Uporaba didaktičnih iger pri predmetu spoznavanje okolja

Niedorfer, Maja

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Title:	Uporaba didaktičnih iger pri predmetu spoznavanje okolja
Authors:	ID Niedorfer, Maja (Author) ID Hus, Vlasta (Mentor) More about this mentor... ID Jančič Hegediš, Polona (Comentor)
Files:	MAG_Niedorfer_Maja_2019.pdf (1,66 MB) MD5: 77B5D159B2D50BF67451D6904985E240 PID: 20.500.12556/dkum/b5eda20a-b37c-449c-9192-d125d9627f1f
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	V teoretičnem delu magistrske naloge so predstavljene splošne značilnosti predmeta spoznavanje okolja, sodobni didaktični pristopi poučevanja, opredeljen je pojem igra, njene značilnosti in vrste ter vpliv igre na pouk. Opredeljen je tudi pojem didaktična igra, njen pomen, klasifikacija, didaktične igrače in didaktične igre pri pouku spoznavanje okolja. V empiričnem delu je najprej predstavljena analiza opazovanih učnih ur predmeta spoznavanje okolja. V nadaljevanju je predstavljena raziskava o uporabi didaktičnih iger pri predmetu spoznavanje okolja, ki je bila izvedena v šolskem letu 2018/19. Zanimalo nas je, kako pomembno se zdi učiteljem vključevanje didaktičnih iger v pouk spoznavanje okolja, kako pogosto jih uporabljajo, katere vrste didaktičnih iger uporabljajo najpogosteje, v kateri del učne ure vključujejo igro, pri obravnavi katerih vsebin predmeta, ali ob koncu ure preverijo, če so učenci dosegli zastavljene cilje, kje najpogosteje dobijo didaktične igre, ki jih uporabljajo ter kakšni so razlogi, da iger v pouk ne vključujejo pogosteje. Na koncu nas je zanimala še stopnja strinjanja učiteljev s posameznimi trditvami o didaktičnih igrah. Rezultati analize opazovanih učnih ur predmeta spoznavanje okolja so pokazali, da večina učiteljev ni uporabila didaktične igre. Tisti učitelji, ki so igro uporabili, so najpogosteje izvedli igro s pravili, in sicer v učni etapi uvajanje. Rezultati raziskave pa so pokazali, da se učiteljem zdi vključevanje didaktičnih iger v pouk spoznavanje okolja pomembno, več kot polovica anketiranih didaktično igro pri pouku uporabi večkrat na mesec. Najpogosteje igro uporabijo pri učnih etapah ponavljanje in urjenje ter pri tematskih sklopih promet, človek in čas. Didaktične igre, ki jih učitelji uporabijo pri pouku, najpogosteje izdelajo sami, potreben material za izdelavo pa dobijo doma. Večina anketiranih učiteljev si želi didaktične igre pogosteje vključiti v pouk, med najpogostejše razloge, zakaj iger ne vključujejo pogosteje, so navedli pomanjkanje časa in preveliko število učencev v razredu. Z vsemi zapisanimi izjavami o didaktičnih igrah so se učitelji povečini strinjali oziroma popolnoma strinjali.
Keywords:	didaktične igre, spoznavanje okolja, osnovna šola, učitelji
Place of publishing:	Maribor
Publisher:	[M. Niedorfer]
Year of publishing:	2019
PID:	20.500.12556/DKUM-75530
UDC:	373.3.016:5(043.2)
COBISS.SI-ID:	25058312
NUK URN:	URN:SI:UM:DK:KUCSHNOM
Publication date in DKUM:	15.01.2020
Views:	2895
Downloads:	781
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:	02.12.2019

Secondary language

Language:	English
Title:	The use of didactic games in enviromental studies
Abstract:	The theoretical part of the Master's thesis presents the basic features of the class Environmental Studies, modern didactic approaches to teachings, it also defines the concept of a game, its characteristics, types and its influence on the lessons. Furthermore, the concept of a didactic game is explained, its meaning, classification, and didactic toys and games in the Environmental Studies class. Empirical part of the thesis first presents the analysis of the observed lessons in Environmental Studies class. Second, I presented the 2018/19 research on the use of didactic games in Environmental Studies class. We were interested in discovering how important do the teachers think didactic games are in the introduction of the Environmental Studies, how often and which ones are being used in what part of the lesson and also if games check comprehension at the end of the lesson, it they reach the set goals, where do the teachers most commonly get didactic games they use and what are the reasons, the games are not included in the lessons more often. Lastly, we wanted to explore the rate of teacher’s agreement with individual statements about the didactic games. The results of the analysis of the lessons observed in Environmental Studies showed that most teachers do not use didactic games. Teachers that do use them, most commonly perform the game of rules in the introductory phase of the lesson. The results showed, that teachers find didactic games in Environmental Studies important, and that more than half of the respondents use a didactic game a few times a month. They most commonly use it in the learning phases of revision and training, and in the theme sets traffic, human and time. The teachers most often make the games themselves, with the material they have at home. Most teachers want to expand the use of didactic games in their classes. They claim that the most common reasons for not including the games more often are a lack of time and too many students. The teachers mostly agreed or completely agreed with all written statements about didactic games.
Keywords:	didactic games, environmental studies, primary school, teachers

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