Uporaba didaktičnih iger pri poučevanju učne vsebine sile in gibanje v 3. razredu osnovne šole : magistrsko delo

Pečnik, Nastja (author), Pavlin, Jerneja (mentor)

Didaktične igre so prepoznane kot orodje, ki lahko pozitivno vpliva na izobraževalni proces. Obstaja relativno malo informacij o tem, kako ustvariti naravoslovne didaktične igre in na kaj biti pozoren pri njihovi izdelavi. Zato je bila izvedena raziskava, ki se je osredotočila na ustvarjanje kakovostnih didaktičnih iger za učno vsebino sile in gibanje. Cilji magistrskega dela so izdelava kakovostnih didaktičnih iger, ugotavljanje izboljšanja znanja učencev po uporabi iger ter pridobivanje mnenj učiteljev in učencev samih o igrah. Didaktične igre so bile evalvirane. Raziskava je zajemala učence enega 3. razreda izbrane osnovne šole, kjer so se izvajale didaktične igre. V raziskavi je sodelovalo tudi 26 učiteljev razrednega pouka različnih slovenskih šol, ki so ocenjevali kakovost in uporabnost izdelanih didaktičnih iger. Za zbiranje podatkov so bile uporabljene različne metode; vključno s predtestom, potestom, opazovanjem, dnevniškimi zapisi ter anketnimi vprašalniki za učence in učitelje. Ključne ugotovitve so izboljšano znanje učencev s pomočjo pripravljenih didaktičnih iger ter pomembnost kratkega in jedrnatega opisa nalog in navodil. Ugotovili smo, da so bili učenci pri igranju, glede na učno moč posameznika, različno aktivni, predznanje pa je faktor samozavesti in motivacije pri učencih med igranjem didaktičnih iger. Učitelji so prepoznali vrednost didaktičnih iger kot učnega orodja, učenci pa so bili najbolj navdušeni nad izvedbo poskusov, vezanih na učno vsebino sile in gibanje. Učitelji so vse tri didaktične igre ocenili kot kakovostne in vsebinsko primerne, medtem ko so jih učenci ocenili kot zanimive in zabavne, po mnenju obojih pa bi lahko vse tri didaktične igre še dodatno izboljšali in nadgradili. Namen raziskave je tako prispevati k boljšemu razumevanju učinkovitosti didaktičnih iger pri poučevanju učne vsebine sile in gibanje. S cilji, metodami in ugotovitvami, ki so predstavljeni, se zagotavlja celovita predstavitev raziskave, njenega konteksta in poteka.

• Language: Slovenian
• Keywords: didaktične igre, spoznavanje okolja, sile, gibanje, znanje učencev
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: N. Pečnik
• Year: 2023
• Number of pages: 1 spletni vir (1 datoteka PDF (162 str.))
• PID: 20.500.12556/RUL-151184
• UDC: 37.026(043.2)
• COBISS.SI-ID: 166537731
• Publication date in RUL: 30.09.2023

Secondary language

• Language: English
• Title: Using Didactic Games to teach Forces and Movement in Grade 3 of Primary School

Abstract

Didactic games are recognized as a tool that can have a positive impact on the educational process. There is relatively little information on how to create such science didactic games and what to consider when making them. Therefore, a study was conducted that focused on creating quality didactic games for the subject matter of force and motion. The objectives of the master's thesis are the development of quality didactic games, assessing the improvement of students' knowledge after using the games, obtaining opinions from teachers about the games, and obtaining opinions from the students themselves. The didactic games were evaluated. The research included third-grade students from a selected elementary school, where didactic games were implemented. The study also involved 26 primary school teachers from different Slovenian schools who assessed the quality and usability of the created didactic games. Various methods were used to collect data, including pre-tests, post-tests, observations, diary entries, and questionnaires for both students and teachers. Key findings include improved students' knowledge through the use of prepared didactic games and the importance of concise and clear task descriptions and instructions. It was found that students were differently engaged in playing, depending on their individual learning abilities, and prior knowledge was a factor in students' confidence and motivation while playing didactic games. Teachers recognized the value of didactic games as a teaching tool, and students were most enthusiastic about conducting experiments related to the subject matter of force and motion. Teachers rated all three didactic games as high-quality and content-appropriate, while students found them interesting and fun. Both groups believed that all three didactic games could be further improved and enhanced. The purpose of the research is to contribute to a better understanding of the effectiveness of didactic games in teaching the subject matter of force and motion. The objectives, methods, and findings presented provide a comprehensive overview of the research, its context, and its progress.

• Keywords: didactic games, environment education, forces, motion, students knowledge