih pripomočkov, med njimi didaktičnih iger, zato smo nekaj iger za potrebe empiričnega dela izdelali sami. Igre so se nanašale na utrjevanje vsebin množenja in deljenja v 3. razredu. Predstavili smo morebitne težave pri učenju teh dveh vsebin ter možnosti pomoči učencem s težavami prek didaktičnih iger. Namen raziskave je bil ugotoviti, v kolikšni meri je možno z načrtnim in motivacijsko naravnanim utrjevanjem učne vsebine izboljšati uspešnost učencev pri vsebinah množenja in deljenja v 3. razredu osnovne šole. Preverjali smo začetno in končno razumevanje znanja množenja in deljenja, vmes pa smo izvedli program utrjevanja teh tem preko didaktičnih iger. Z raziskavo smo skušali pridobiti odgovore na vprašanja, katere igre so učencem ljubše in kaj je tisto, kar pritegne njihovo pozornost pri izbranih igrah. Zanimalo nas je tudi, kakšna stališča imajo učenci do uporabe računalniških didaktičnih iger in namiznih didaktičnih iger pri pouku matematike ter kako pogosto in kdaj učitelji uporabljajo didaktične igre pri pouku. Raziskava, ki se je nanašala na preverjanje predznanja učencev in primerjavo z znanjem po koncu izvajanja našega programa, je pokazala, da med učenci ni statistično pomembnih razlik v uspešnosti reševanja predtesta in potesta. Ugotovili smo, da so učenci zelo željni uporabe tako namiznih didaktičnih kot računalniških didaktičnih iger, vendar so bolj motivirani za računalniške didaktične igre. Iz rezultatov je razvidno tudi, da je učencem zelo pomembna povratna informacija pri igrah. Raziskava je pokazala, da so učenci naklonjeni skupinskemu delu pri igranju didaktičnih iger. Ugotovili smo tudi, da imajo tako učiteljica kot učenci pozitivna stališča do uporabe didaktičnih iger pri pouku matematike.

• Language: Slovenian
• Keywords: igra
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-112854
• COBISS.SI-ID: 12678729
• Publication date in RUL: 04.12.2019

Secondary language

• Language: English
• Title: Comparison of didactic board games and didactic computer games as a method of mathematics knowledge consolidation

Abstract

In this master's degree we compare didactic board games and computer games as methods of knowledge revision in Maths. In the theoretical part working methods and learning ways are thoroughly presented and also the terms game and didactic games are defined. Furthermore, their advantages and different classifications of games are dealt with and the role of motivation and its impact on pupils' activity in class is presented. One of the ways to increase motivation during Maths lessons is also usage of teaching materials, such as didactic games. For the purpose of the empirical part we created some didactic games ourselves. The games referred to revision of multiplication and division in the 3rd class. We presented possible difficulties while learning these two contents and possibilities to help struggling pupils with didactic games. The purpose of this research was to establish to what extent success of pupils in the 3rd class of primary school can be improved when learning multiplication and division, using planned and motivational strategies of the mentioned contents. We examined the pupils' initial and final knowledge of multiplication and division and between these two stages we implemented a programme of revision of the mentioned contents with didactic games. With the research we tried to answer questions like, which games pupils prefer and what attracts their attention when it comes to games. We were intrigued what the pupils' views on the matter of using didactic computer games and didactic board games in Maths lessons are and how often and when teachers use didactic games. The research, which referred to the pupils' prior knowledge and comparison of this with the knowledge after we performed the programme of didactic games, showed that there are no statistically significant differences between the pre- and the post-exam success. We found out that pupils like to use didactic computer games as well as didactic board games, but are more motivated to use the former. From the results it can be seen that pupils find feedback very important. Research showed that pupils are keen to working in groups when playing didactic games. We discovered that teacher and pupils have positive views of using didactic games during Maths lessons.

• Keywords: game