20.500.12556/DKUM-90799 Uporaba didaktičnih iger pri pouku zgodovine v osnovni šoli magistrsko delo The use of didactic games and formative assesment in history lessons in primary school Temeljni namen magistrskega dela je bil s pomočjo kvantitativnega in kvalitativnega metodološkega pristopa ugotoviti, v kolikšni meri se učitelji zgodovine v osnovni šoli poslužujejo didaktičnih iger pri svojem pouku. V teoretičnem delu smo analizirali otroško igro, različne vrste iger, kot so fizična igra, simbolna igra in igra s pravili, ter raziskali, kako te oblike iger prispevajo k razvoju in učenju otrok. Poseben poudarek smo namenili didaktičnim igram in njihovi vlogi pri spodbujanju aktivnega učenja ter inovativnim učnim metodam, ki presegajo tradicionalne pedagoške pristope. Primerjali smo tradicionalni pouk in pouk, obogaten z didaktičnimi igrami, ter preučili prednosti in slabosti obeh metod. V empiričnem delu smo s kvantitativno raziskavo preučevali pogostost uporabe didaktičnih iger pri pouku zgodovine ter jih kvalitativno preizkusili na Osnovni šoli Fram. Rezultati kažejo, da učitelji prepoznavajo didaktične igre kot učinkovito dopolnilo pri utrjevanju in ponavljanju snovi, saj spodbujajo aktivnost in motivacijo učencev. Učitelji, ki uporabljajo formativno spremljanje, igre pogosteje vključujejo v pouk, vendar se hkrati soočajo z izzivi, kot sta pomanjkanje časa in manjša primernost iger za preverjanje znanja. The main goal of the Master's thesis was to determine the extent to which history teachers in primary schools use didactic games in their teaching through quantitative and qualitative methodological approaches. In the theoretical part of the thesis, we analysed children's play, and its different types, such as physical play, symbolic play and play with rules, and explored how these forms of play contribute to a child's development and learning. We paid special attention to didactic games and their role in active learning, as well as innovative teaching methods that transcend traditional pedagogical approaches. Furthermore, we compared traditional classroom teaching to didactic games-enriched classroom teaching and examined the advantages and disadvantages of both methods. In the empirical part of the thesis, we conducted a quantitative study to investigate the frequency of the use of didactic games in history lessons. Later, we conducted a qualitative test at the Primary School Fram (Osnovna šola Fram), where we tested some didactic games. The results show that teachers recognise didactic games as an effective tool for comprehension and repetition of material, as they stimulate pupils’ activity and motivation. Teachers who use formative evaluation are more likely to integrate games into their lessons, but at the same time report challenges such as lack of time and reduced suitability of games for knowledge testing. Otroška igra didaktične igre formativno spremljanje učni proces učenje Children’s play didactic games formative evaluation learning process learning true true false E. Fekonja Slovenski jezik Angleški jezik Slovenija; Magistrsko delo/naloga 2024-09-23 19:03:40 2024-11-28 12:51:57 2024-11-29 03:12:43 0000-00-00 00:00:00 2024 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XV, 109 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.39:94(497.4)(043.2) 216866307 MAG_Fekonja_Eva_2024.pdf MAG_Fekonja_Eva_2024.pdf 1 E2A7EF3AA852785452E59E0C25B9441A dedd9b3d25f5acbc68330833970142812730a9609ee66690eee7bb1f97bf241e 1442070e-79cf-11ef-8363-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=185762 Filozofska fakulteta 0 0 0