Fifth graders\u27 responses to creative movement approach in lessons

V magistrskem delu sem želela ugotoviti, kako se učenci petega razreda odzivajo na uporabo ustvarjalnega giba pri pouku. Zanimalo me je, kako in na kakšne načine lahko ustvarjalni gib pri različnih predmetih vpeljemo v pouk. Preverila sem učinkovitost uporabe ustvarjalnega giba in v kolikšni meri so učenci usvojili učne cilje, ki sem si jih zadala. Zanimalo me je počutje učencev petega razreda pri urah, ki so vključevale omenjen pristop dela. V teoretičnem delu sem najprej pojasnila pomen in značilnosti pojmov: gibanje, utelešena kognicija, ustvarjalnost in ustvarjalni gib. Pojasnila sem, kaj je ustvarjalni gib kot učni pristop in kakšne pozitivne vplive ima na učence in poučevanje v razredu. Navedla sem nekaj praktičnih primerov vključevanja giba v pouk pri različnih predmetih in razložila, kako lahko tovrsten pristop dela vključimo v izpeljavo kakovostne medpredmetne povezave. Empirični del vsebuje predstavitev raziskave, ki sem jo izvedla v petem razredu na eni izmed slovenskih osnovnih šol. V raziskavi je sodelovalo 19 učencev petega razreda. Možnosti vključevanja ustvarjalnega giba sem raziskovala tako, da sem ga vključevala v ure pri različnih predmetih in v različnih delih učne ure. Na koncu sem uro postopno analizirala. Usvojitev učnih ciljev sem preverjala s kratkimi preizkusi znanja. Počutje v razredu sem merila s petstopenjsko lestvico trenutnega počutja. Ugotovila sem, da je ustvarjalni gib v petem razredu možno vključevati v skoraj vsa predmetna področja. Možno ga je vključevati v različne dele učnih ur, učenci se nanj pozitivno odzivajo, poleg tega pripomore k prijetni razredni klimi in sodelovanju učencev pri pouku. Z raziskavo sem ugotovila, da so učenci v večini usvojili vse učne cilje, ki sem si jih zastavila. Ugotovila sem, da so se pri vseh urah zelo dobro ali dobro počutili. Niti eden se nikoli ni počutil slabo ali zelo slabo. Na izkušnjah skupine otrok petega razreda zaključujem, da ustvarjalni gib pripomore k dobremu počutju učencev in njihovemu razumevanju učne snovi.In my master\u27s theisis I wanted to determine, how would fifth graders respond to the use of a creative move during lessons. I was interested in how and in which ways can we involve the creative move in different subjects. I was measuring the effectnes of the creative move, to what extent will the students obtain the learning objectives. My interest was also in the well being of the fifth graders during lessons, that invloved the already mentioned method of work. In the theoretical part I first explain what the creative move really is as a learning approach and what are its positive impacts on students and teaching. I stated some practical cases on involving the move into different lessons, subjects. I explained what means an embodied congtion* and its connection with the creative move in addition I stated how can we put this specific method into good use for a interdepartmenalt integration with including in lessons. Empirical part is assembeled with my research presentation, that I did in one of the sloveninan elementary schools, in the fifth grade. One class of fifth graders was involved in my study. There was 19 students. I looked into the posibilty of including the creative move in lessons (in general) with including it in to different subjects and different parts of my lessons. At the end I gradually analayzed the lesson. With short exams I tested, if the students have learned the learning objectives. The atmoshpere in the class was measured with a five-point scale of current well-being. I finded that the creative move can be included in all subjects in the fifth grade. It has positive effects on students, the atmoshphere and cooperation. The findings showed that the students aquired all the learning objectives and that over all they felt well or very well. Noone of them never felt poor or very poorly. This means that the approach of the creative move has positive effects on the well being of fifth grade students and their understanding of eductional material