Vrstniški odnosi v 7. razredu osnovne šole: študija primera

Klasinc, Lucia

| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font

First page > Show document

Show document

Title:	Vrstniški odnosi v 7. razredu osnovne šole: študija primera
Authors:	ID Klasinc, Lucia (Author) ID Košir, Katja (Mentor) More about this mentor...
Files:	MAG_Klasinc_Lucia_2016.pdf (1,78 MB) MD5: C9041746BF69C96BF80B48471E1299F8
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Raziskava je bila zastavljena kot študija primera vrstniških odnosov v osnovni šoli, ki po teoriji samodoločanja pomembno prispevajo k posameznikovem učenju in razvijanju potencialov. Z metodo akcijskega raziskovanja sem preverila povezanost, kvaliteto odnosov, učno zavzetost in učno odtujenost v štirih oddelkih 7. razreda. Z namenom izboljšanja vrstniških odnosov sem v razredih izvedla in evalvirala pet izkustvenih delavnic socialnih veščin. V raziskavi je sodelovalo 80 učencev, 4 razredničarke in šolska svetovalna delavka. V kvantitativnem delu raziskave sem analizirala podatke, pridobljene s sociometrično preizkušnjo, tehniko »Kdo je kdo« in Vprašalnikom učne zavzetosti nasproti učni odtujenosti. V kvalitativnem delu raziskave sem analizirala pisne povzetke polstrukturiranih intervjujev in samorefleksij petih delavnic ter pisne odgovore učencev o spoprijemanju s socialnimi situacijami. Rezultati so pokazali trend pozitivnih sprememb pri sociometričnem statusu in nižjo učno zavzetost po izvedbi delavnic. Priljubljeni učenci so bili s strani vrstnikov zaznani kot najbolj prosocialni, kontroverzni in zavrnjeni učenci pa kot najbolj impulzivni. Socialno sprejeti in nesprejeti učenci se niso razlikovali v učni zavzetosti. Razredničarke in šolska svetovalna delavka so poročale o številnih individualnih in okoljskih dejavnikih vrstniških odnosov ter učne zavzetosti. Učenci so najpogosteje navajali, da bi se v konfliktni situaciji postavili zase, najpravilneje pa bi se jim zdelo o situaciji poročati odrasli osebi. Nadaljnje delo z razredom je potrebno in zaželeno. Razredničarke in šolska svetovalna delavka so izpostavile pomemben dejavnik odnosa z učiteljem, vzpostavljanje varnega okolja in postavljanje meja ravnanja. Prednost raziskave je v kvalitativni obravnavi vrstniških odnosov in izvedbi izkustvenih delavnic, ki bi morale biti v prihodnjih raziskavah in preventivnih šolskih programih načrtovane bolj poglobljeno, pogosteje in čez celotno šolsko leto.
Keywords:	študija primera, akcijsko raziskovanje, vrstniški odnosi, učna zavzetost, učna odtujenost, izkustvene delavnice, socialne veščine
Place of publishing:	Maribor
Publisher:	[L. Klasinc]
Year of publishing:	2016
PID:	20.500.12556/DKUM-60524
UDC:	37.064.3(043.2)
COBISS.SI-ID:	22408200
NUK URN:	URN:SI:UM:DK:QXDMV0TU
Publication date in DKUM:	09.08.2016
Views:	2729
Downloads:	410
Metadata:
Categories:	FF
:	Copy citation

Average score:	(0 votes)
Your score:	Voting is allowed only for logged in users.
Share:

Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.

Secondary language

Language:	English
Title:	Peer Relations in the 7th Grade of Elementary School: A Case Study
Abstract:	The research was set as a case study of peer relations in elementary school, which based on the self-determination theory are a key factor of the development of individual learning and developing of potentials. With the method of action research, I have examined the connections, quality of relations, academic engagement and disaffection in four classrooms of the seventh grade. To improve peer relations in the classroom, five experiential workshops on social skills were conducted and evaluated. 80 pupils have been included into the research, 4 classteachers and one school counselor. In the quantitative part I have analyzed the data gathered with the sociometric procedure, the technic “Who is who” and a Questionnaire of Engagement versus Disaffection with Learning. In the qualitative part of the research I have analyzed the written summaries of half-structured interviews, self-reflections of five workshops and the written comments of the pupils regarding their coping with social situations. The results have shown a trend of positive change by the sociometric status and a lower engagement with learning during the workshops. The popular pupils have been perceived as the most pro-social, the controversial and rejected as the most impulsive. The socially accepted and the rejected pupils had no difference in their academic engagement. The classteachers and the school counselor have reported about several individual and environmental factors of peer relations and academic engagement. The pupils have strongly indicated that in a conflict situation they would stand their ground and would feel the right reaction would be to report the happening to an adult person. Further work with the class is needed and desirable. The classteachers and the school counselor have exposed an important factor; the relation with the teacher, establishing a secure environment and setting the borders of action. The advantage of this research lies in its qualitative treatment of peer relations and the realization of the experiential workshops, which should be planned more into detail and more substantially in future research and preventive school curriculums.
Keywords:	a case study, action research, peer relationships, academic engagement, academic disaffection, experiential workshops, social skills

Comments

Leave comment

You must log in to leave a comment.

Comments (0)

0 - 0 / 0

There are no comments!

Back