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DIDACTICA SLOVENICA – PEDAGOŠKA OBZORJA Znanstvena Revija Za Didaktiko DIDACTICA SLOVENICA – PEDAGOŠKA OBZORJA Znanstvena revija za didaktiko Izdajatelji Published by □ Pedagoška obzorja d.o.o. □ Univerza v Novem mestu Glavni in odgovorni urednik Editor-in-chief □ Dr. Marjan Blažič Uredniški odbor Editorial board □ Dr. José Manuel Bautista Vallejo, Huelva, Španija □ Dr. Marija Javornik Krečič, Maribor, Slovenija □ Dr. Gabriela Kelemen, Arad, Romunija □ Dr. Ljupčo Kevereski, Bitola, Makedonija □ Dr. Milan Matijević, Zagreb, Hrvaška □ Dr. Nikola Mijanović, Nikšić, Črna gora □ Dr. Jasmina Starc, Novo mesto, Slovenija □ Dr. Boško Vlahović, Beograd, Srbija □ Dr. Janez Vogrinc, Ljubljana, Slovenija Lektor Proofread by □ Melanija Frankovič Prevodi Translated by □ Ensitra, Brigita Vogrinec s.p. Naslov uredništva in uprave Editorial office and administration □ Didactica Slovenica – Pedagoška obzorja, Na Loko 2, p.p. 124, SI-8000 Novo mesto, Slovenija, EU Spletna stran revije Website of the journal □ http://www.pedagoska-obzorja.si/revija Elektronski naslov E-mail □ [email protected], [email protected] Revija Didactica Slovenica – Pedagoška obzorja je indeksirana in vključena v Journal Didactica Slovenica – Pedagoška obzorja is indexed and included in □ Elsevier Bibliographic Databases (SCOPUS) □ American Psychological Association (PsycINFO) □ International Bibliography of Periodical Literature / Internationale Bibliographie geistes- und sozial- wissenshaft lischer Zeitschiftenliteratur (IBZ) □ Internationale Bibliographie der Rezensionen geistes- und sozialwissenshaftlischer Literatur (IBR) □ Co-operative Online Bibliographic System and Services (COBISS) Izdajanje revije sofinancira Javna agencija za raziskovalno dejavnost Republike Slovenije. The publication of the journal is co-financed by the Public research agency of the Republic of Slovenia. Naklada Circulation □ 350 Tisk Printed by □ Tiskarna Cicero, Begunje, d.o.o. Copyright © 2018 – Pedagoška obzorja podjetje za pedagoški inženiring d.o.o. 2018 letnik 33 DIDACTICA 1 SLOVENICA pedago{ka obzorja znanstvena revija za didaktiko Vsebina Contents Dr. Amalija Žakelj, 3 Razvoj matematičnega mišljenja pri reševanju dr. Mara Cotič, problemov dr. Darjo Felda The development of mathematical thinking in solving problems Nina Markuš, 18 Uveljavljanje raziskovalnega pouka pri predmetu dr. Vlasta Hus spoznavanje okolja in predmetu družba Implementation of inquiry-based learning in environmental studies and social studies Dr. Matjaž Duh, 31 Spremljanje razvoja likovne ustvarjalnosti pri dr. Martina Kač Nemanič pouku grafičnega oblikovanja Monitoring the development of artistic creativity in graphic design classes Dr. Janja Batič 46 Likovna umetnost v slikanicah Art in picture books Eva Župan 59 Domišljija proti znanju Imagination vs knowledge Dr. Sonja Čotar Konrad 70 Vloga vzgojiteljice pri opolnomočenju funkcionalnosti družine predšolskega otroka The role of preschool teachers in empowering the functionality of families of preschool children Mag. Mateja Šilc, 82 Besednjak učencev z lažjo motnjo v duševnem dr. Majda Schmidt Krajnc razvoju pri pripovedovanju zgodbe The storytelling vocabulary of pupils with mild intellectual disabilities Dr. Mirela Müller, 95 Pogledi srednješolcev na rabo IKT v procesu Iva Kuprešak učenja tujega jezika Perceptions of high school students of the use of ICT in the process of a foreign language Dr. Katja Depolli Steiner 104 Tipologija pedagoških prepričanj študentov pedagoških smeri Typology of teacher education students’ pedagogical beliefs Tjaša Strniša, 116 Razvoj strokovne samopodobe specialnih in dr. Mojca Juriševič rehabilitacijskih pedagogov Professional self-concept development of special education teachers Dr. Jelena Maksimović, 131 Vloga in učinkovitost metodološkega Jelena Osmanović izobraževanja za reflektivne prakse The role and effectiveness of methodological education for reflective practices Dr. Amalija Žakelj, dr. Mara Cotič, dr. Darjo Felda Razvoj matematičnega mišljenja pri reševanju problemov Prejeto 02.08.2017 / Sprejeto 15.01.2018 Received 02.08.2017 / Accepted 15.01.2018 Znanstveni članek Scientific paper UDK 37.02:51+159.955 UDC 37.02:51+159.955 KLJUČNE BESEDE: matematični problemi, kritično KEYWORDS: mathematical problem, critical think- mišljenje, ustvarjalno mišljenje, didaktično-matema- ing, creative thinking, didactic-mathematical activity, tična aktivnost, pouk matematike teaching of mathematics POVZETEK – Zastavljanje in reševanje problemov ABSTRACT – Setting and solving problems as didac- kot didaktično-matematična aktivnost pomembno tic-mathematical activity significantly contributes prispeva k napredku posameznika pri učenju ma- to the progress of the individual in learning math- tematike. Učitelji naj bi stremeli k temu, da učenci ematics, where the teacher also plays an important razvijajo kritično in ustvarjalno mišljenje ter zgradi- role. Teachers should strive for students to build the jo uporabno znanje, ki omogoča uspešno reševanje knowledge needed to successfully solve mathematical (matematičnih) problemov. V prispevku predstavlja- problems and place greater emphasis on developing mo rezultate raziskave, s katero smo ugotavljali, ali critical and creative thinking, rather than on merely so učenci iz eksperimentalne skupine (ES), ki so bili formal acquisition of knowledge. In the article we deležni pouka, pri katerem je zastavljanje in reševa- present the results of a research, with which we deter- nje problemov vodilna didaktično-matematična aktiv- mined whether the students of the experimental group nost, uspešnejši pri reševanju vseh vrst matematičnih (EG), who received mathematical teaching where problemov kot učenci iz kontrolne skupine (KS), ki so setting and solving problems is the leading didactic- bili deležni klasičnega pouka matematike, v katerem mathematical activity, performed better in solving all se poudarja predvsem trening aritmetičnih operacij. mathematical problems than the students in the con- Rezultati so pokazali, da je bila ES statistično po- trol group (CG), who received classical teaching of membno uspešnejša pri reševanju enostavnih proble- mathematics where training of arithmetic operations mov iz geometrije z merjenjem (G2) in logike z mno- is predominantly emphasised. The results showed the žicami (L2) ter v reševanju zahtevnejših problemov EG was statistically significantly more successful in (tretji nivo znanja) iz geometrije z merjenjem (G3) in solving simple problems in geometry with measuring logike z množicami (L3). Učenci ES so bili uspešnejši (G2) and in logic with sets (L2) as well as in solving tudi pri reševanju enostavnih problemov iz aritmeti- more demanding problems (third level of knowledge) ke (A2) in zahtevnejših problemov iz aritmetike (A3), in geometry with measuring (G3) and logic with sets vendar razlike niso bile statistično pomembne. (L3). The students of the EG were also more success- ful in solving simple problems in arithmetic (A2) and more demanding problems in arithmetic (A3), the dif- ferences were, however, not statistically significant. 1 Uvod Nacionalne in mednarodne evalvacije opozarjajo na pomanjkljivo znanje matema- tike in slabo razvite kompetence, zaradi česar se vedno znova postavlja vprašanje o kakovosti učenja in poučevanja matematike (UNESCO, 2012). Tudi v poročilu omrežja Eurydice “Matematično izobraževanje v Evropi: skupni izzivi in nacionalne politike”, v katerem so predstavljeni pogledi nacionalnih evropskih politik in primerjalna analiza 4 Didactica Slovenica – Pedagoška obzorja (1, 2018) poučevanja matematike v Evropi, so navedeni podatki o problematičnih predmetnih vsebinah in spretnostih. Med pogostimi težavnimi področji za učence, poleg algebre in matematičnega sporazumevanja, prepoznano tudi kontekstualno reševanje problemov (Kresal Sterniša, Plevnik, 2012). Rezultati med drugim opozarjajo, da bi v izobraževanju morali stremeti k temu, da učenci pridobijo tudi sposobnost za uspešno reševanje matematičnih problemov in problemov v zvezi z življenjskimi situacijami, se bolj posvetiti razvijanju kritičnega mišljenja, manj pa zgolj formalnemu usvajanju znanja (Jacobs et al., 2007). Omenjeno znanje pa učenci težje pridobijo, kadar so v učenje vključeni zgolj kot pasivni prejemni- ki znanja. Problemsko znanje učenec gradi skozi različne problemske situacije. Tiste, ki so za učenca nove in jih ne more predvideti, torej niso vnaprej pričakovane, spodbujajo razvoj matematičnega razmišljanja: ustvarjalnega, kritičnega, analitičnega in sistem- skega mišljenja (Žakelj, 2003). Podobno tudi Maričić in Špijunović (2014) menita, da se mora poučevanje mate- matike usmeriti v razvijanje mišljenja, saj ni pomembno le to, da učenec usvoji neko matematično znanje, ampak da je usposobljen to znanje uporabiti, kritično presojati njegovo uporabo in ustrezno preverjati dobljeni rezultat. Učenec bi moral prevzeti aktivnejšo vlogo v procesu izobraževanja, saj bi tako lahko postal bolj ustvarjalen in samostojen, hkrati pa bi razvijal logično mišljenje in se usposabljal za reševanje problemov v zvezi z vsakdanjimi problemskimi situacijami, kar predstavlja neposredno uporabo matematike v vsakdanjem življenju. Nasprotno pa poročila Evropske komisije (2007) opozarjajo, da v praksi matematičnega izobraže- vanja prevladuje formalni pouk, usmerjen na tehnike pomnjenja pravil, ki jih učenci velikokrat ne razumejo. Učenci ne uvidijo povezave med novim znanjem in koncepti, ki so jih predhodno usvojili, matematike ne znajo povezovati z vsakdanjim življenjem, pri svojem delu niso samostojni in pogosto le ponavljajo določene
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