Cooperative learning at the society subject in the combined class of 4th and 5th grades

V magistrskem delu so prikazane značilnosti sodelovalnega učenja in kombiniranega pouka. V teoretičnem delu smo podrobneje predstavili sodelovalno učenje, njegov pomen in ključna načela ter strukture nalog pri sodelovalnem učenju. V nadaljevanju smo podrobneje opredelili kombinirani pouk. Predstavili smo vlogo učitelja in vlogo učenca v kombiniranem oddelku in pri sodelovalnem učenju ter poiskali vzporednice med kombiniranim oddelkom ter sodelovalnim učenjem. Posebno pozornost smo namenili kombiniranemu pouku pri predmetu družba v 4. in 5. razredu z vidika možnosti vključevanja sodelovalnega učenja. V empiričnem delu so nas zanimala mnenja in izkušnje učiteljev kombiniranega pouka glede sodelovalnega učenja in uporabe le-tega. Za namene raziskave smo oblikovali anketni vprašalnik in med učitelji kombiniranega pouka izvedli anketo. Zanimalo nas je, kakšna je njihova opredelitev sodelovalnega učenja, kje so se z njim seznanili, kakšna je njihova usposobljenost za izvajanje sodelovalnega učenja, pri katerih predmetih in kako pogosto vključujejo sodelovalno učenje v pouk, kateri so vzroki za to, da ga oz. da ga ne vključujejo v pouk, katere sodelovalne strukture najpogosteje uporabljajo, s katerimi cilji vpeljujejo sodelovalno učenje v pouk, koliko se ga izvaja pri pouku družbe, pri katerih temah pri družbi je možno vpeljevati sodelovalno učenje, kje učitelji kombiniranih oddelkov vidijo prednosti in pomanjkljivosti sodelovalnega učenja ter katere težave se pojavljajo pri izvajanju le-tega. Zanimalo nas je tudi, v katerih kombiniranih oddelkih anketiranci poučujejo oz. so že kadarkoli poučevali, koliko znanja o kombiniranem pouku so pridobili v času študija ter pri katerih urah kombiniranega pouka najpogosteje vpeljujejo sodelovalno učenje. Ugotovili smo, da se največ anketiranih učiteljev strinja z opredelitvijo sodelovalnega učenja po C. Peklaj, ki meni, da je sodelovalno učenje učenje v majhnih skupinah, v katerih zastavimo delo tako, da obstaja pozitivna povezanost med člani skupine, ko skušajo s pomočjo neposredne interakcije pri učenju doseči skupen cilj. Pri tem skupinskem delu pa se ohrani tudi odgovornost posameznega člana skupine. Učitelji, ki pri svojem delu vpeljujejo sodelovalno učenje, so se z njim najpogosteje seznanili na študijskih skupinah. V pouk ga vpeljujejo s ciljem, da učence navajajo na sodelovanje in spodbujajo miselne aktivnosti vsakega posameznega učenca. Vsak način dela pri pouku ima določene prednosti in pomanjkljivosti oz. omejitve. Tudi sodelovalno učenje pri tem ni izjema. Ugotovili smo, da učitelji vidijo glavne prednosti sodelovalnega učenja v večji aktivnosti učencev, v boljšem učinku pouka, zavedanju odgovornosti vseh za dosego skupnega cilja, boljšem sodelovanju učencev in večji krepitvi medsebojnih odnosov. Učitelji izpostavljajo tudi nekatere pomanjkljivosti sodelovalnega učenja. Te so po njihovem mnenju povezane z večjo obremenitvijo učiteljev, s težavami glede časa za realizacijo in z neaktivnostjo vseh učencev. Nekateri učitelji sodelovalnega učenja pri pouku ne uporabljajo. Kot najpogostejši razlog za neuporabo sodelovalnega učenja pri pouku navajajo nepoznavanje sodelovalnega učenja. Raziskava je pokazala, da učitelji pri družbi v 4. in 5. razredu pogosto uporabljajo sodelovalno učenje. Sodelovalno učenje je možno uporabljati pri vseh temah. Še posebej pogosto ga uporabljajo pri obravnavi zgodovinskih vsebin, vsebin o Sloveniji, domači pokrajini in družini. Sodelovalno učenje uporabljajo tako pri istotemnih kot pri različnotemnih kombiniranih učnih urah.The MA thesis introduces the characteristics of cooperative learning and combined classes. The theoretical part discusses cooperative learning, its meaning and key principles and structure of tasks in more detail. Then combined classes are defined further. The role of the teacher and the pupil in the combined class are introduced and parallels between cooperative learning and combined classes are established. Special emphasis has been placed on combined classes of Social Studies in 4th and 5th grades and the possibility of introducing cooperative learning. The empirical part focuses on the opinions and experiences of teachers of combined classes about cooperative learning and its use. For the purpose of the study, a survey was created and distributed to teachers of combined classes. The questions focused on their understanding of cooperative learning, where they learned about it, what their training of it was, how often they include it and for which topics, why they do or do not include it, which cooperative methods they use most often, what are their goals in using cooperative learning, how much it is used in Social Studies, which Social Studies topics it can be used with, what are its advantages and disadvantages, and what issues occur using it. The teachers also had to answer questions about which combined classes they teach or have taught, how much knowledge they have about combined classes from their studies, and in which combined classes they use cooperative learning the most. The results show that most of the surveyed teachers agree with the definition of cooperative learning by C. Peklaj, who states that cooperative learning is learning in small groups where work is set out in such a way that there is a positive connection between group members, using direct learning interaction to achieve a common goal. This group work maintains the responsibility of individual team members. Teachers who use cooperative learning have most often learned about it in study groups. The goals of introducing cooperative learning are to get the pupils familiar with cooperation and encourage participation of each individual pupil. Each method has its advantages and disadvantages or limitations. Cooperative learning is no exception. The teachers see the primary advantages as increased student participation, higher impact of the class, increased awareness of the responsibility of the group to attain common goals, and better cooperation and improved relationships between the pupils. The teachers also highlighted some disadvantages, which are higher workload for the teachers, increased time required for implementation, and inactivity of some pupils. Some teachers do not use cooperative learning in their classes and the most common reason for that is them not being familiar with it. The research shows that 4th and 5th grade Social Studies teachers often use cooperative learning. It can be used in all topics. It is especially frequently used for historical topics, topics about Slovenia, its landscape and family life. Cooperative learning is used both in same-topic and different-topic combined classes