MOTIVATION OF PUPILS AT THE SUBJECT SOCIETY IN THE 4TH ELEMENTARY SCHOOL GRADE

POVZETEK Redkokdo z veseljem opravlja stvari, ki jih mora. To je še toliko bolj značilno za učence, zato je pomembno, da so le-ti za učenje ustrezno motivirani. Mnogo bolj zaželena in učinkovita kot zunanja je notranja motivacija. Tega se vedno bolj zavedajo tudi učitelji, ki poskušajo z ustreznimi pristopi k učenju poiskati zanimanje ter vzbuditi radovednost pri učencih. Kljub temu pa je večina učencev takih, ki so za učenje predvsem zunanje motivirani in se učijo zaradi ocen, nagrad in pričakovanj staršev, oziroma zato da se izognejo kaznim in grajam. Ker je osnovno vprašanje tega diplomskega dela, kaj učence pri pouku družbe najbolj motivira, se tako teoretični kot empirični del naloge nanašata prav na to tematiko. V teoretičnem delu so predstavljene naslednje teme: motivacija, motivi, potrebe, motivacijski cilji, učna motivacija in njeni elementi, motivirani in nemotivirani učenci, predmet družba, učne oblike in metode ter didaktične igre. V empiričnem delu smo ugotavljali priljubljenost predmeta družba med učenci in njihovo časovno obremenjenost za učenje tega predmeta doma. Anketiranje smo izvedli z 160-imi učenci 4. razredov osnovnih šol. Rezultati ankete kažejo, da je predmet družba bolj všeč dekletom kot fantom. Najpogostejša razloga priljubljenosti predmeta družba med temi učenci sta zanimiva in poučna učna snov ter pestra in razgibana učna ura. Med poukom jih najbolj motivira delo z novo tehnologijo (avdiovizualna sredstva), razne igre, kvizi, uganke ter neposreden stik z okoljem in predmeti. Večina učencev meni, da so pri tem predmetu uspešni in se ga doma radi učijo. Najbolj pa jih k učenju spodbujajo lepa ocena, temu sledi pohvala učiteljice/staršev in veselje, da se nekaj novega naučijo (statistično bolj značilno za dekleta).ABSTRACT Not many people do the things they have to willingly. This is even more so when it comes to pupilstherefore, it is important that they are properly motivated. Inner motivation is far more desired and efficient than outer motivation. Teachers are becoming aware of this fact more and more as they try to encourage pupils’ interest and awaken their curiosity by using appropriate methods. Nevertheless, the majority of pupils find their motivation in good grades, awards and in fulfilling their parents’ expectations or even in avoiding punishment and reprimands. The main question of this paper is what mostly motivates pupils in classes. The theoretical as well as the empirical part of the paper involve the same problem. The theoretical part presents the following: motivation, motives, needs, motivational objectives, learning motivation and its elements, motivated and unmotivated pupils, social studies lessons, forms of learning, methods and didactic games. The empirical part examines how popular is the school subject social studies among pupils as well as how much time is taken from pupils at home to study this particular subject. We carried out a survey with 160 four-graders in different primary schools. The results of the questionnaires show that the social studies lessons are mostly liked by girls than by boys. The two most common reasons for appreciating this subject are interesting and didactic lesson materials as well as diverse lessons. In class, pupils are easily motivated when the teacher uses audio-visual devices, various games, quizzes, riddles and by the direct contact with the environment. Most of the pupils think they are successful at it and find therefore more pleasure in studying it. However, they are mostly encouraged to study it by good grades, followed by praise of their teacher/parents, and the joy of learning something new (statistically more important to girls)