ZASTOPANOST KONSTRUKTIVISTIČNEGA PRISTOPA PRI POUKU DRUŽBE

Jančič Hegediš, Polona

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Title:	ZASTOPANOST KONSTRUKTIVISTIČNEGA PRISTOPA PRI POUKU DRUŽBE
Authors:	ID Jančič Hegediš, Polona (Author) ID Hus, Vlasta (Mentor) More about this mentor...
Files:	MAG_Jancic_Polona_2016.pdf (2,89 MB) MD5: DA5D0DEC43A506E95DE9551146FF8B58
Language:	Slovenian
Work type:	Master's thesis
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	V teoretičnem delu magistrske naloge je predstavljen konstruktivistični pristop pri pouku družbe, ki poudarja učenčevo aktivno vlogo v izobraževalnem procesu in njegovo sposobnost, da si na podlagi izkušenj in predznanja sam zgradi novo znanje. V empiričnem delu je predstavljena raziskava o zastopanosti konstruktivističnega pristopa, ki je bila izvedena med 181 učitelji razrednega pouka, ki v šolskem letu 2015/16 poučujejo družbo v 4. ali 5. razredu osnovne šole. Zanimalo nas je poznavanje in uporaba konstruktivističnega pristopa pri učiteljih družbe; katere oblike pouka, didaktične strategije in metode dela prevladujejo pri poučevanju družbe; predstave o učiteljevi vlogi; kakšna je aktivnost učencev pri urah družbe; usposobljenost učiteljev za poučevanje po konstruktivističnem pristopu ter obstoj pozitivno spodbudnega okolja za uporabo drugačnih pristopov k poučevanju. Rezultati raziskave so pokazali, da učitelji poznajo in občasno tudi uporabljajo konstruktivistični pristop. Več kot polovica učiteljev meni, da lahko družbo poučujejo po načelih konstruktivizma in da tradicionalni pristop ni zadosten. Pri pouku družbe se še vedno najpogosteje uporablja frontalna oblika pouka, vendar učitelji kljub temu ocenjujejo, da so učenci pri urah družbe aktivni in da zaupajo znanju, ki ga pridobijo samostojno. Med didaktičnimi strategijami sta najpogosteje uporabljena izkustveno in raziskovalno učenje. Priprava na pouk, zasnovan na konstruktivističnem pristopu, zahteva od učiteljev več predhodnega dela in priprav. Učitelji ocenjujejo, da dobijo dovolj spodbud za pouk z različnimi didaktičnimi pristopi, a hkrati navajajo, da zaradi premalo časa in prevelikega števila učencev v razredu, ne poučujejo po konstruktivističnem pristopu v večjem obsegu.
Keywords:	OSNOVNA ŠOLA, UČITELJI, PREDMET DRUŽBA, KONSTRUKTIVIZEM
Place of publishing:	Maribor
Publisher:	[P. Jančič]
Year of publishing:	2016
PID:	20.500.12556/DKUM-60554
UDC:	37.091.33:3:908(043.2)
COBISS.SI-ID:	22429704
NUK URN:	URN:SI:UM:DK:CR4ZURYH
Publication date in DKUM:	17.08.2016
Views:	1939
Downloads:	363
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	THE REPRESENTATION OF THE CONSTRUCTIVIST APPROACH IN SOCIAL STUDIES
Abstract:	The theoretical part of the master’s degree thesis introduces the constructivist approach in social studies emphasizing a student’s active role in the education process, as well as their capability to develop their own knowledge by themselves based on experience and previous knowledge. The empirical part outlines a research on the representation of the constructivist approach conducted among 181 lower primary school teachers teaching social studies in the 4th or 5th grade in the academic year 2015/2016. We were interested in knowledge and use of the constructivist approach among social studies teachers; the most frequent teaching methods, didactic strategies and working methods in social studies; perception of a teacher’s role; students’ activity; teachers’ competence in teaching according to the principles of constructivism and the existence of an encouraging environment for the use of different teaching approaches. The research results have shown that the teachers are familiar with and occasionally also use the constructivist approach. More than half of the teacher believe that they can teach social studies according to the principles of constructivism and that the traditional approach is not sufficient. In social studies classes, frontal teaching is still the most frequently used method, however teachers still estimate that during social studies classes, students are active and trust the knowledge they obtain independently. Among didactic strategies, the most frequently used ones are experiential and inquiry-based learning. The preparation for classes based on the constructivist approach requires more preliminary work and preparations from teachers. Teacher estimate that they receive sufficient stimulation for teaching through various didactic approaches. However at the same time, they believe that they do not take use of the constructivist approach to a greater extent due to lack of time and too many students per class.
Keywords:	PRIMARY SCHOOL, TEACHERS, SOCIAL STUDIES, CONSTRUCTIVISM

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