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Title:NOTRANJA DIFERENCIACIJA NA RAZREDNI STOPNJI S POUDARKOM NA NARAVOSLOVJU IN TEHNIKI
Authors:Senica, Lea (Author)
Hus, Vlasta (Mentor) More about this mentor... New window
Files:.pdf UNI_Senica_Lea_2011.pdf (396,73 KB)
 
Language:Slovenian
Work type:Undergraduate thesis (m5)
Organization:PEF - Faculty of Education
Abstract:V diplomski nalogi z naslovom Notranja diferenciacija na razredni stopnji s poudarkom na naravoslovju in tehniki smo se v teoretičnem delu sprva usmerili v pojma diferenciacija in individualizacija, ki sta s prenovo sistema osnovnih šol, torej z uvedbo devetletke, postala še bolj pomembna. Posvetili smo se njunima opredelitvama, utemeljitvam, ki govorijo njima v prid in načinu, kako učence opazovati in jih prepoznavati, ter jim šele nato nuditi pravo pomoč. Posebej smo se poglobili v izvajanje notranje diferenciacije, ki je, zlasti na razredni stopnji, izjemno pomembna. Predstavili smo tudi pogoje in učinkovite strategije za izvajanje notranje diferenciacije pri predmetu naravoslovje in tehnika. V empiričnem delu diplomske naloge smo želeli proučiti, ali učitelji delo pri pouku naravoslovje in tehnika notranje diferencirajo, zakaj se odločijo za notranjo diferenciacijo, kaj notranje diferencirajo, katere pripomočke pri delu uporabljajo itd. Zanimala nas je tudi uporaba notranje diferenciacije nasploh; torej tudi pri drugih predmetih. Podatki so bili pridobljeni s pomočjo anonimnega anketnega vprašalnika, ki so bili poslani razrednim učiteljem (4. in 5. razreda) naključnih osnovnih šol. Rezultati so pokazali, da razredni učitelji izvajajo notranjo diferenciacijo ne samo pri temeljnih predmetih (MA, SLJ), ampak tudi pri ostalih. Precej pogosta je tudi pri predmetu naravoslovje in tehnika. Predvidevali smo, da bodo pri izvajanju notranje diferenciacije doslednejši, kreativnejši in bolj vešči najmlajši učitelji, vendar po pridobljenih rezultatih tega več ne moremo trditi.
Keywords:Devetletka, razredni pouk, diferenciacija in individualizacija, notranja diferenciacija, naravoslovje in tehnika.
Year of publishing:2011
Publisher:[L. Senica]
Source:Grobelno
UDC:37(043.2)
COBISS_ID:18257416 Link is opened in a new window
NUK URN:URN:SI:UM:DK:KKF5Q1PB
Views:2490
Downloads:407
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Categories:PEF
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Secondary language

Language:English
Title:INTERNAL DIFFERENTIATION DURING THE FIRST AND THE SECOND CYCLE OF PRIMARY EDUCATION WITH THE EMPHASIS ON SCIENCE AND CRAFT
Abstract:In the theoretical part of the thesis entitled Internal differentiation during the first and the second cycle of primary education with the emphasis on science and craft, we dealt with the terms of differentiation and individualisation that had become very important at the time of the renovation of the primary school system or more precisely when the nine-year primary education was introduced. We defined the two terms, we added some arguments for their use at primary schools and described the ways of how to observe pupils, recognize their problems and offer them all the help they need after that. We especially focused on the use of internal differentiation which had become extremely important during the period of the first and the second cycle. Moreover, we presented the conditions and efficient strategies for its use during the lessons of science and craft. In the empirical part of the thesis, we wanted to verify if teachers differentiate their work during the lessons of science and craft, what exactly they decide to differentiate, what tools they use at work, etc. We were also interested in the general use of internal differentiation, which means its use during the lessons of other subjects. We got all the data with the help of questionnaires sent to teachers of the fourth and fifth graders at randomly chosen primary schools. According to the results of those questionnaires, the teachers use internal differentiation not only during the lessons of basic subjects, such as maths or Slovene, but also during the lessons of other subjects. It is quite often used during the lessons of science and craft. As for the use of internal differentiation, we had expected that younger teachers would be more consistent, creative and versatile, but regarding the gained results we cannot claim this anymore.
Keywords:Nine-year primary education, the first and the second cycle, differentiation, individualisation, internal differentiation, science and craft.


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