Teaching social studies contents through films

Vsebina magistrskega dela je osredinjena na uporabo filmov različnih zvrsti v slovenskih šolah pri poučevanju družboslovnih vsebin v prvem in drugem vzgojno-izobraževalnem obdobju (v nadaljevanju VIO). V teoretičnem delu je najprej opredeljena definicija filma in navedene vrste filma. Na kratko so predstavljeni razlogi za gledanost televizije/filmov in gledanost televizije/filmov med otroki. Opredeljena je filmska vzgoja, namen in razvoj le-te na Slovenskem. Predstavljeni so cilji, ki jih lahko s filmsko vzgojo dosegamo, vloga šole in vloga učiteljev pri vključevanju filmov v pouk. Opisani so koraki, ki so nam v pomoč v procesu ogleda filma in metode analize filma. Predstavljeni so primeri dobrih praks uporabe filma/filmske vzgoje v šolah. Na koncu so omenjene slabe strani oz. pasti, na katere lahko učitelji naletijo pri uporabi filmov v šoli. Z raziskavo v empiričnem delu smo ugotovili, da učitelji pri izbiri filmov kot najpogostejši kriterij upoštevajo primernost razvojni stopnji, pomembna pa sta jim tudi usklajenost z učnimi cilji in strokovnost filma. Ugotovili smo, da največ filmov učitelji uporabljajo pri tematskih sklopih Čas, Prostor in Okoljska vzgoja, filme pa v večini najdejo na spletu. V pretežni meri filme uporabljajo kot dodatek k razlagi, deloma tudi kot motivacijsko spodbudo. Učitelji v večini pri pouku uporabljajo krajše filme (do 10 min). Zapisali so tudi prednosti in slabosti uporabe filmov pri pouku, pri katerih so navedli več prednosti. Z raziskavo smo ugotovili tudi, da se skupine učiteljev z različnimi dolžinami delovne dobe med seboj ne razlikujejo glede mnenja o uporabi filmov pri pouku. V povprečju imajo učitelji o filmih dobro mnenje. V zadnjem delu magistrskega dela smo, na podlagi z raziskavo pridobljenih informacij in pregleda nekaterih spletnih strani, pripravili izbor relevantnih filmov, ki jih lahko povežemo s posameznimi tematskimi sklopi s področja družboslovja (Čas, Prostor, Človek, Jaz, Skupnosti, Odnosi, Promet, Okoljska vzgoja). Za vsak tematski sklop je na kratko predstavljena vsebina enega filma in analiza le-tega po izbranih kriterijih (skladnost vsebine filma s cilji učnega načrta Spoznavanje okolja/Družba, možna uporaba krajših odlomkov filma, jezik filma, možnost vživljanja učencev glede na starost nastopajočih). Poleg so zapisani predlogi za dejavnosti, ki jih ob filmu lahko razvijamo, navedeni pa so tudi drugi predlogi za filme, s katerimi lahko dosegamo več različnih ciljev posameznega tematskega sklopa.The presented master thesis is focused on the use of different movie content in Slovenian schools while teaching Social Studies in first and second stage of educational phase. In the theoretical section we first defined the definition of video content and their corresponding types. Briefly are presented the reasons for the TV/movies audience size between adults and minors. We presented movie education, aim and its development in Slovenia. Presented are the aims, which can be achieved through movie lessons. Additionally is presented the role of teachers and schools and their incorporation of movies during lessons. Steps are described which aid us during the process of watching a movie and methods for its analysis. Presented are cases of good practice of using movies in schools. Lastly are mentioned sides or traps which teachers can spot during the use of movies in school With a research inside the empirical part we discovered, that teachers primarily use the suitability of the development stage as the main criteria for movie selection. Important is also the movie correlation with the teaching aims and its professionalism. We discovered that the majority of movies are used by teachers during sections about Time, Space and Environmental studies, while movies are mostly found on the internet. Mostly are movies used as an addition to explanation and partially as motivational content. During lessons, teachers mostly use short movies (up to 10 minutes). They also specified the advantages and disadvantages of using movies during classeshowever, advantages had the upper hand. With the research we also discovered, that the opinion of movie use during lessons is not affected by the teacher’s years of service. Overall teachers have a positive opinion on the use of movies during lessons. In the last section of the master thesis, based on the research and analysis of different internet pages, we prepared a selection of relevant movies which can be linked to specific Social Science theme sections (Time, Space, Human, Me, Groups, Relations, Traffic, Environmental Studies). For each theme section we briefly presented the content of suitable movie and its analysis by selected criteria (movie content suitability with regards to the aims of teaching plan for Social Studies). Additionally are added activity suggestions which can be developed while using the movie. We also clarified other suggestions with which we can achieve different aims of a specific theme section