20.500.12556/DKUM-14639 Zmote in napake - odnos do njih in njihovo popravljanje Errors and mistakes - attitudes toward them and their correction Namen diplomske naloge je bil raziskati vlogo zmot in napak pri pouku ter poiskati najprimernejše načine popravljanja le-teh. Ugotovitve so bile prikazane v teoretičnem delu naloge. Namen empiričnega dela diplomske naloge je bil raziskati, kaj o napakah menijo učenci in dijaki, kakšne so njihove izkušnje v zvezi s popravljanjem napak ter kaj bi želeli spremeniti. V ta namen je bil sestavljen vprašalnik, ki ga je rešilo 109 učencev in dijakov. Analiza rezultatov vprašalnika je pokazala, da so učenci in dijaki mnenja, da se iz napak učimo in da jih je treba sproti popravljati. Poleg tega so mnenja, da se odziv na napake razlikuje glede na situacijo in šolski predmet, pri katerem se napaka pojavi. Z odzivi na napake imajo anketiranci precej slabe izkušnje in si želijo, da se učitelj ob pojavu napake ne bi razburjal in sošolci ne bi norčevali. Poleg tega si želijo, da bi odkrivanju in popravljanju napak namenili več pozornosti. Razvidno je torej, da se tudi učenci in dijaki zavedajo, kako pomemben je pravilen odnos in pristop k napakam. Prav zato bi morali učitelji paziti, da se ob pojavu napak iz učencev ne norčujejo, in neprestano iskati nove načine popravljanja zmot in napak. The main aim of the diploma paper was to research the role of errors and mistakes in school and to find the most appropriate ways to correct them. The findings were presented in the theoretical part of the diploma paper. The aim of the empirical part was to research what pupils and students think about making mistakes, what kind of experience they have had with error correction and what they would like to change. For this purpose a questionnaire was composed and was distributed among 109 pupils and students. The results have shown that pupils and students think that we learn from our mistakes and that we should correct them the moment they occur. Moreover, they believe that reactions to mistakes differ according to the situation and subject. They have quite negative experience with reactions to mistakes and they wish teachers would not get upset and classmates would not make fun of them. Moreover, they wish they could devote more attention to finding and correcting mistakes. It is obvious that pupils and students are really conscious of how important an appropriate attitude toward mistakes is. Therefore, teachers should be more careful not to make fun of those who make mistakes, and should, continually, look for new ways of correcting errors and mistakes. zmota napaka sumativno preverjanje znanja formativno preverjanje znanja refleksija error mistake summative assessment formative assessment reflection true true false [M. Horvat] Slovenski jezik Angleški jezik Diplomsko delo 2010-06-24 10:42:27 2010-07-30 08:33:28 2022-04-12 22:11:48 2023-12-18 03:12:36 2010 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.279.7(043.2):159.9 17799688 URN:SI:UM:DK:7NOBFF6Y UNI_Horvat_Mojca_2010.pdf UNI_Horvat_Mojca_2010.pdf 1 B6EB80E93ECEE047A83A23EF21AA8D2B 20096c4cb1cc01ed8311bcdc9887552e6ff7caa7f16e5f7a43494114e2353fc0 337bb4aa-7c04-11eb-bb7a-00155d0001ca 20.500.12556/dkum/6a26224b-2df2-49cf-b27c-9df395ceea3b https://dk.um.si/Dokument.php?lang=slv&id=15677 Filozofska fakulteta 0 0 0