Page 52 - Spodbujanje učinkovitega učenja: zbornik povzetkov strokovne konference
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ja Črnivec Različni učenci – različni učni stili in medpredmetno povezovanje
Osnovna šola Stična
tanja.crnivec@os-sticna.si Največ se naučimo, če kombiniramo različne učne stile in vsebine medpredme-
tno povezujemo. Učenci npr. pri matematiki števila spoznavajo s pomočjo po-
Zbornik povzetkov strokovne nazoril in didaktičnih iger, s katerimi se igrajo tudi med odmorom . Računanje
konference Spodbujanje usvajajo s pomočjo didaktičnega pripomočka, ki ga izdelajo sami. Pri slovenščini
učinkovitega učenja, usvajajo glasove z gibalno igro učitelj – strojevodja. Besede razčlenjujejo na gla-
Koper, 26. avgust 2020 sove tako, da je vsak glas ponazorjen z gibom. Z gibi ponazorimo tudi končna lo-
Abstracts of the Professional čila. Po ponovnem poslušanju iste pravljice z napakami učenci z gibi opozorijo na
Conference Developing napake. Izdelajo kamišibaj in v skupinah ilustrirajo dele pravljic. Matematične vse-
Effective Learning, bine se pogosto povezujejo s športom, vsebine slovenščine in spoznavanja okolja
Koper, 26 August 2020 pa z likovno umetnostjo. V prispevku bomo predstavili povezovanje predmetov
spoznavanje okolja, likovna umetnost in šport. Pri spoznavanju okolja so učenci
spoznavali pokrajinske oblike, ki so si jih na opazovalnem sprehodu (pri športu)
ogledali, pri likovni umetnosti pa narisali na papir in oblikovali v peskovniku. Že-
leli smo ugotoviti, kako so bili učenci motivirani za delo, koliko so si zapomnili
in kako so se počutili. Na opazovalnem sprehodu je prevladoval vidni, pri likovni
umetnosti in športu pa gibalni učni stil. Pri aktivnostih je sodelovalo 12 učencev
1. razreda in druga strokovna delavka. Na osnovi primera povzemamo, da so bili
učenci na opazovalnem sprehodu motivirani za opazovanje okolice. Na povratku
so se že dogovarjali o predstavitvi oblik v peskovniku in z risbo. Zaradi povezo-
vanja spoznavanja okolja z likovno umetnostjo ter s športom menimo, da so si
obravnavano snov bolje zapomnili.
Ključne besede: učni stili, medpredmetno povezovanje, likovna umetnost, spozna-
vanje okolja, šport
Different Pupils – Different Learning Styles and Cross-Curricular
Integration
People mostly learn by combining different learning styles, themes and cross-
curricular integration. In Maths, pupils learn numbers by means of teaching aids
and didactic games that they also play with during the breaks. They learn arith-
metic operations by means of didactic aids which they make by themselves. In
Slovene they assimilate sounds by a game called A Teacher – a Train Driver. They
divide words into syllables in such a way that they show each voice by moving
their body. They also show final punctuation marks in this manner. After relisten-
ing to the same fairy tale which includes mistakes they point out the mistakes by
moving their bodies. They make a kamishibai and illustrate parts of the fairy tales
in groups. Maths themes are often combined with Physical Education; the themes
in Slovene and Science are intertwined with Art. We would like to present cross-
curricular integration of Science, Art and Physical Education. In Science pupils
learned about landscape shapes which they observed while taking walks in Phys-
ical Education. In Art they drew them on paper and in a sandbox. We wanted to
establish the pupils’ motivation, sensations and how much they had learned. The
visual learning style prevailed on the observation walks, the kinaesthetic learning
style prevailed in Art and Physical Education. Twelve pupils of the 1st class and
a preschool teacher were included in the study. Based on this example we can
sum up that pupils were highly motivated during observing walks where they
observed the surroundings. On their return to school they expressed their wish
to present the shapes in a sandbox or make a drawing. Due to cross-curricular
integration they memorised the subject matter more effectively.
Key words: learning styles, cross-curricular integration, Art, Science, Physical Edu-
cation
https://doi.org/10.26493/978-961-293-002-8.50 50
Osnovna šola Stična
tanja.crnivec@os-sticna.si Največ se naučimo, če kombiniramo različne učne stile in vsebine medpredme-
tno povezujemo. Učenci npr. pri matematiki števila spoznavajo s pomočjo po-
Zbornik povzetkov strokovne nazoril in didaktičnih iger, s katerimi se igrajo tudi med odmorom . Računanje
konference Spodbujanje usvajajo s pomočjo didaktičnega pripomočka, ki ga izdelajo sami. Pri slovenščini
učinkovitega učenja, usvajajo glasove z gibalno igro učitelj – strojevodja. Besede razčlenjujejo na gla-
Koper, 26. avgust 2020 sove tako, da je vsak glas ponazorjen z gibom. Z gibi ponazorimo tudi končna lo-
Abstracts of the Professional čila. Po ponovnem poslušanju iste pravljice z napakami učenci z gibi opozorijo na
Conference Developing napake. Izdelajo kamišibaj in v skupinah ilustrirajo dele pravljic. Matematične vse-
Effective Learning, bine se pogosto povezujejo s športom, vsebine slovenščine in spoznavanja okolja
Koper, 26 August 2020 pa z likovno umetnostjo. V prispevku bomo predstavili povezovanje predmetov
spoznavanje okolja, likovna umetnost in šport. Pri spoznavanju okolja so učenci
spoznavali pokrajinske oblike, ki so si jih na opazovalnem sprehodu (pri športu)
ogledali, pri likovni umetnosti pa narisali na papir in oblikovali v peskovniku. Že-
leli smo ugotoviti, kako so bili učenci motivirani za delo, koliko so si zapomnili
in kako so se počutili. Na opazovalnem sprehodu je prevladoval vidni, pri likovni
umetnosti in športu pa gibalni učni stil. Pri aktivnostih je sodelovalo 12 učencev
1. razreda in druga strokovna delavka. Na osnovi primera povzemamo, da so bili
učenci na opazovalnem sprehodu motivirani za opazovanje okolice. Na povratku
so se že dogovarjali o predstavitvi oblik v peskovniku in z risbo. Zaradi povezo-
vanja spoznavanja okolja z likovno umetnostjo ter s športom menimo, da so si
obravnavano snov bolje zapomnili.
Ključne besede: učni stili, medpredmetno povezovanje, likovna umetnost, spozna-
vanje okolja, šport
Different Pupils – Different Learning Styles and Cross-Curricular
Integration
People mostly learn by combining different learning styles, themes and cross-
curricular integration. In Maths, pupils learn numbers by means of teaching aids
and didactic games that they also play with during the breaks. They learn arith-
metic operations by means of didactic aids which they make by themselves. In
Slovene they assimilate sounds by a game called A Teacher – a Train Driver. They
divide words into syllables in such a way that they show each voice by moving
their body. They also show final punctuation marks in this manner. After relisten-
ing to the same fairy tale which includes mistakes they point out the mistakes by
moving their bodies. They make a kamishibai and illustrate parts of the fairy tales
in groups. Maths themes are often combined with Physical Education; the themes
in Slovene and Science are intertwined with Art. We would like to present cross-
curricular integration of Science, Art and Physical Education. In Science pupils
learned about landscape shapes which they observed while taking walks in Phys-
ical Education. In Art they drew them on paper and in a sandbox. We wanted to
establish the pupils’ motivation, sensations and how much they had learned. The
visual learning style prevailed on the observation walks, the kinaesthetic learning
style prevailed in Art and Physical Education. Twelve pupils of the 1st class and
a preschool teacher were included in the study. Based on this example we can
sum up that pupils were highly motivated during observing walks where they
observed the surroundings. On their return to school they expressed their wish
to present the shapes in a sandbox or make a drawing. Due to cross-curricular
integration they memorised the subject matter more effectively.
Key words: learning styles, cross-curricular integration, Art, Science, Physical Edu-
cation
https://doi.org/10.26493/978-961-293-002-8.50 50
