20.500.12556/DKUM-99921 Uporaba sobe pobega pri preverjanju znanja v osnovni šoli magistrsko delo The use of escape rooms in knowledge assessment in primary education Magistrsko delo obravnava uporabo učne sobe pobega kot inovativnega didaktičnega pristopa pri preverjanju in utrjevanju znanja pri STEM predmetih v osnovni šoli. V sodobnem izobraževanju postaja vse pomembnejše vključevanje pristopov, ki učence aktivno vključujejo v učni proces, spodbujajo sodelovanje, problemsko mišljenje in motivacijo za učenje. Učna soba pobega predstavlja eno izmed takšnih metod, saj temelji na elementih igrifikacije, sodelovalnega učenja in reševanja problemskih nalog. V teoretičnem delu so predstavljene značilnosti STEM izobraževanja, igrifikacije in aktivnega učenja ter didaktične značilnosti učnih sob pobega. Posebna pozornost je namenjena njihovi vlogi pri vključevanju učencev, njihovem sodelovanju in medsebojni komunikaciji ter izzivom pri načrtovanju in izvedbi takšnih aktivnosti. Empirični del temelji na kvantitativni in kvalitativni raziskavi med učenci osnovne šole in učitelji, ki so sodelovali pri izvedbi učne ure »soba pobega«. Podatki so bili zbrani z vprašalnikom za učence in intervjuji z učitelji. Raziskava je proučevala stališča učencev in učiteljev do uporabe sobe pobega ter njihovo zaznavanje zavzetosti, sodelovanja, utrjevanja znanja in čustvenega doživljanja. Rezultati raziskave kažejo, da učenci učne sobe pobega doživljajo zelo pozitivno. Aktivnost so ocenili kot zanimivo, motivacijsko in vključujočo obliko dela, ki omogoča aktivno sodelovanje in uporabo znanja v konkretnih problemskih situacijah. Učenci so visoko ocenili tudi skupinsko delo, komunikacijo in medsebojno pomoč pri reševanju nalog. Rezultati nakazujejo, da učna soba pobega lahko spodbuja aktivno vlogo učencev ter podpira utrjevanje pridobljenega znanja in pozitivno učno vzdušje. Tudi učitelji so uporabo učne sobe pobega ocenili kot smiselno dopolnilo tradicionalnim oblikam poučevanja in preverjanja znanja. Ob tem so poudarili visoko stopnjo zavzetosti in motiviranosti učencev, sodelovalno delo in uporabo znanja v avtentičnih situacijah, opozorili pa so tudi na časovno in organizacijsko zahtevnost priprave aktivnosti. Ugotovitve raziskave nakazujejo, da ima učna soba pobega pomemben potencial za uporabo pri sodobnem poučevanju STEM predmetov v osnovni šoli. Takšen pristop povezuje učenje, sodelovanje, raziskovanje in izkustveno delo v celovito učno izkušnjo, ki učence aktivno vključuje v učni proces. The master’s thesis examines the use of an educational escape room as an innovative didactic approach to assessing and reinforcing knowledge in STEM subjects in primary school. In contemporary education, the integration of approaches that actively engage pupils in the learning process and foster collaboration, problem-solving skills, and motivation to learn is becoming increasingly important. An educational escape room represents one such method, as it incorporates elements of gamification, collaborative learning, and problem-solving tasks. The theoretical part presents the characteristics of STEM education, gamification, and active learning, as well as the didactic characteristics of educational escape rooms. Particular attention is devoted to their role in engaging pupils, fostering collaboration and interpersonal communication, and addressing the challenges involved in planning and implementing such activities. The empirical part is based on quantitative and qualitative research conducted among primary school pupils and teachers who participated in an escape room lesson. Data were collected using a questionnaire for pupils and interviews with teachers. The study examined pupils’ and teachers’ attitudes towards the use of an escape room and their perceptions of engagement, collaboration, knowledge reinforcement, and emotional experiences. The results of the study show that pupils perceive educational escape rooms very positively. They evaluated the activity as an interesting, motivating, and engaging form of learning that enables active participation and the application of knowledge in concrete problem-solving situations. Pupils also rated teamwork, communication, and mutual assistance in solving tasks highly. The results suggest that an educational escape room can encourage pupils to take an active role in the learning process while supporting the reinforcement of acquired knowledge and fostering a positive learning environment. Teachers likewise evaluated the use of an educational escape room as a meaningful complement to traditional forms of teaching and knowledge assessment. At the same time, they emphasised the high level of pupils’ engagement and motivation, collaborative work, and the application of knowledge in authentic situations, while also pointing out the time and organisational demands involved in preparing such activities. The findings suggest that educational escape rooms have significant potential for use in contemporary STEM education in primary school. Such an approach integrates learning, collaboration, exploration, and experiential learning into a comprehensive learning experience that actively engages pupils in the learning process. Igrifikacija sodobni učni pristopi sodelovalno učenje aktivno učenje soba pobega. gamification contemporary teaching approaches cooperative learning active learning escape room. true true false [M. Vogrinec] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-08-30 20:53:59 2026-09-24 09:52:32 2026-09-25 03:10:32 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor XIII, 86 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.31:62(043.2) 292237059 MAG_Vogrinec_Monika_2026.pdf MAG_Vogrinec_Monika_2026.pdf 1 54627DB5141194CAEBE302AA99F6D00C ef2cc8d57efbdacad7e013e8e99283031dbec8f51fdd8f954e42c1ba865f65e3 4846fee6-a52a-11f1-b1f1-00155d0001be https://dk.um.si/Dokument.php?lang=slv&id=211019 Fakulteta za naravoslovje in matematiko 0 0 0