MNOGOTERE INTELIGENTNOSTI PRI POUKU ANGLEŠČINE V DRUGEM TRILETJU OŠ

Klopčič, Ksenija

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Title:	MNOGOTERE INTELIGENTNOSTI PRI POUKU ANGLEŠČINE V DRUGEM TRILETJU OŠ
Authors:	ID Klopčič, Ksenija (Author) ID Brumen, Mihaela (Mentor) More about this mentor...
Files:	UNI_Klopcic_Ksenija_2010.pdf (1,10 MB) MD5: 8FEBF8721D749992501FF68FEE17C27C PID: 20.500.12556/dkum/41698c36-21f9-400e-a7f3-a9113883c4ad
Language:	Slovenian
Work type:	Undergraduate thesis
Organization:	PEF - Faculty of Education
Abstract:	V diplomskem delu so predstavljena različna teoretična izhodišča, ki so v zadnjih sto letih pustila pečat na področju inteligentnosti. Podrobneje je predstavljen novejši pristop pojmovanja inteligentnosti — Gardnerjeva teorija mnogoterih inteligentnosti, porajajoča se mnenja o teoriji in uporaba le-te v izobraževanju. Empirična raziskava diplomskega dela se nanaša na rezultate reševanja testa mnogoterih inteligentnosti, torej katere inteligentnosti v večji meri učenci v drugem triletju OŠ uporabljajo pri učenju pri vseh učnih predmetih; stališča učencev o tem, katere dejavnosti posamezne inteligentnosti učitelji vključujejo pri pouku angleškega jezika na razredni stopnji; katere pogrešajo oz. jih je premalo, da bi si bolje zapomnili učno snov, in povezanost med inteligentnostmi, ki jih učenci v drugem triletju uporabljajo, ter med dejavnostmi posamezne inteligentnosti, ki jih učitelji pri pouku angleškega jezika na razredni stopnji vključujejo. Rezultati so pokazali, da učenci pri učenju uporabljajo največ medosebno, osebno in naravoslovno inteligentnost. Učitelji pri pouku angleškega jezika pa vključujejo največ dejavnosti jezikovne, medosebne in prostorske inteligentnosti in najmanj dejavnosti naravoslovne inteligentnosti, zato so učenci tudi navajali, da si najbolj želijo dejavnosti naravoslovne inteligentnosti. Pri večini rezultatov ni statistično značilne korelacije med posameznimi inteligentnostmi in dejavnostmi inteligentnosti. Statistično značilni pozitivni korelaciji sta se pojavili le pri korelaciji med logično-matematično inteligentnostjo in dejavnostmi logično-matematične inteligentnosti ter pri korelaciji med naravoslovno inteligentnostjo in dejavnostmi naravoslovne inteligentnosti, a ravno dejavnosti teh dveh inteligentnosti sta najmanj vključeni pri pouku angleškega jezika na razredni stopnji. Torej več kot bodo učitelji pri pouku angleškega jezika na razredni stopnji vključevali dejavnosti naravoslovne in logično-matematične inteligentnosti, več bodo učenci drugega triletja uporabljali ti dve inteligentnosti pri učenju angleškega jezika.
Keywords:	teorije inteligentnosti, Gardnerjeva teorija mnogoterih inteligentnosti, test mnogoterih inteligentnosti, vključevanje dejavnosti mnogoterih inteligentnosti pri pouku angleškega jezika v drugem triletju OŠ
Place of publishing:	Trbovlje
Publisher:	[K. Klopčič]
Year of publishing:	2010
PID:	20.500.12556/DKUM-17131
UDC:	37(043.2)
COBISS.SI-ID:	18121736
NUK URN:	URN:SI:UM:DK:JFZADZWH
Publication date in DKUM:	10.02.2011
Views:	4057
Downloads:	343
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	MULTIPLE INTELLIGENCES IN TEACHING ENGLISH IN THE SECOND CYCLE OF THE PRIMARY SCHOOL
Abstract:	This thesis introduces various theoretical starting points that earmarked the field of intelligence in the last century. The more recent approach to understanding intelligence, i.e. Gardner’s Theory of Multiple Intelligences, is outlined in detail, as well as opinions arising on this theory and its use for educational purposes. The empirical research of this thesis relies on the results achieved in the Multiple Intelligences Test, which intelligences are predominantly used by students in the second cycle of primary school in all subjects; which individual intelligences in the students' opinions are integrated by teachers in English language classes on lower primary school level and which they miss or are too scarcely used for better memorizing some learning material, as well as the relation between the intelligences used by students in the second cycle and the activities of individual intelligences used by English language teachers on lower primary school level. The results have shown that students mostly use interpersonal, intrapersonal and naturalistic intelligence. However, teachers mostly include activities related to linguistic, interpersonal and spatial intelligences in their English language classes and most rarely use activities of naturalistic intelligence. That is why the students indicated that they wish more activities of naturalistic intelligence. Most of the results show no statistically significant correlation between individual types of intelligences and activities of intelligences. The only two positive correlations with statistical significance were the correlation between logical-mathematical intelligence and activities of logical-mathematical intelligence, and the correlation between naturalistic intelligence and activities of naturalistic intelligence. Precisely the activities of these two intelligences are to the least extent integrated in English language classes on lower primary school level. This leads us to conclude that the more English teachers on lower primary school level will integrate the activities of naturalistic and logical-mathematical intelligences in their classes the more students in the second cycle will use these two types of intelligences in learning English language.
Keywords:	theories of intelligences, Gardner’s Theory of Multiple Intelligences, multiple intelligences test, integration of activities of multiple intelligences in English language classes in the second cycle of primary school

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