Učenje z vrstniško razlago pri predmetu naravoslovje in tehnika v 5. razredu osnovne šole - Prodan, Tjaša (2020)
Ena od strategij poučevanja je strategija, kjer se učenci učijo od vrstnikov. Na področju poučevanja fizike je Mazur razvil posebno strategijo poučevanja z namenom odprave napačnih predstav, ki je bila implementirana predvsem na univerzitetni ravni pri različnih predmetih, a se širi tudi na druga vzgojno – izobraževalna obdobja. Pri tem je pomembno, da učenci doma predhodno berejo o izbrani temi. Učitelj začne uro s 5 – 10 minutnim uvodom in nadaljuje s kvizom. Če pri prvem odgovarjanju manj kot 30 % učencev pravilno odgovori na vprašanje, učitelj ponovno razloži učno vsebino. Če jih pravilno odgovori med 30 in 70 %, se izvede diskusija v paru in ponovno odgovarjanje. Če pravilo odgovori več kot 70 % učencev, se pojasni dogovor in nadaljuje z naslednjim vprašanjem. Nato se razložijo odgovori učencev. Zaključi se z vrednotenjem odgovorov učencev ter s povratno informacijo učencem. V magistrskem delu smo preučevali napredek učencev pri omenjeni tehniki učenja (primerjava odgovorov po diskusiji z odgovori pred njo). Med seboj so primerjani dosežki dečkov in deklic in napredek učencev glede na njihovo zaključno oceno pri predmetu naravoslovje in tehnika. Za zbiranje podatkov smo uporabili glasovalni sistem Mentimeter, v katerem smo izvajali kvize. Izvedli smo štiri kvize. Vsak kviz je trajal dve šolski uri. Nanašali so se na tematske sklope zrak, veter, temperatura in toplota ter vpliv Sonca na vreme. Po vseh kvizih so učenci izpolnili vprašalnik, iz katerega smo izvedeli, kakšno je njihovo mnenje o tehniki učenja z vrstniško razlago. V raziskavo je bilo vključenih 25 učencev, od tega 13 dečkov in 12 deklet. Izsledki raziskave kažejo, da so učenci pri vseh sklopih napredovali. Pri prvem sklopu za 20 %, pri drugem za 17 %, pri tretjem za 36 % in pri četrtem za 32 %. Pri vseh sklopih skupaj so napredovali za 29 %. Dečki in deklice so imeli pred diskusijo zelo podobno število pravilnih odgovorov. Deklice so imele 62 % odgovorov pravilnih, dečki pa 61 % odgovorov. Oboji so napredovali za 29 %. Med spoloma statistično pomembne razlike v napredovanju ni bilo. Glede na ocene je najbolje napredoval učenec, ki je imel predmet zaključen 2. Napredoval je za 46 %, za 34 % učenci s končno oceno 4, za 30 % učenci s končno oceno 3 ter za 26 % učenci s končno oceno 5. Pri največjem številu vprašanj je napredoval učence s končno oceno 2, ki je najslabše odgovarjal na vprašanja pred diskusijo. Statistično pomembnih razlik v napredku znanja glede na oceno pri predmetu naravoslovje in tehnika ni bilo. Najmanj so napredovali učenci s končno oceno 5, ki so najbolje odgovarjali pred diskusijo. Iz pregleda vprašalnikov ugotovimo, da so mnenja učencev o Mazurjevem vrstniškem učenju v večini pozitivna. Učencem je bila tehnika učenja všeč. Radi so delali na računalnikih in sami ponavljali učno vsebino. Večina je rada delala v skupini. Vprašanja kvizov so ovrednotili kot zelo lahka. Na podlagi ugotovitev lahko sklepamo, da je bila uporaba tehnike učenja z vrstniško razlago uspešna, pri čemer izsledki raziskav vodijo učitelje do smernic za uporabo strategije učenja z vrstniško razlago pri pouku in nabora vprašanj. Rezultatov ne moremo posplošiti na osnovno množico zaradi premajhnega vzorca. Izsledki raziskave so zaradi majhnega vzorca pomenijo le obravnave določenih tem ter raziskovanja v krajšem časovnem obdobju ter so le smernice za nadaljnje proučevanje učenja s vrstniško razlago. One of the teaching strategies is peer instruction. In the field of physics teaching, Mazur has developed a special teaching strategy with the aim to eliminate misconceptions, which has been implemented mainly at the university level in various subjects, but extends also to other educational levels. It is important for students to read about the chosen topic at home. The teacher starts the lesson with a 5 - 10 minute introduction and continues with the quiz. If less than 30% of students answer the question correctly when they answer it first time, the teacher explains the teaching content again. If 30% - 70% of them responds correctly, a random couple within that range will be chosen to discuss and answer the teacinhg content to others. If more than 70% of students answer correctly, the answer is clarified and the next question is continued. Then the students' answers are explained. It ends with evaluating students' responses and feedback to students. In the master's thesis we studied the progress of the students (answers after the discussion in relation to their answers before the discussion). The achievements of boys and girls are compared with each other and the progress of the students in terms of their final grade in the science and technology course. To collect the data, we used the Mentimeter voting system, in which we performed quizzes. We performed four quizzes. Each quiz lasted two school hours. They referred to the thematic sets of air, wind, temperature and heat and the influence of the sun on the weather. After all the quizzes, the students completed a questionnaire from which we gained data what they thought about peer instruction. The study included 25 students, including 13 boys and 12 girls. The results of the research show that students have made progress in all areas. In the first set by 20%, in the second by 17%, in the third by 36% and in the fourth by 32%. For all sets, they have made a 29% progress. Boys and girls had a very similar number of correct answers before the discussion. Girls had 62% of the answers correct and boys 61%. Both genders have made a common 29% progress. There was no statistically significant difference in gender progression. According to grades, the student who had the subject completed the best course was 2. He progressed by 46%, by 34% students with a final grade of 4, by 30% students with a final grade of 3, and by 26% students with a final grade of 5. At the highest the number of questions was promoted to students with a final grade of 2, which was the worst answer to the questions before the discussion. The least advanced were students with a final grade of 5 who responded best before the discussion. However, differences in progression acording to the grades are not ststistically significant. A review of the questionnaires reveals that the majority of students' opinions about Mazur's peer instruction are positive. The students liked the teaching technique. They loved working on computers and repeating the content themselves. Most of them loved working in a group. They evaluated the quiz questions as very easy. Based on the findings, we can conclude that the use of peer instruction was successful, with research findings leading teachers to guide the use of peer instruction strategies in teaching and raising questions. The results cannot be generalized because in the study was too few students. Due to the small number of students, the results of the survey are merely a discussion of specific topics and, in a shorter period, research is a guideline for the further study of peer learning.