The use of a notebook in social studies in year 4 and 5 from a contemporary instruction perspective

In this master thesis, we investigated the importance placed by the teachers the notebook in the subject society in the fourth and fifth grade of elementary school, and to what extent the content of the notebook reflects the learner. In this study we used a descriptive and causal non-experimental research method. The study was approached quantitatively as well as qualitatively. The sample of teachers and students was assigned, non-accidental. Does the notebook reflect only a student, or whether the teacher also plays a role in its organization were the main objectives that we assessed by analysis and comparison of notebooks of fourth grade pupils in three schools in the municipality of Medvode. With notebooks, we tried to determine the perceptional type of a pupil, which was then confirmed or refuted by means of a questionnaire on the perceptional types. The survey for teachers included participation of 45 teachers of fourth and fifth grades from across Slovenia. With notebooks, we find that the notebook itself is very difficult to serve as a means to determine pupils' perceptual type, and that notebooks largely present a work of a teacher as well as that of a pupil, since in the second triad teachers often convey notations to be written in the notebook. Answers to the questions in the questionnaire showed that the teachers valued the appearance of the notebook and that students are encouraged to keep them nietly organized. Some teachers use the notebook to summarize the material from the textbook, some to record the data not contained in the textbook and some of them to record and display data that is not found in the textbook, etc