Konstruktivistično poučevanje pri tujem jeziku v osnovni šoli

Sovič, Anja

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Title:	Konstruktivistično poučevanje pri tujem jeziku v osnovni šoli
Authors:	ID Sovič, Anja (Author) ID Brumen, Mihaela (Mentor) More about this mentor...
Files:	MAG_Sovic_Anja_2019.pdf (1,01 MB) MD5: 511357C50B0D4358F8ED77EE33BD058A PID: 20.500.12556/dkum/cf680692-ebc1-4dbd-882c-ddd63f385e43
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Namen magistrske naloge je bil raziskati in ugotoviti, v kolikšni meri in na kakšen način se učitelji, ki poučujejo tuji jezik v osnovni šoli, poslužujejo konstruktivističnih pristopov poučevanja pri svojih urah. Prav tako je namen ugotoviti, kako dobro učitelji, ki poučujejo tuji jezik v osnovni šoli, poznajo konstruktivistične pristope in kolikokrat se jih poslužujejo. V raziskavi so sodelovali učitelji, ki poučujejo tuji jezik na različnih osnovnih šolah po Sloveniji. Skupaj je sodelovalo 102 učiteljev vseh treh vzgojno-izobraževalnih obdobij. Uporabili smo deskriptivno in kavzalno neeksperimentalno metodo empiričnega pedagoškega raziskovanja. Podatke smo pridobili s pomočjo anonimne spletne ankete in jih obdelali s statističnim programom SPSS, rezultate pa prikazali tabelarično. Uporabili smo naslednje metode: frekvenčno distribucijo (f, f %), osnovno deskriptivno statistiko (aritmetična sredina), Hi-kvadrat preizkus hipoteze neodvisnosti, Kruskal-Wallis preizkus in kategorizacijo vprašanj odprtega tipa. Ugotovili smo, da je konstruktivistični pristop poučevanja pri pouku tujega jezika v osnovni šoli dokaj dobro sprejet med učitelji. Zavedajo se, da omenjeni pristop ponuja veliko različnih dejavnosti, ki učencem omogočijo boljše znanje, razvoj znanja, kreativnost in samostojnost pri učenju. Pa vendar so rezultati pokazali, da učitelji ne vključujejo konstruktivističnega pristopa v pouk redno, ampak samo občasno. Kot razloge so navedli prenatrpan urnik in učni načrt, pri katerem je težko vsakodnevno uporabljati raznolik pristop. Ugotovili smo, da ni bistvenih statistično značilnih razlik v uporabi in poznavanju konstruktivističnega pristopa glede na vzgojno-izobraževalno obdobje ter na delovno dobo učiteljev.
Keywords:	konstruktivizem, osnovna šola, učne strategije, učitelji, stališča
Place of publishing:	Maribor
Publisher:	[A. Sovič]
Year of publishing:	2019
PID:	20.500.12556/DKUM-75159
UDC:	37.091.33:81\'243(043.2)
COBISS.SI-ID:	24886536
NUK URN:	URN:SI:UM:DK:5JILG2MT
Publication date in DKUM:	13.11.2019
Views:	1351
Downloads:	162
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:	25.09.2019

Secondary language

Language:	English
Title:	Constructive teaching of a foreign language in elementary school
Abstract:	The purpose of this master's thesis was to research and determine to what extent and in what way teachers, who teach a foreign language in a primary school, use constructivist teaching approaches in their classes. The purpose was also to find out how well teachers who teach a foreign language in a primary school are familiar with constructivist approaches and how often they use them. The study involved teachers who teach a foreign language in various primary schools in Slovenia. Altogether 102 teachers from all three educational periods participated. We used descriptive and causal non-experimental methods of empirical pedagogical research. We obtained the data using an anonymous online questionnaire. We processed them with the SPSS statistical program, and the results were presented in tables. We used the following methods: frequency distribution of variables (f, f %), basic descriptive statistics (arithmetic mean), Hi-square test of independence hypothesis, a Kruskal-Wallis test and categorization of open-ended questions. We established that the constructivist approach in foreign language teaching in primary schools is well received by teachers. Teachers know that the approach offers many different activities that enable students to gain better knowledge, develop creativity and autonomy of learning. However, the results show that teachers do not regularly use the constructivist approach in the class, only occasionally. As a reason, they mentioned an overfilled schedule and a curriculum that made it difficult to apply a diversified approach on a daily basis. We found no statistically significant differences in the use and knowledge of the constructivist approach based on work experience of the teachers and the educational period.
Keywords:	constructivism, elementary school, teaching strategies, teachers, standpoint

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