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Title:Učinkovitost Paukove strategije pri pouku slovenskega jezika v petem razredu osnovne šole
Authors:ID Kramberger, Nina (Author)
ID Ropič Kop, Marija (Mentor) More about this mentor... New window
Files:.pdf MAG_Kramberger_Nina_2019.pdf (1014,25 KB)
MD5: CEDC1F7A93F56CAAB4685CFB095B4FDB
PID: 20.500.12556/dkum/80fcaeb0-d187-4b49-88f1-2b25c0ca1ed5
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V magistrski nalogi z naslovom Učinkovitost Paukove strategije pri pouku slovenskega jezika v petem razredu osnovne šole sem se v teoretičnem delu osredotočila na pojma učenje in branje ter na njuno medsebojno povezanost. Branje je namreč dejavnost, preko katere pridemo do znanja, torej, se s pomočjo branja učimo. Da se kar najlažje učimo, pa moramo biti bralno pismeni. To pomeni, da moramo razumeti, kaj beremo in znati besedilo tudi kritično ovrednotiti. Vse to lahko počnemo s pomočjo bralno učnih strategij, ki nam pomagajo pri obravnavi besedila. Ena izmed strategij je Paukova strategija, ki učence spodbuja k iskanju ključnih podatkov in ključnih besed iz besedila. Namen magistrske naloge je bil preveriti učinkovitost Paukove strategije pri branju besedil iz učbenika za družbo (Verdev & Žlender, 2017) v 5. razredu. V raziskavi sta sodelovala dva oddelka 5. razreda, ki sta bila razdeljena na kontrolno in eksperimentalno skupino. Raziskava je potekala šest tednov in v tem času sta bili izvedeni dve preverjanji. Eno je bilo izvedeno na začetku in eno ob koncu raziskave. Raziskava je pokazala, da so učenci eksperimentalne skupine napredovali na področju obdelave besedila s pomočjo Paukove strategije, medtem ko pri kontrolni skupini napredek ni bil opažen.
Keywords:branje, osnovna šola, učenje, bralno učne strategije, Paukova strategija
Place of publishing:Maribor
Publisher:[N. Kramberger]
Year of publishing:2019
PID:20.500.12556/DKUM-75561 New window
UDC:37.091.33:373.3(043.2)
COBISS.SI-ID:25053704 New window
NUK URN:URN:SI:UM:DK:UR907CFH
Publication date in DKUM:14.01.2020
Views:1728
Downloads:278
Metadata:XML DC-XML DC-RDF
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:06.12.2019

Secondary language

Language:English
Title:The effectiveness of Pauk's strategy in teaching of slovenian language in the fifth grade of primary school
Abstract:In the theoretical part of my master's thesis The effectiveness of Pauk's strategy in teaching of Slovenian language in the fifth grade of primary school, I focused on the concepts of learning and reading, as well as their interconnectivity. Reading is namely an activity through which we gain knowledge, so we learn through reading. However, in order to learn as easily as possible, we must be literate in reading. This means that we need to understand what we are reading and be able to critically evaluate the text. We can do all of this through reading learning strategies that help us deal with the text. One such strategy is Pauk's strategy, which encourages students to search for key information and keywords in the text. The purpose of my master's thesis was to test the effectiveness of Pauk's strategy while reading texts from a textbook for the subject society (Verdev & Žlender, 2017) in 5th grade. Two 5th grade sections participated in the study and were divided into control and experimental group. The study was conducted for six weeks and two testings were carried out during this time. One was performed at the beginning and one at the end of the study. The study showed that the students of the experimental group made progress with text processing using Pauk's strategy, while no progress was observed in the control group.
Keywords:reading, primary school, learning, reading strategies, Pauk's strategy


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