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Title:Razširjenost in uporaba miselno-gibalnih iger med učitelji razredne stopnje : magistrsko delo
Authors:ID Škorjanec Lekš, Marsel (Author)
ID Matejek, Črtomir (Mentor) More about this mentor... New window
Files:.pdf MAG_Skorjanec_Leks_Marsel_2025.pdf (1,42 MB)
MD5: 27B14EA7D901C4F75742E204F8A6212E
 
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, kako dobro učitelji poznajo miselno-gibalne igre, kako pogosto jih vključujejo v pouk, katere ovire pri tem zaznavajo ter v katere dele učne enote in predmete jih najpogosteje umeščajo. V raziskavi je sodelovalo 100 učiteljev razrednega pouka iz različnih osnovnih šol po Sloveniji. Podatki so bili zbrani s pomočjo anketnega vprašalnika, le-ti pa so bili analizirani in interpretirani glede na podane hipoteze. Rezultati so pokazali, da večina učiteljev meni, da dobro poznajo miselno-gibalne igre, vendar njihovo dejansko poznavanje teh iger ni v celoti skladno s samooceno. Najpogostejši razlog za neuporabo miselno-gibalnih iger je pomanjkanje časa v sami pripravi na učno uro, sledita neustreznost glede na učni cilj in prostorska omejitev. Ugotovljeno je bilo, da učitelji pogosteje vključujejo igre pri pouku športa kot pri ostalih učnih vsebinah, najpogosteje pa jih umeščajo v uvodni del učne enote. Ugotovitve poudarjajo potrebo po večji ozaveščenosti in dodatnem strokovnem usposabljanju učiteljev, saj lahko miselno-gibalne igre pomembno prispevajo k večji motivaciji, aktivnemu učenju in izboljšani koncentraciji učencev.
Keywords:učne metode, didaktične igre, razvoj otrok, pedagoška praksa
Place of publishing:Maribor
Place of performance:Maribor
Publisher:M. Škorjanec Lekš
Year of publishing:2025
Number of pages:1 spletni vir (1 datoteka PDF (X, 88 str.))
PID:20.500.12556/DKUM-93635 New window
UDC:37.015.31:796(043.2)
COBISS.SI-ID:281393155 New window
Publication date in DKUM:12.06.2026
Views:184
Downloads:6
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:08.07.2025

Secondary language

Language:English
Title:Prevalence and use of cognitive-motor games among primary school teachers
Abstract:The purpose of this master's thesis was to investigate how well teachers are familiar with cognitive-physical games, how frequently they incorporate them into lessons, what obstacles they perceive in doing so, and in which parts of the lesson and subjects they most often include these activities. The study involved 100 primary school teachers from various schools across Slovenia. Data were collected through a questionnaire and were analyzed and interpreted in relation to the stated hypotheses. The results showed that most teachers believe they are well acquainted with cognitive-physical games; however, their actual knowledge does not fully align with their self-assessment. The most common reason for not using cognitive-physical games is a lack of time during lesson preparation, followed by their perceived irrelevance to learning objectives and spatial limitations. It was found that teachers are more likely to include these games in physical education classes than in other subject areas, most often placing them at the beginning of the lesson. The findings highlight the need for greater awareness and additional professional training for teachers, as cognitive-physical games can significantly contribute to increased student motivation, active learning, and improved concentration.
Keywords:teaching methods, didactic games, child development, teaching practice


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