Učenje s fotografiranjem pri družboslovnih temah v prvem razredu : magistrsko delo

Vidic, Doris (avtor), Umek, Maja (mentor)

Živimo v obdobju vizualne kulture, ki ima velik vpliv na naše dojemanje sebe in okolice. V učbenikih je vedno več slikovnega gradiva, ki se tudi na splošno v šoli vse bolj uporablja. Vse večja je tudi potreba po digitalno-vizualnem opismenjevanju otrok, s katerim lahko začnemo že pred klasičnim opismenjevanjem. Temeljno raziskovalno vprašanje v predstavljeni raziskavi je, ali je učenje s fotografiranjem primerno za doseganje učnih ciljev pouka spoznavanja okolja v 1. razredu. Raziskovali smo, kako učenci dosegajo učne cilje s pomočjo učenja s fotografiranjem pri temah o značilnostih pokrajine, prometu in čustvih. Proučevali smo, katera znanja, poleg vsebinskega, učenci še pridobijo pri samostojni uporabi fotoaparata in kakšno mnenje imajo o učenju s fotografiranjem. Skozi celotno raziskavo smo spremljali prednosti, omejitve in slabosti uporabe takšnega načina pouka. Raziskava je bila akcijsko naravnana in razdeljena na tri akcijske korake. Izvedli smo devetnajst ur pouka in vsa opažanja zapisovali v raziskovalni dnevnik. Pred in po vsakem vsebinskem sklopu smo izvedli preizkus znanja, s katerim smo preverjali doseganje učnih ciljev. Po vsakem sklopu so učenci izpolnili lestvice stališč in sodelovali v skupinskih intervjujih. Učenci so prek celotne raziskave s samostojno aktivnostjo gradili znanje, tako vsebinsko kot v povezavi s fotografiranjem. Pri učencih je bilo opaziti večjo osredotočenost, natančnejše opazovanje, lažje in boljše besedno izražanje ter izboljšanje drugih spoznavnih procesov. Učenci so pokazali visoko stopnjo motiviranosti pri učenju s fotografiranjem, posledično pa so bili bolj vpeti v učne vsebine, ki so jih povezovali z lastnimi izkušnjami. Izsledki raziskave so lahko podlaga pri razvijanju in oblikovanju strategije učenja s fotografiranjem pri različnih vsebinah spoznavanja okolja in tudi pri drugih predmetih. S takšnim pristopom lahko dobimo boljši vpogled v učenčevo zaznavanje okolja, obenem pa nam omogoča diferenciacijo in individualizacijo pouka.

• Jezik: Slovenski jezik
• Ključne besede: prvi razred, spoznavanje okolja, akcijska raziskava, informacijsko-komunikacijska tehnologija (IKT), vizualna gradiva
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [D. Vidic]
• Leto izida: 2017
• Št. strani: 94 str.
• PID: 20.500.12556/RUL-92407
• UDK: 373.32.016:50(043.2)
• COBISS.SI-ID: 11547977
• Datum objave v RUL: 24.08.2017

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Learning through digital images in social science studies among year 1 pupils of the primary school

Izvleček

We live in a period of visual culture, which has a major impact on our perception of ourselves and the surroundings. The amount of image material in textbooks is growing and so is their general use in schools. Growing is also the need for digital-visual literacy of children, with programmes of which we can begin even before the traditional literacy programmes. The main research question in the present study is, whether learning by photographing is suitable for achieving the learning objectives of the lessons in the 1st grade. We studied how students achieve learning goals through learning by photographing the subjects on the characteristics of the landscape, traffic and emotions. We analysed what knowledge, in addition to content related, students can acquire through independent use of the camera and what opinion they have about learning by photographing. Throughout the study we observed the advantages, limitations and disadvantages of such a method of teaching. The study was action-oriented and is divided into three special steps. We carried out nineteen hours of instructions and all the observations were recorded in a research journal. Before and after each topic, we carried out an exam, with which we checked the achievement of learning objectives. After each round, the students evaluated their positions and participated in group interviews. Throughout the study, students were building their knowledge with independent activities, both in substance and in connection with photographing. In students, we were able to observe greater focus, more precise observation, easier and better verbal expression and improved other cognitive processes. The students expressed a high level of motivation to learn how to take pictures. As a result, they were more involved in the learning subjects, which have been associated with their own experience. The research findings may provide a basis for developing and designing learning strategies by photographing on various topics about the environment and also at other subjects. The approach can give a better insight into the students' perception of the environment and allows for the differentiation and individualization of lessons.

• Ključne besede: primary education, environmental education, osnovnošolski pouk, okoljska vzgoja