The use of role play in science and technology lessons

Z nenačrtovano igro vlog se srečujemo, ko prevzemamo vloge glede na odnos do oseb, s katerimi komuniciramo. Z načrtovano igro vlog učenci in učitelj pridobijo številne koristi, kot so aktivno vživljanje v vlogo, povezanost teorije s prakso, izražanje čustev, razvijanje moralnih veščin, socialnih odnosov in komunikacijskih sposobnosti. Magistrsko delo obravnava uporabo metode igre vlog pri spoznavanju prehranskih vsebin (predelava hrane) pri predmetu Naravoslovje in tehnika v petem razredu osnovne šole. V teoretičnem delu je opisana metoda igre vlog in so predstavljene raziskave primerov njene uporabe v šoli s poudarkom na naravoslovnih vsebinah. Opisane so vrste iger vlog, didaktična načela pri njihovi uporabi, faze izvedbe in učinki na znanje učencev ter socialne odnose med njimi. Raziskovalni del ima dva sklopa. V prvem sklopu je ugotovljen odnos učiteljev razrednega pouka do uporabe metode igre vlog pri pouku. Raziskovalni vzorec je zajemal 228 učiteljev razrednega pouka. V drugem sklopu je raziskano, kako uporaba metode igre vlog vpliva na razumevanje posameznih pojmov, trajnost znanja in ugotavljanje napačnih razumevanj pojmov. Učenci so bili razdeljeni v eksperimentalno in kontrolno skupino na podlagi predpreizkusa. V raziskavi je sodelovalo 46 učencevv vsaki skupini po 23 učencev. Vsebina je bila obravnavana po dveh pristopih: učenci eksperimentalne skupine z metodo igre vlog, učenci kontrolne skupine pa z metodo razlage. Podatki so bili pridobljeni s pomočjo preizkusa, ki so ga učenci obeh skupin reševali po zaključeni obravnavi vsebine, in popreizkusa, ki so ga učenci pisali mesec dni pozneje. Preizkus in popreizkus sta vključevala identična vprašanja. Učenci eksperimentalne skupine so reševali tudi vprašalnik o odzivu na metodo igre vlog. Rezultati prvega sklopa raziskave so pokazali, da anketirani učitelji dobro poznajo metodo igre vlog, da jo pogosto uporabljajo, a le redko pri pouku naravoslovja. V drugem sklopu smo ugotovili, da uporaba metode igre vlog vpliva na razumevanje posameznih pojmov in trajnost znanja ter da je med učenci priljubljena. Glede na ugotovitve bi bilo smiselno tudi v pouk naravoslovja uvajati metodo igre vlog pri različnih vsebinah. S takim načinom dela učenci razvijajo raznovrstne sposobnosti in veščine. Poleg tega bi bilo smiselno metodo podrobneje predstaviti med rednim izobraževanjem učiteljev tudi pri temah, ki niso le socialno usmerjene.We encounter with unplanned role-playing when we take the role based on the relationship towards the person we are communicating with. With planed role-playing teacher and pupils have numerous benefits, such as active integration in the role, connection of theory and practice, expressing feelings, developing moral skills, social relations and communicative abilities. The master´s thesis deals with the usage of role-playing in connection to comprehending dietary habits (food processing) at Science and Technology classes in the 5th grade of primary school. In the theoretical part, the method of role-playing and case studies of its usage in school with the emphasis on science contents are described. Different kinds of role-playing, didactic principles upon its usage, phases of execution and the effects on the knowledge of pupils and social relations between them are also described. The empirical part has two parts. In the first one, the attitude of primary school teachers towards the use of role-playing in the class has been established. The research sample consisted of 228 primary school teachers, who answered the questionnaire about their knowledge of integration of the role-playing method in the classroom. The second part researched how the use of the role-playing method affects the understanding of individual concepts, permanence of knowledge and discovering the wrong understanding of concepts. The social relations between pupils were also been defined. Pupils were divided into an experimental and control group, based on the pre experiment. 46 pupils participated in the research23 pupils in the experimental group and 23 pupils in the control group. The subject matter was delivered according to two approaches. The pupils in the experimental group were introduced to the subject matter with the role-playing method, and the pupils in the control group with the explanatory method. The data was gathered with the help of a written exam that the pupils took after the delivery of the subject matter, and a written after exam that they took one month after the delivery. The exam and the after exam had identical exercises. The pupils in the experimental group also took a questionnaire about their feedback regarding the role-playing method. The results of the first part have shown that the teachers surveyed are familiar with the role-playing method and use it often, although only rarely at science classes. In the second part, we have discovered that the use of the role-playing method affects the understanding of individual concepts and sustainability of knowledge. It is also very popular among pupils. Based on the findings it would be reasonable to introduce the role-playing method in science classes as well. With this method of work pupils develop various competences and skills. It would be meaningful to present in greater detail the method of role-playing during the regular education of didactics of science subjects