Sociology Role–playing Game as a Teaching Tool

Cilj ovog rada je predstaviti dramatizaciju u obliku igre uloga, kao oblik učenja i poučavanja u nastavi sociologije. Nastojimo provjeriti u kojoj je mjeri učenje i poučavanje pomoću igre uloga ostvarivo te u kojoj mjeri takav pedagoški model pridonosi razumijevanju klasičnih socioloških koncepata, kao što je u ovom slučaju teorija samoubojstva prema Émileu Durkheimu. Rad je podijeljen na više cjelina, no ističu se dvije, najveće cjeline: teorijska (didaktičko-pedagoška, sociološka) i praktična (radno-metodička obrada koncepta). U teorijskom dijelu, prvo smo se dotaknuli važnosti poučavanja i učenja sociologije u okviru srednjoškolskog obrazovanja, a zatim smo predstavili nastavne strategije, s naglaskom na strategiju suradničkog učenja. Nakon toga je uslijedilo teorijsko izlaganje dramaturškog pristup u nastavi općenito, a zatim njegove pojave u nastavi sociologije. Sukladno tome uslijedio je teorijsko-sociološki aspekt rada gdje smo povezali dramaturški pristup Ervinga Goffmana s pedagoškom varijantom koja se upotrebljava u nastavi. Na kraju prvog dijela rada, detaljno je pojašnjena pozadina samoubojstava prema Durkheimu i ciljana publika kojoj je namijenjena predložena metodička varijanta, a to je Generacija Z. Praktični dio rada sastoji se od detaljnog opisa svake metodičke faze obrade sociološkog sadržaja, korištenih metoda i tehnika u okviru metodičke pripreme te od oglednog prikaza dramatizacije.The aim of this paper is to present dramatization in the form of a role-playing, as a teaching tool in sociology. We strived to examine the extent to which learning and teaching through role play is feasible and, to what extent such a pedagogical model contributes to the understanding of classical sociological concepts, such as the suicide theory according to Émile Durkheim. The paper is divided into several parts, but two, the biggest parts stand out: theoretical (didactic-pedagogical, sociological) and practical (methodological processing). In the theoretical part, we first explained the importance of teaching and learning sociology in third grade of high school, and then we presented teaching strategies, with an emphasis on the strategy of collaborative learning. This was followed by a theoretical exposition of the dramaturgical approach in teaching in general, and then its appearance in the teaching of sociology. The theoretical-sociological aspect of the work followed, where we made a connection between Erving Goffman's dramaturgical approach with the pedagogical variant used in teaching. At the end of the first part of the paper, the background of suicides according to Durkheim is explained in detail and the target audience for which the proposed methodological variant is intended, Generation Z. The practical part of the paper consists of a detailed description of each methodological stage, used methods and techniques within the methodical processing and an example of a practical dramatization