Vpliv spodbudnega in nespodbudnega okolja na znanje (predznanje) učencev na področju branja in pisanja ob vstopu v šolo

Černigoj, Daša

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Title:	Vpliv spodbudnega in nespodbudnega okolja na znanje (predznanje) učencev na področju branja in pisanja ob vstopu v šolo
Authors:	ID Černigoj, Daša (Author) ID Ropič Kop, Marija (Mentor) More about this mentor...
Files:	MAG_Cernigoj_Dasa_2019.pdf (2,07 MB) MD5: F317E600DFD81EFDF86BD8963A914ACA PID: 20.500.12556/dkum/bd7aca29-b86b-426d-80a8-c65f7b1382a6
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	V večjih mestih se osnovne šole nahajajo v različno spodbudnih okoljih, ki lahko pozitivno ali negativno vplivajo na otroke. Namen magistrske naloge je ugotoviti, ali spodbudno oziroma nespodbudno okolje vpliva na predznanje oziroma znanje učencev na področju branja in pisanja ob vstopu v šolo. S tem namenom je bilo na dveh šolah v severovzhodni Sloveniji na začetku šolskega leta 2017/2018 izvedeno preverjanje, ki je bilo sestavljeno za potrebe preverjanja in preizkušanja pismenosti v prvih razredih. V teoretičnem delu naloge sta opisani poglavji o pismenosti in opismenjevanju samem, opisane pa so tudi vse štiri komunikacijske dejavnosti (poslušanje, govorjenje, branje, pisanje). V nadaljevanju je opredeljena tudi diferenciacija in individualizacija. V empiričnem delu je raziskano temeljno vprašanje magistrske naloge, ali okolje, iz katerega učenci prihajajo, vpliva na njihovo znanje/predznanje branja in pisanja ob vstopu v šolo. Za raziskavo je bila uporabljena deskriptivna in kavzalno-neeksperimentalna metoda empiričnega pedagoškega raziskovanja, le ta pa je temeljila na neslučajnostnem priložnostnem vzorcu učencev prvih razredov šole, ki so prihajali iz spodbudnega okolja ter šole, ki je prihajala iz nespodbudnega okolja. Rezultati so predstavljeni s pomočjo tabel in grafov. Ti so pokazali, da spodbudno oziroma nespodbudno okolje vpliva na učenčevo predznanje branja in pisanja, saj so učenci, ki so prihajali iz spodbudnega okolja, pri reševanju preizkusa pismenosti dosegali boljše rezultate pri vseh nalogah testa znanja, kot učenci, ki so prihajali iz nespodbudnega okolja.
Keywords:	Opismenjevanje, preizkus pismenosti, preverjanje predznanja, spodbudno in nespodbudno okolje, prvi razredi, branje, pisanje.
Place of publishing:	Maribor
Publisher:	[D. Černigoj]
Year of publishing:	2019
PID:	20.500.12556/DKUM-73542
UDC:	373.3:159.946.3/.4(043.2)
COBISS.SI-ID:	24643080
NUK URN:	URN:SI:UM:DK:XMV4LNMT
Publication date in DKUM:	18.07.2019
Views:	1265
Downloads:	205
Metadata:
Categories:	PEF
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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:	12.05.2019

Secondary language

Language:	English
Title:	Influence of encouraging or discouraging environment on students' (prior) knowledge of reading and writing at the start of primary school
Abstract:	In bigger cities, Primary Schools are situated in variously encouraging environment, which either positively or negatively influence children. The purpose of my Master’s thesis was to establish whether encouraging or discouraging environments influences children’s prior knowledge or knowledge in the field of reading and writing at the start of Primary School. With this intention in mind, the students of two Primary Schools in the north-eastern part of Slovenia took a test at the beginning of the school year 2017/2018, which was designed for the purpose of testing literacy in the first grades. In the theoretical part of my Master’s thesis there are two chapters on literacy and literacy development itself, as well as four communication skills (listening, speaking, reading and writing). In the following part I defined differentiation and individualization. In the empirical part I explored the basic question of my Master’s thesis; whether the environment, from which children come from, influences their knowledge/prior knowledge of reading and writing at the start of Primary School. For my research, I used descriptive and causal-non experimental method of empirical pedagogical research, which was based on non-probability and convenience samples of first-grade students of the first school, which was situated in an encouraging environment and first-grade students of the second school, which was situated in a discouraging environment. The results were presented in various tables and charts, which showed that encouraging and discouraging environments influence students’ prior knowledge of reading and writing, mainly because the students, coming from an encouraging environment achieved better results in all exercises of the literacy test then students, coming from discouraging environment.
Keywords:	Literacy development, literacy, testing prior knowledge, encouraging and discouraging environments, reading, writing.

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