Classroom discussion in the third and fourth grade of primary school

Učitelji pri izvajanju pouka uporabljajo različne učne metode. Pogovor je dialoška metoda, ki se lahko pojavlja kot samostojna metoda ali sočasno z drugimi učnimi metodami. Predvsem pa je pomembno, da je pogovor metoda, pri kateri ja za doseganje zastavljenega cilja pomembna njena uporaba. Pri tem mora biti pozornost usmerjena predvsem v vodenje pogovora, zastavljanje vprašanj in spremljanje učenčevih odgovorov. Le z dobro pripravljenim učnim pogovorom lahko dosežemo zastavljene cilje. V teoretičnem delu magistrskega dela smo podrobno predstavili značilnosti in vrste metode pogovora, vprašanja, ki se pri uporabi metode pojavljajo, in predstavili smo učni pogovor z vidika konstruktivizma. V empiričnem delu pa predstavljamo izsledke empirične raziskave, ki je temeljila na snemanju in opazovanju pouka. Zanimal nas je čas trajanja pogovora in število pogovorov v učni uri. Z vidika miselnih procesov smo analizirali vprašanja, ki so jih zastavljali učitelji in učenci, in odgovore tako učencev kot učiteljev. V metodi pogovora smo opazovali še razredno interakcijo. Ugotavljamo, da ima trajanje učnega pogovora visok variacijski razmik, v posamezni učni uri pa se pogovor pojavi povprečno 8- do 9-krat. Prevladujejo vprašanja nižjega nivoja. Analiza razredne interakcije pa kaže, da je v metodi pogovora več učiteljevega kot učenčevega govora.Teachers normally apply different teaching methods. Conversation is a method of dialogue which can be applied independently or can be used together with other methods. It is of the utmost importance that its application serves for reaching certain goals. The attention needs to be focused on leading of the conversation, on asking questions and monitoring the students\u27 responses. Only by a well-structured conversation the goals that have been set can be achieved. In the theoretical part of this master\u27s paper we have presented the characteristics and types of the method of conversation in detail besides the questions raised when the method of conversation is applied, and we have presented conversation from the point of view of constructivism. In the empirical part the findings of the empirical research which was based on recording and monitoring the classroom interaction are presented. We were interested in the duration of the conversation, and in the number of conversations taking place within one lesson, questions and answers given by the teachers and students have also been analysed. From the viewpoint of mental processes we have also analysed the questions asked by the teachers and students, and also the answers from students and teachers. Within the method of conversation the classroom interaction has also been monitored. We have found that the duration of the classroom conversation has high durational variations with the occurrences of the conversation within one lesson taking place 8 to 9 times on average. The lower level questions prevail. The analysis of the classroom interaction shows though that teachers speak more than students