Problemski pouk pri likovni umetnosti v drugem triletju osnovne šole

• Main Author: Rupert, Sara
• Other Authors: Tomšič Amon, Bea
• Format: Master Thesis
• Language: Slovenian
• Published: 2021
• Subjects: problemski pouk; problem solving method of teaching; Ure; sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=124952; https://repozitorij.uni-lj.si/Dokument.php?id=140575&dn=; https://plus.si.cobiss.net/opac7/bib/48765955 ?lang=sl

Glede na prebrano literaturo in dosedanje raziskave smo ugotovili, da med sodobne metode dela, med katere spada tudi problemski pouk, sodi primer poučevanja, kjer učenci pridobivajo znanje na način, kjer sami, pod mentorstvom učitelja, pridobivajo znanje in povezujejo šolske situacije z resničnim življenjem. Znanje, ki ga pridobijo, je trajnejše in uporabnejše, pri tem pa se razvijajo vsa področja (kognitivno, afektivno in psihomotorično). Učitelj problemski pouk organizira tako, da učenci sami, z lastnim odkrivanjem, postopoma pridobivajo znanje o likovnih pojmih, hkrati pa ustvarjalno in izvirno oblikujejo svoja likovna dela. Učitelj problemski pouk pri likovni umetnosti načrtuje z različnimi izhodišči za zasnovo likovnega problema. Izhodišča za zasnovo likovnega problema so lahko likovni pojmi ali likovni motiv ali likovna tehnika. Na podlagi tega smo se odločili, da v magistrskem delu raziščemo razlike med izvedbo učne ure, zasnovane na problemski in neproblemski način. V empiričnem delu magistrskega dela smo ugotavljali, ali so učenci pri problemskem pouku bolj motivirani in ali so pri ustvarjanju likovnih del bolj izvirni. Zanimalo nas je tudi, pri kateri učni uri so bili učenci bolj motivirani in izvirni glede na različna izhodišča za zasnovo likovno problemske naloge. Raziskava je sestavljena iz kvalitativnega pristopa. Uporabili smo deskriptivno metodo pedagoškega raziskovanja. V raziskavo smo vključili štiri oddelke četrtošolcev izbrane osnovne šole. Za zbiranje podatkov smo uporabili likovna dela učencev in opazovanje razredne dinamike. Z raziskovanjem izbrane teme smo želeli spodbuditi, da bi učitelji na razredni stopnji vključili problemski pouk v učne ure likovne umetnosti in s tem prispevali k napredovanju učencev v razvoju ročnih spretnosti, osebnostnih lastnosti in ustvarjalnosti ter kognitivnem razvoju. Based on the studied literature and research to date, we determined that modern work methods, such as problem solving method of teaching, also include a teaching method, where children, under the surveillance of a teacher, acquire knowledge on their own, connecting school situations with real life events. The acquired knowledge is more permanent and useful what is more, all fields – cognitive, affective and psychomotor – develop as well. Teachers organise problem solving lessons in a way where pupils gradually acquire knowledge on terms related to art on their own, while at the same time they create their art projects in a creative and original manner. Teachers base the planning of problem solving art lessons on different starting points, trying to conceptualise an artistic problem, the starting points of which can be either terms related to art, an art motif or an art technique. Taking into account all information mentioned, we decided to study in our master's thesis the differences between lessons, based on a problem solving method of teaching and a non-problem solving method of teaching. In the empirical part of the master's thesis, we determined whether pupils are more motivated in problem solving lessons and whether they are more original in creating their art projects. We were also interested in identifying the lesson during which the children were most motivated and original, based on different starting points of conceptualizing an art problem solving task. The research adopted a qualitative approach and used a descriptive method of pedagogical research. It included four classes of four-graders of a selected primary school. In order to collect research data, we analysed pupils' art projects and observed the dynamic in class. By studying the selected topic, we wanted to encourage class teachers to include problem solving method of teaching in art lessons, thus contributing to pupils' development of craft skills, personal traits, creativity and cognitive development.