Vpliv osnovnošolskega okolja na razvoj potencialov nadarjenih učencev

Levašič, Mitja

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Title:	Vpliv osnovnošolskega okolja na razvoj potencialov nadarjenih učencev
Authors:	ID Levašič, Mitja (Author) ID Vršnik Perše, Tina (Mentor) More about this mentor...
Files:	MAG_Levasic_Mitja_2017.pdf (1,82 MB) MD5: 77D8C8A6EDA4C86DF9C2F77BCCDF1EB5 PID: 20.500.12556/dkum/13d6ba99-a8e0-4df6-85df-00c3ee30a7b1
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Nadarjeni učenci so osebe, ki imajo, v primerjavi z njihovimi vrstniki, nadpovprečne sposobnosti oziroma izkazujejo nadpovprečne dosežke. Skozi proces razvijanja teh sposobnosti jim mora okolje zagotoviti določene možnosti, s katerimi lahko kar se da najbolje izkoristijo svoj potencial. Pri tem je šolsko okolje še kako pomembno, saj nadarjeni otroci bistven del razvoja dosežejo prav v okviru šole. Šola, učitelji in svetovalni delavci morajo nadarjenemu učencu ponuditi okolje, kjer bo kakovostno razvil svoja znanja in sposobnosti. Magistrsko delo se je osredotočilo predvsem na vpliv šole oziroma strokovnih delavcev v šoli na nadarjene učence oziroma na vprašanje, ali so v šoli potrebe nadarjenih učencev zadovoljene. Nadarjeni učenci imajo na določenih področjih večje zahteve kot njihovi nenadarjeni sošolci, zato nas je zanimalo predvsem, ali šole uspejo te zahteve uresničiti in ali obstaja dovolj velika podpora šolskega kadra za uspešno spodbujanje razvoja nadarjenih učencev. V teoretičnem delu smo se osredotočili predvsem na definicijo in značilnosti nadarjenosti, postopek in organizacijo odkrivanja in dela z nadarjenimi učenci, vlogo osnovne šole glede nadarjenih učencev ter socialno-družbeno plat nadarjenih učencev. V empiričnem delu smo ugotavljali mnenja nadarjenih otrok v smislu njihovih potreb in opazovanj ter vloge učiteljev pri učnem delu z njimi. Pri tem se je ugotavljalo določene aspekte učiteljev, saj nas je zanimala predvsem povezanost med mnenji oziroma določeno odstopanje. V vzorec je bilo zajetih 60 nadarjenih učencev in 30 učiteljev, ki so svoja stališča izrazili v vprašalnikih. S pomočjo raziskave je bilo ugotovljeno, da šolsko okolje nadarjenim učencem v našem vzorcu nameni dovolj pozornosti in da so nadarjeni učenci vključeni v okolje, kjer lahko svoje potenciale izkoristijo kakovostno. Pri tem so seveda določena odstopanja, ki nakazujejo, da stanje ni popolno, saj so določena mnenja razdvojena, obstaja pa tudi manjši delež nezadovoljstva. Ta je predvsem prisoten v odnosu učitelja do učenca in ne v strokovnosti oziroma nestrokovnosti učitelja. Na podlagi teh ugotovitev so bili podani tudi predlogi, na katerih področjih bi bilo potrebno intenzivno nadgraditi delo z nadarjenimi učenci.
Keywords:	nadarjenost, nadarjeni učenci, učitelji, šola, razvijanje nadarjenosti
Place of publishing:	Maribor
Publisher:	[M. Levašič]
Year of publishing:	2017
PID:	20.500.12556/DKUM-68766
UDC:	159.924.7-057.874(043.2)
COBISS.SI-ID:	23510536
NUK URN:	URN:SI:UM:DK:7PSOG1AA
Publication date in DKUM:	13.12.2017
Views:	2038
Downloads:	305
Metadata:
Categories:	FF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	13.10.2017

Secondary language

Language:	English
Title:	The influence of primary school environment on giftet students' potencials
Abstract:	Gifted students are individuals, who in comparison to their peers have above-average abilities or in other words show exceptional achievements. During the process of developing these abilities the environment must assure certain factors by which gifted children can use their potential the best they can. In doing so, the school environment has a very important role, since the essential part of the gifted children’s growth is achieved during the school time. The school, teachers and school counselors must provide gifted students with the environment, where they can qualitatively develop their knowledge and abilities. The master thesis focuses mainly on the school’s and professional staff’s effect on gifted students or in other words whether the needs of the gifted children in school are satisfied or not. When it comes to a specific field, gifted students have bigger requirements than their ungifted peers, so we were mainly interested if the schools manage to achieve these requirements and if there is a support big enough for a successful encouragement of the gifted students’ progress. The theoretical part of the master thesis focuses on the definition of giftedness and its characteristics, the process and organization of detecting giftedness and its work, the role of the school when it comes to gifted children and social side of gifted students. In the empirical part we wanted to find out the opinions of gifted students on their needs, observations and the role of their teachers when it comes to working with them. We also wanted to find out different aspects of the teachers, because we were interested in the relation between students’ and teachers’ opinions. The sample included 60 gifted students and 30 teachers. They expressed their opinions and views in the questionnaires. The study helped us to determine that when it comes to gifted children the school environment in our sample gives enough attention and that gifted students are included into an environment, where they can qualitatively make use of their potentials. There are some deviations which indicate that the state isn’t perfect because there are certain divided opinions. There is also a low share of dissatisfaction, particularly in the relation between the teacher and the student and not in the teacher’s proficiency or unprofessionalism. Based on the findings we delivered some prepositions on which fields it would be necessary to intensely improve the work with gifted students.
Keywords:	giftedness, gifted students, teachers, school, developing giftedness

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