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Title:Zmote in napake - odnos do njih in njihovo popravljanje
Authors:ID Horvat, Mojca (Author)
ID Kramar, Martin (Mentor) More about this mentor... New window
Files:.pdf UNI_Horvat_Mojca_2010.pdf (676,21 KB)
MD5: B6EB80E93ECEE047A83A23EF21AA8D2B
PID: 20.500.12556/dkum/6a26224b-2df2-49cf-b27c-9df395ceea3b
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:FF - Faculty of Arts
Abstract: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.
Keywords:zmota, napaka, sumativno preverjanje znanja, formativno preverjanje znanja, refleksija
Place of publishing:Maribor
Publisher:[M. Horvat]
Year of publishing:2010
PID:20.500.12556/DKUM-14639 New window
UDC:37.091.279.7(043.2):159.9
COBISS.SI-ID:17799688 New window
NUK URN:URN:SI:UM:DK:7NOBFF6Y
Publication date in DKUM:30.07.2010
Views:2855
Downloads:259
Metadata:XML DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:Errors and mistakes - attitudes toward them and their correction
Abstract: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.
Keywords:error, mistake, summative assessment, formative assessment, reflection


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