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Title:Učni pogovor kot pot h kakovostnemu učenju in znanju
Authors:Strmšek, Andreja (Author)
Javornik Krečič, Marija (Mentor) More about this mentor... New window
Ivanuš-Grmek, Milena (Co-mentor)
Files:.pdf MAG_Strmsek_Andreja_2016.pdf (2,54 MB)
MD5: 75C6C1D17CA4A4DF0B86C0C8086A17DA
 
Language:Slovenian
Work type:Master's thesis (m2)
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Ob aktualnih razpravah in iskanjih poti do kakovostnega znanja so aktualne tudi razprave o vlogi učnega pogovora pri tem. Učni pogovor je imel pomembno vlogo že v stari Grčiji, njegov pomen potrjujejo raziskave stare več desetletij, a praksa teh spoznanj še ne »živi«. V raziskavi smo ugotovili, da je učni pogovor precej pogosto uporabljen pri različnih predmetih, različnih tipih učnih ur in pri različno starih učencih. Prav tako je med učitelji osnovnih šol živo prepričanje o pomenu in vlogi učnega pogovora za kakovostno učenje in znanje, v praksi pa prevladujejo značilnosti tradicionalnega pristopa k pogovoru, ki učencev ne spodbuja k višjim ravnem razmišljanja. Opažamo veliko število vprašanj s strani učiteljev in redka na strani učencev, čeprav so z vidika razvijanja pristnega pogovora zelo dragocena. Med vprašanji učiteljev prevladujejo spominska vprašanja. Odgovori učencev so prevladujoče kratki in »čas za razmislek« ostaja v okviru sekunde. Povratna informacija je večinoma usmerjena v vsebino in se posreduje v obliki kratkih informacij. Med ovirami za uporabo učnega pogovora, ki jih navajajo anketirani učitelji, se najpogosteje pojavi pomanjkanje časa in pomanjkanje komunikacijskih spretnosti pri učencih. Opazovanje prakse pokaže šibko interakcijo med učenci, voden učni pogovor s strani učiteljev ter organizacijske ovire (razporeditev stolov in miz v učilnici, število učencev v razredu, časovni okvir ene učne ure). Prepoznali pa smo nekaj značilnosti pristnega pogovora in sicer so učitelji za izhodišča za učni pogovor uporabljali različne spodbude, ne le vprašanja. Na nepopolne odgovore učencev so se odzivali z dodatnimi vprašanji, ki so spodbujala k razmišljanju. Prav tako so se trudili vživeti v način razmišljanja učencev in razumeti njihove odgovore. Predlagamo poti, ki vodijo k uporabo spoznanj o učnem pogovoru v praksi, vendar je od posameznega učitelja odvisno, ali se bo podal na katero izmed poti in spreminjal svoje poučevanje.
Keywords:kakovostno učenje in znanje, tradicionalni in pristni učni pogovor, vprašanja učiteljev in učencev, razredna klima, povratna informacija
Year of publishing:2016
Publisher:[A. Strmšek]
Source:Maribor
UDC:37.091.3:37.015.31(043.2)
COBISS_ID:22468616 New window
NUK URN:URN:SI:UM:DK:3QSIITI1
Views:1173
Downloads:163
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:Teaching dialogue as opportunity for qualitative learning and knowledge
Abstract:Hand in hand with current discussions and searching of the ways to qualitative knowledge there are also discussions about the role of teaching dialogue in that context. Teaching dialogue already had an important role in ancient Greece. The results of researches that were gathered some decades ago confirmed the importance of teaching dialogue, but practice still doesn´t work in accordance with these findings. In the research we found out that teaching dialogue is quite often used in different school subjects, different types of lessons and with pupils of different ages. Moreover, we found out that most teachers in primary schools believe that teaching dialogue has an important role in building qualitative learning and knowledge. However, teaching observation showed more features of traditional approach, which does not encourage higher levels of thinking. We noticed that teachers ask many questions, but pupils ask rarely, although pupils’ questions are very precious for developing authentic teaching dialogue. Teachers most frequently ask questions that require memory recall. Pupils’ answers are predominantly short and »thinking time« remains within 1 second. Teacher´s feedback is mostly directed towards teaching content and is given as short information. Teachers were asked about the barriers to the use of teaching dialogue, and they most often complained about the lack of time and also pupils’ inadequate communication skills. Teaching observation showed weak interaction among pupils, a teacher-led teaching dialogue and some organisational barriers (desks and chairs arrangement in classrooms, number of pupils in class, lesson duration). However, we identified some features of authentic teaching dialogue. Different starting points, not only questions, were used by teachers to start the teaching dialogue. When pupils’ responses were incomplete, teachers formed additional questions which encouraged pupils to think. Furthermore, teachers tried to understand pupils’ ways of thinking and their answers. In conclusion, we suggest some ways for the teachers to transmit the results of the research on teaching dialogue into practice, but it depends on the teacher whether he or she will follow the suggested paths and change his/her way of teaching.
Keywords:qualitative learning and knowledge, traditional and authentic teaching dialogue, teachers’ and pupils’ questions, class climate, feedback.


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