Encouraging pupils activity in the class throug questions

V magistrskem delu obravnavamo tematiko zastavljanja vprašanj pri pouku, preko katerih lahko učitelji spodbudijo učenčevo sodelovanje v učnem procesu. Poleg zastavljanja učiteljevih vprašanj nas v magistrskem delu zanimajo tudi vprašanja učencev, ki predstavljajo enega pomembnejših načinov pridobivanja znanja in razvijanja kritičnega mišljenja, vendar so pogostokrat spregledana. V teoretičnem delu predstavljamo vlogo učitelja v sodobni šoli pri doseganju ciljev sodobnega pouka, ki temeljijo na razvijanju kritičnosti in ustvarjalnosti učencev, njihovega medsebojnega sodelovanja ipd. Skladno s tem je učitelj kot »profesionalni spraševalec« tisti, ki mora stremeti k zastavljanju čim bolj kakovostnih vprašanj na različnih ravneh, in hkrati tisti, ki mora k zastavljanju vprašanj navajati tudi učence in s tem spodbujati njihovo aktivnost in sodelovanje pri pouku. Opredeljujemo tudi različne klasifikacije učiteljevih vprašanj in jih podrobneje predstavimo. Pozornost namenjamo predvsem vprašanjem višje in nižje spoznavne ravni, ki jih glede na Bloomovo taksonomijo učnih ciljev lahko razdelimo na šest kakovostno različnih ravni. Eno poglavje namenjamo samo učencem in njihovemu zastavljanju vprašanj pri pouku. Zanima nas, kakšen je njihov pomen, katere klasifikacije učenčevih vprašanj poznamo in kako pomembno je pozitivno in spodbudno učno okolje za razvoj in kakovost zastavljanja vprašanj. V empiričnem delu predstavljamo rezultate raziskave, s katero smo ugotavljali stanje na področju zastavljanja učiteljevih in učenčevih vprašanj pri pouku v osnovni šoli. Preko neposrednega opazovanja brez udeležbe in analize podatkov desetih učnih ur smo prišli do zanimivih ugotovitev. Raziskava je pokazala predvsem to, da v šolskem prostoru še vedno prevladujejo učiteljeva vprašanja nižje spoznavne ravni ter da so učenčeva vprašanja pri pouku največkrat organizacijske narave in da postavijo bistveno manj vsebinskih vprašanj, ki se nanašajo na učno vsebino. Analize opazovanih učnih ur so pokazale, da različni učitelji uporabljajo različne strategije spraševanja, v večini pa jim je skupno to, da znajo pri pouku ustvariti sproščeno ozračje in učencem ponudijo pozitivne povratne informacije. Pomembna ugotovitev raziskave v primerjavi s predhodnimi raziskavami je, da smo pri učiteljih ugotovili daljši čakalni čas med zastavljenim vprašanjem in pričakovanim odgovorom. To pa je pomemben pokazatelj učiteljevega spodbujanja učencev k premisleku in podajanju kakovostnega in kritičnega odgovora na zastavljeno vprašanje.The aim of this master\u27s thesis is to address the topic of asking questions in class, which can encourage student participation in the learning process. In addition to the teacher\u27s questions, we are also interested in students\u27 questions. Although these questions represent one of the most important ways of acquiring knowledge and developing critical thinking, they are often overlooked. In the theoretical part, we present the teacher\u27s role in modern school in achieving the goals of modern teaching, which are based on development of students\u27 critical thinking, creativity and their cooperation with one another. Accordingly, the teacher, as a "professional questioner", must strive to ask the best possible questions at different levels as well as instruct students to ask questions and thus encourage their activity and participation during the lesson. We also define different classifications of teacher\u27s questions and present them in more detail. We pay particular attention to questions of higher and lower cognitive levels, which, according to Bloom\u27s taxonomy of learning objectives, can be divided into six different levels of complexity. We dedicate one chapter to students\u27 questions in class. We are interested in their significance, in how they classify, as well as how important a positive and stimulating learning environment is for the development and quality of asked questions. In the empirical part, we present the results of a research where we determined the position of teachers \u27and students\u27 questions during class in primary school. Through non-participant observation and data analysis of ten lessons, we came to interesting findings. The research showed that the teachers question\u27s of a lower cognitive level still prevail and that the student\u27s questions in class are mostly organizational. Students also seemed to ask significantly fewer substantive questions related to the learning content. The analysis of ten lessons showed that teachers use different questioning strategies, however most could create a relaxed atmosphere in the classroom and offer positive feedback to students. An important finding of the research compared to previous research is that teachers now waited longer for an answer after asking a question. This indicates the teacher\u27s encouragement of students to think and give a qualitative and critical answer to the question