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Title:Avtentičen pouk zgodovine : magistrsko delo
Authors:ID Troha, Marko (Author)
ID Potočnik, Dragan (Mentor) More about this mentor... New window
ID Maver Šoba, Nataša (Comentor)
Files:.pdf MAG_Troha_Marko_2026.pdf (4,34 MB)
MD5: 69475832398C5748211D1B220346674F
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Magistrsko delo obravnava avtentičen pouk zgodovine kot enega izmed ključnih sodobnih didaktičnih pristopov, ki presega tradicionalno učenje z zgolj reproduciranjem znanja in spodbuja razvoj kritičnega mišljenja, večperspektivnosti ter povezovanja zgodovinskih vsebin z življenjskimi situacijami. V teoretičnem delu so predstavljene značilnosti sodobnega pouka zgodovine, analiza učnih načrtov ter umestitev avtentičnega učenja v kontekst izkustvenega, problemskega, raziskovalnega in projektnega pristopa. Poseben poudarek je namenjen delu z zgodovinskimi viri kot temelju razvoja zgodovinskega mišljenja. Empirični del temelji na kvalitativni študiji primera. Oblikovani in izvedeni so bili štirje primeri dobre prakse avtentičnega pouka zgodovine v 6., 7., 8. in 9. razredu osnovne šole. Namen raziskave je bil preučiti, kako se elementi avtentičnosti uresničujejo v praksi ter v kolikšni meri spodbujajo razvijanje kritičnega mišljenja, argumentacije in interpretacije virov. S primeri smo poskušali prikazati uresničevanje elementov avtentičnosti pri učnih urah zgodovine. Avtentičen pristop povečuje motivacijo učencev, poglablja razumevanje vsebin ter omogoča razvoj procesnega znanja, obenem pa zahteva temeljito didaktično načrtovanje in večjo časovno investicijo učitelja.
Keywords:avtentičen pouk, avtentične naloge, sodobni didaktični pristopi, primer dobre prakse
Place of publishing:Maribor
Place of performance:Maribor
Publisher:M. Troha
Year of publishing:2026
Number of pages:1 spletni vir (1 datoteka PDF (VIII, 105 str.))
PID:20.500.12556/DKUM-97748 New window
UDC:37.091.3:93/94(043.2)
COBISS.SI-ID:278897155 New window
Publication date in DKUM:21.05.2026
Views:245
Downloads:24
Metadata:XML DC-XML DC-RDF
Categories:FF
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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:09.04.2026

Secondary language

Language:English
Title:Authentic history teaching
Abstract:The master's thesis examines authentic history teaching as one of the key modern didactic approaches that moves beyond traditional learning based solely on the reproduction of knowledge and instead encourages the development of critical thinking, multiperspectivity, and the connection of historical content to real-life contexts. The theoretical part outlines the characteristics of contemporary history teaching, analyzes curricula, and situates authentic learning within the context of experiential, problem-based, inquiry-based, and project-based approaches. Particular emphasis is placed on working with historical sources as the foundation for the development of historical thinking. The empirical part is based on a qualitative case study. Four examples of good practice in authentic history teaching were designed and implemented in the 6th, 7th, 8th, and 9th grades of primary school. The aim of the research was to examine how elements of authenticity are applied in practice and to what extent they promote the development of critical thinking, argumentation, and the source interpretation. Through these examples, the study demonstrates the implementation of authentic elements in history lessons. The authentic approach increases students' motivation, deepens their understanding of the subject matter, and supports the development of procedural knowledge. At the same time, it requires thorough didactic planning and greater time investment on the part of the teacher.
Keywords:authentic teaching, authentic tasks, modern didactic approaches, good practice example


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