20.500.12556/DKUM-93635 Razširjenost in uporaba miselno-gibalnih iger med učitelji razredne stopnje magistrsko delo Prevalence and use of cognitive-motor games among primary school teachers Namen magistrske naloge je bil raziskati, kako dobro učitelji poznajo miselno-gibalne igre, kako pogosto jih vključujejo v pouk, katere ovire pri tem zaznavajo ter v katere dele učne enote in predmete jih najpogosteje umeščajo. V raziskavi je sodelovalo 100 učiteljev razrednega pouka iz različnih osnovnih šol po Sloveniji. Podatki so bili zbrani s pomočjo anketnega vprašalnika, le-ti pa so bili analizirani in interpretirani glede na podane hipoteze. Rezultati so pokazali, da večina učiteljev meni, da dobro poznajo miselno-gibalne igre, vendar njihovo dejansko poznavanje teh iger ni v celoti skladno s samooceno. Najpogostejši razlog za neuporabo miselno-gibalnih iger je pomanjkanje časa v sami pripravi na učno uro, sledita neustreznost glede na učni cilj in prostorska omejitev. Ugotovljeno je bilo, da učitelji pogosteje vključujejo igre pri pouku športa kot pri ostalih učnih vsebinah, najpogosteje pa jih umeščajo v uvodni del učne enote. Ugotovitve poudarjajo potrebo po večji ozaveščenosti in dodatnem strokovnem usposabljanju učiteljev, saj lahko miselno-gibalne igre pomembno prispevajo k večji motivaciji, aktivnemu učenju in izboljšani koncentraciji učencev. The purpose of this master's thesis was to investigate how well teachers are familiar with cognitive-physical games, how frequently they incorporate them into lessons, what obstacles they perceive in doing so, and in which parts of the lesson and subjects they most often include these activities. The study involved 100 primary school teachers from various schools across Slovenia. Data were collected through a questionnaire and were analyzed and interpreted in relation to the stated hypotheses. The results showed that most teachers believe they are well acquainted with cognitive-physical games; however, their actual knowledge does not fully align with their self-assessment. The most common reason for not using cognitive-physical games is a lack of time during lesson preparation, followed by their perceived irrelevance to learning objectives and spatial limitations. It was found that teachers are more likely to include these games in physical education classes than in other subject areas, most often placing them at the beginning of the lesson. The findings highlight the need for greater awareness and additional professional training for teachers, as cognitive-physical games can significantly contribute to increased student motivation, active learning, and improved concentration. učne metode didaktične igre razvoj otrok pedagoška praksa teaching methods didactic games child development teaching practice true true false M. Škorjanec Lekš Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-07-08 21:38:06 2026-06-12 09:01:29 2026-06-13 03:07:23 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (X, 88 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.015.31:796(043.2) 281393155 MAG_Skorjanec_Leks_Marsel_2025.pdf MAG_Skorjanec_Leks_Marsel_2025.pdf 1 27B14EA7D901C4F75742E204F8A6212E 9f81d801b06867fd71984a7fe1ec65b1a8342bd81f58ea94fe6d612d4e60c905 63d27482-6628-11f1-8def-00155d580e34 https://dk.um.si/Dokument.php?lang=slv&id=207063 Pedagoška fakulteta 0 0 0