| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font

Show document Help

Title:Didaktična transformacija učne vsebine na razredni stopnji osnovne šole
Authors:ID Pelc, Tanja (Author)
ID Ivanuš-Grmek, Milena (Mentor) More about this mentor... New window
Files:.pdf MAG_Pelc_Tanja_2022.pdf (1,02 MB)
MD5: 3725769CDE46E037435827E688911AE3
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Magistrsko delo je sestavljeno iz teoretičnega in empiričnega dela. Teoretični del govori o didaktični transformaciji učne vsebine ter o pripravi učnih vsebin glede na potrebe ter razvojne značilnosti učenca. Učne vsebine pomembno vplivajo na razvoj otroka, njegovo vzgojo in življenje v družbi, zato moramo biti pri izbiri učnih vsebin zelo pozorni. Upoštevati moramo čas, ki nam je na voljo, predznanje učencev, interese načrtovalcev, izkušnje in spretnosti učencev, učno gradivo in oblike izobraževanja. Pri upoštevanju vseh elementov priprave učne ure pride do različnih procesov, transformacij, ki morajo biti izvedene sistematično, znanstveno strokovno ter težavnostno primerno razvojni stopnji otroka. Učitelj ima pomembno vlogo, saj vsa spoznanja prenese na svoje učence, na kakšen način bo to storil, pa je v njegovih rokah. V empiričnem delu je bil raziskan pogled učiteljev na didaktično transformacijo. Zanimalo nas je, kako učitelji pripravljajo učno vsebino, da je primerna za učence, katera didaktična načela in pristope podajanja učne vsebine največkrat uporabljajo. Prav tako nas je zanimalo, ali so pri pouku poleg vsebin s kognitivnega področja zastopane tudi čustveno-doživljajske vsebine. V analizo nismo vključili vsebin, ki izhajajo iz psihomotoričnega zornega kota.
Keywords:učne vsebine, znanstvenost učne vsebine, didaktična transformacija
Place of publishing:Maribor
Publisher:[T. Pelc]
Year of publishing:2022
PID:20.500.12556/DKUM-83533 New window
UDC:37.091.3(043.2)
COBISS.SI-ID:139493379 New window
Publication date in DKUM:26.01.2023
Views:799
Downloads:75
Metadata:XML DC-XML DC-RDF
Categories:PEF
:
Copy citation
  
Average score:(0 votes)
Your score:Voting is allowed only for logged in users.
Share:Bookmark and Share



Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.

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:13.12.2022

Secondary language

Language:English
Title:Didactic transformation of the teaching content at the elementary education level
Abstract:The thesis presents the concept of didactic transformation. It describes the importance of science in the learning process, its impact on the education process as well as how it manifests itself in the learning process. An important component of didactic transformation is the teaching content, which is structured in different ways. For the successful implementation of the latter we must take into account its characteristics. The teaching content thus gives us different messages. Didactic transformation is a process in which scientific knowledge is decoded into a teaching material that is comprehensible to students in the learning process. Teaching contents should be adapted psychologically, didactically and pedagogically and in order to achieve this adaptation we should carry out multi-level transformations. That way students acquire knowledge systematically and upgrade it throughout schooling. Successful implementation of didactic transformation requires understanding children in each age group. The purpose of the empirical part is to examine the teachers’ view on didactic transformation. Here I show interest in how teachers prepare teaching contents so that they are suitable for students as well as which didactic principles and approaches to delivering teaching content are most often used. In this part I also discuss whether, in addition to the content from the cognitive field, the emotional and experiential content is also represented during lessons. The analysis does not include content from a psychomotor perspective.
Keywords:teaching contents, scientific nature of the teaching content, didactic transformation.


Comments

Leave comment

You must log in to leave a comment.

Comments (0)
0 - 0 / 0
 
There are no comments!

Back
Logos of partners University of Maribor University of Ljubljana University of Primorska University of Nova Gorica