20.500.12556/DKUM-92809 Učiteljeve zaznave in strategije spodbujanja spoznavne prožnosti pri učencih na razredni stopnji magistrsko delo Teacher's perceptions and strategies for promoting cognitive flexibility in primary-level students Spoznavna prožnost omogoča učencem prilagajanje nalogam in reševanje problemov, njen razvoj pa je tesno povezan z razvojem možganov in podporo okolja. V magistrskem delu smo preučili učiteljeve zaznave in strategije spodbujanja spoznavne prožnosti učencev na razredni stopnji. Raziskava, ki je vključevala 190 učiteljev razrednega pouka, je pokazala, da učitelji na prehodu najbolje poznajo izraz "spoznavna prožnost", medtem ko so izkušeni učitelji s tem izrazom seznanjeni v manjši meri. Razlike v poznavanju se niso pokazale kot značilne. Značilne razlike med učenci so se pokazale na področju težav pri prekinitvi dejavnosti in preusmeritvi, pri čemer učitelji opažajo več težav pri mlajših učencih (1., 2. in 3. razred). Izkušeni učitelji pogosteje kot učitelji začetniki poročajo o uporabi strategij, kot sta omogočanje dodatnega časa za naloge ter skupno analiziranje uspešnosti naloge in možnosti za izboljšave. Prav tako učitelji višjih razredov značilno pogosteje uporabljajo strategije za spodbujanje spoznavne prožnosti, kot je vpeljevanje sodobnih pristopov poučevanja. Učitelji začetniki pogosteje poročajo o težavah pri vzpostavljanju odnosa z novimi učenci ali sodelavci, medtem ko učitelji na prehodu pogosteje zaznavajo težave, povezane z vedenji učencev ali sodelavcev, ki odstopajo od pričakovanj. V raziskavi nismo potrdili statistično značilnih razlik v spoznavni prožnosti glede na spol učiteljev. Cognitive flexibility enables students to adapt to tasks and solve problems, and its development is closely linked to brain maturation and supportive environmental factors. This master's thesis explored teachers' perceptions and strategies for promoting cognitive flexibility in primary school students. The study, which included 190 primary school teachers, revealed that mid-career teachers were the most familiar with the term "cognitive flexibility", while experienced teachers were less familiar with it. Differences in familiarity were not statistically significant. Statistically significant differences among students were found in challenges related to task interruption and shifting attention, with younger students (grades 1-3) exhibiting more difficulties, as observed by teachers. Compared to beginning teachers, experienced teachers more frequently reported using strategies such as allowing additional time to complete tasks and collaboratively analyzing performance and opportunities for improvement. Teachers of higher grade levels also significantly more often implemented strategies for promoting cognitive flexibility, such as introducing modern teaching approaches. Beginning teachers more frequently reported difficulties in establishing relationships with new students or colleagues, whereas mid-career teachers more often identified challenges related to behaviors that deviate from expectations. No statistically significant gender differences were found in teachers' self-perceived cognitive flexibility. izvršilne funkcije spoznavna prožnost učitelji učenci strategije spodbujanja executive functions cognitive flexibility teachers students facilitation strategies true true false T. Senica Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-05-14 19:39:41 2025-07-23 11:05:44 2025-07-24 03:10:14 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (IX, 90 str.)) 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.015.3(043.2) 243525123 MAG_Senica_Tija_2025.pdf MAG_Senica_Tija_2025.pdf 1 CABEA090E731755CD51FB1E3C31E2469 9b1fc60b09f82b1583e882a28254f955dbddeed339bd278f6f317feb71564d00 f8914db4-4add-11f0-a2f6-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=192300 Pedagoška fakulteta 0 0 0