Page 57 - Spodbujanje učinkovitega učenja: zbornik povzetkov strokovne konference
P. 57
onika Valič Učinkovito učenje naravoslovja skozi gibanje
Univerza na Primorskem
veronika.valic@gmail.com Namen raziskave je skozi aktivno poučevanje naravoslovja povečati gibalno aktiv-
Tadeja Volmut nost učencev ter zmanjšali gibalno neaktivnost med samim poukom. V raziskavo
Univerza na Primorskem je bilo vključenih 23 učencev četrtih razredov iz goriške regije, ki so bili razde-
tadeja.volmut@pef.upr.si ljeni v kontrolno (KS) in eksperimentalno skupino (ES). Učencem smo merili gi-
Nataša Dolenc Orbanić balno/športno aktivnost z merilnikom pospeška, ki so ga pripetega okoli pasu
Univerza na Primorskem nosili štiri zaporedne delovne dni. Pouk v KS je potekal po klasičnem načinu, pre-
natasa.dolenc@upr.si težno frontalno, medtem ko je bil v ES izveden z aktivnim učenjem ter medpred-
metnim povezovanjem naravoslovja in športa. Izbrali smo naravoslovno temo kr-
Zbornik povzetkov strokovne vožilje in obravnavi namenili tri šolske ure. Pred izvedbo raziskave smo na pod-
konference Spodbujanje lagi preizkusa znanja, ki smo ga pripravili za namen raziskave, preverili predznanje
učinkovitega učenja, učencev KS in ES. Rezultati so pokazali, da sta KS in ES po znanju izenačeni. Po iz-
Koper, 26. avgust 2020 vedenem pouku so učenci KS in ES reševali končni preizkus znanja, s katerim smo
Abstracts of the Professional želeli ugotoviti njihovo znanje, ki so ga pridobili po izvedbi učnih ur. Ugotovili
Conference Developing smo, da je ES pokazala boljše znanje o krvožilju kot KS. Na dan intervencije je bila
Effective Learning, ES srednje in visoke intenzivnosti gibalne/športne aktivnosti deležna več časa kot
Koper, 26 August 2020 KS (p = 0,030; d = 1,5). Čas gibalne neaktivnosti se med skupinama ni razlikoval.
Ključne besede: gibalna/športna aktivnost, pouk naravoslovja, medpredmetne po-
vezave, krvožilje
Effective Learning of Science through Movement
The purpose of this study was to increase physical activity and decrease physical
inactivity of students through active learning of science. The study included 23
fourth-grade students from elementary school in the Goriška region, who were
divided into a control (CG) and an experimental group (EG). Students’ physical ac-
tivity was measured with the hip-worn accelerometer for four consecutive work-
ing days. Lessons in the CG were conducted with a classical approach, while in
the EG with active learning and interdisciplinary connection between science
and physical education. The science topic of the circulatory system was selected
for three lessons. Before conducting the research, the students’ prior knowledge
was evaluated using the test prepared for the purpose of the research. The re-
sults showed that the CG and the EG are equivalent in prior knowledge. After the
learning process, the students of the EG and the CG solved the final knowledge
test. We found that the EG had better learning outcomes than the CG. On the day
of the intervention, the EG spent more time in moderate to vigorous intensity of
physical activity than the CG (p = 0.030; d = 1.5). However, there were no differ-
ences in physical inactivity (p = 0.139).
Key words: physical activity, science lessons, cross-curricular links, blood circula-
tory system
https://doi.org/10.26493/978-961-293-002-8.55 55
Univerza na Primorskem
veronika.valic@gmail.com Namen raziskave je skozi aktivno poučevanje naravoslovja povečati gibalno aktiv-
Tadeja Volmut nost učencev ter zmanjšali gibalno neaktivnost med samim poukom. V raziskavo
Univerza na Primorskem je bilo vključenih 23 učencev četrtih razredov iz goriške regije, ki so bili razde-
tadeja.volmut@pef.upr.si ljeni v kontrolno (KS) in eksperimentalno skupino (ES). Učencem smo merili gi-
Nataša Dolenc Orbanić balno/športno aktivnost z merilnikom pospeška, ki so ga pripetega okoli pasu
Univerza na Primorskem nosili štiri zaporedne delovne dni. Pouk v KS je potekal po klasičnem načinu, pre-
natasa.dolenc@upr.si težno frontalno, medtem ko je bil v ES izveden z aktivnim učenjem ter medpred-
metnim povezovanjem naravoslovja in športa. Izbrali smo naravoslovno temo kr-
Zbornik povzetkov strokovne vožilje in obravnavi namenili tri šolske ure. Pred izvedbo raziskave smo na pod-
konference Spodbujanje lagi preizkusa znanja, ki smo ga pripravili za namen raziskave, preverili predznanje
učinkovitega učenja, učencev KS in ES. Rezultati so pokazali, da sta KS in ES po znanju izenačeni. Po iz-
Koper, 26. avgust 2020 vedenem pouku so učenci KS in ES reševali končni preizkus znanja, s katerim smo
Abstracts of the Professional želeli ugotoviti njihovo znanje, ki so ga pridobili po izvedbi učnih ur. Ugotovili
Conference Developing smo, da je ES pokazala boljše znanje o krvožilju kot KS. Na dan intervencije je bila
Effective Learning, ES srednje in visoke intenzivnosti gibalne/športne aktivnosti deležna več časa kot
Koper, 26 August 2020 KS (p = 0,030; d = 1,5). Čas gibalne neaktivnosti se med skupinama ni razlikoval.
Ključne besede: gibalna/športna aktivnost, pouk naravoslovja, medpredmetne po-
vezave, krvožilje
Effective Learning of Science through Movement
The purpose of this study was to increase physical activity and decrease physical
inactivity of students through active learning of science. The study included 23
fourth-grade students from elementary school in the Goriška region, who were
divided into a control (CG) and an experimental group (EG). Students’ physical ac-
tivity was measured with the hip-worn accelerometer for four consecutive work-
ing days. Lessons in the CG were conducted with a classical approach, while in
the EG with active learning and interdisciplinary connection between science
and physical education. The science topic of the circulatory system was selected
for three lessons. Before conducting the research, the students’ prior knowledge
was evaluated using the test prepared for the purpose of the research. The re-
sults showed that the CG and the EG are equivalent in prior knowledge. After the
learning process, the students of the EG and the CG solved the final knowledge
test. We found that the EG had better learning outcomes than the CG. On the day
of the intervention, the EG spent more time in moderate to vigorous intensity of
physical activity than the CG (p = 0.030; d = 1.5). However, there were no differ-
ences in physical inactivity (p = 0.139).
Key words: physical activity, science lessons, cross-curricular links, blood circula-
tory system
https://doi.org/10.26493/978-961-293-002-8.55 55
