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Title:INTERAKTIVNE DELAVNICE VREDNOT ZA UČENCE KOT PODPORA VZGOJNEM NAČRTU V OSNOVNOŠOLSKEM IZOBRAŽEVANJU
Authors:ID Škobalj, Goran (Author)
ID Pšunder, Majda (Mentor) More about this mentor... New window
Files:.pdf UNI_Skobalj_Goran_2010.pdf (3,23 MB)
MD5: 07EA7A6F0734A249839121DB575B87E2
PID: 20.500.12556/dkum/7d189d85-6052-4f36-b9b1-f202d1bf5413
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:FF - Faculty of Arts
Abstract:Kakovosten pouk predstavlja temeljni in nenadomestljiv dejavnik optimalnega razvoja vsakega učenca. Tradicionalni koncept izobraževanja odkriva določene omejitve, med katerimi je potrebno izpostaviti nesorazmerje med učenjem kognitivnih spretnosti in formalnega znanja ter neformalnim znanjem, ki je temelj za strokovno kompetenco. Cilj te študije je ugotoviti, v koliki meri interaktivne delavnice prispevajo k uresničitvi zastavljenih učnih ciljev v skladu s principi konstruktivizma. V prvem delu študije je predstavljena geneza interaktivnih delavnic, kakor tudi njihov osnovni namen in cilji. V drugem delu raziskave je poudarek na prikazu empiričnih izsledkov o uveljavljanju nekaterih interaktivnih delavnic pri pouku. Podatki so pridobljeni na osnovi sistematičnega spremljanja interaktivnih delavnic in evalvacij. Raziskava kaže, da interaktivne delavnice uresničujejo cilje konstruktivistične teorije znanja, ki so postale glavno izhodišče prenove učnih načrtov in temeljijo na predpostavki, da je posameznik temeljni oblikovalec znanja.
Keywords:interaktivna delavnica, konstruktivizem, transmisijska paradigma, transformacijska paradigma, kompetence, neformalno učenje, učenec, učitelj
Place of publishing:Maribor
Publisher:[G. Škobalj]
Year of publishing:2010
PID:20.500.12556/DKUM-16499 New window
UDC:37(043.2)
COBISS.SI-ID:18069256 New window
NUK URN:URN:SI:UM:DK:6RWHJO3A
Publication date in DKUM:07.01.2011
Views:3138
Downloads:345
Metadata:XML DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:INTERACTIVE WORKSHOPS ON HUMAN VALUES AS A SUPPORT OF AN EDUCATIONAL PLAN IN PRIMARY SCHOOL
Abstract:High-quality school lessons are the basis for the optimal development and growth of every pupil. However, traditional educational concepts have some limitations. Those limitations that should be addressed include a disproportion between cognitive-skill learning and formal knowledge on the one hand, and informal knowledge on the other, the latter forming the basis for professional competence. The aim of this thesis is to discover how much interactive workshops, in accordance with constructivist principles, contribute to the realisation of teaching goals. The genesis of interactive workshops and their basic purpose are presented in the first part of this thesis. The second part deals with empirical results from interactive workshops carried out as actual lessons. The data was acquired through the systematic attendance of interactive workshops and evaluations. This study shows that interactive workshops help teachers accomplish the goals set out in constructivist theories of knowledge, which have become the principal element of school curriculum modernisation, and are based on the presumption that the individual plays a fundamental role in acquiring knowledge.
Keywords:interactive workshop, constructivism, transmission paradigm, transformation paradigm, competences, informal learning, pupil, teacher


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