COOPERATIVE LEARNING IN CONTEXT WITH ORIENTATION IN 4TH AND 5TH CLASS

Diplomska naloga je sestavljena iz treh delov, teoretičnega, empiričnega in praktičnega. V teoretičnem delu je predstavljeno sodelovalno učenje, njegova načela, zakaj ga je dobro uvajati in učiteljeva vloga. Predstavljene so tudi tri razvojne teorije s poudarkom na 9, 10 in 11-letnikih, orientacija v 4. in 5. razredu ter nekaj o osnovni šoli Šmarje pri Jelšah. V empiričnem delu sledijo rezultati raziskave, dobljeni s pomočjo anketnega vprašalnika, rešenega s strani četrto in petošolcev. Zanimalo nas je, koliko učenci poznajo sodelovalno učenje, kako poteka delo v skupinah, ali učenci že nevede uporabljajo sodelovalno učenje pri svojem učenju in ali pri tem obstajajo razlike glede na starost, spol in razred. Le-te se večinoma kažejo glede na starost in razred, pri spolu razlike niso tako očitne. Učenci so deležni dela v skupini, vendar ne uporabljajo prvin sodelovalnega učenja, kot so oblikovanje skupin s strani učencev, menjava učencev v skupinah in seznavanje učencev o vsakdanji rabi sodelovalnega učenja pri učenju nove snovi. To smo želeli spremeniti s praktičnim delom. Izvedli smo dve uri sodelovalnega učenja v kontekstu z orientacijo v 4. in 5. razredu ter pri tem uporabili dve različni strukturi. Ugotovili smo, da je zelo pomembno, da poznaš učence in veš, katero strukturo sodelovalnega učenja izvajati, ker se drugače pomen učenja izgubi.The thesis consists of three parts: theoretical, empirical and practical. The theoretical part presents the cooperative learning, its principles, the reasons for introducing it and the teacher\u27s role in it. It also includes a description of three theories of development with a special emphasis on nine-, ten- and eleven-year-olds, orientation in the 4th and 5th classes, and basic information about The Primary School of Šmarje pri Jelšah (OŠ Šmarje pri Jelšah). The empirical part of the thesis features the results of our survey. The results were compiled through a questionnaire given to the fourth and fifth graders. We were interested in how familiar the pupils were with the cooperative learning, how work in groups was carried out, whether pupils had already been using cooperative learning unknowingly when acquiring knowledge and whether there were any differences in these aspects taking into account the pupil\u27s age, gender and grade. The differences are mostly noticeable between different ages and grades, but they are less obvious regarding the genders. Pupils are exposed to group work, though they are not subjects to the principles of cooperative learning, among which are forming of groups by the pupils themselves, exchanging of pupils among groups and making pupils aware of the everyday use of cooperative learning when studying a new topic. We wanted to change this situation through practical work. We carried out two lessons of cooperative learning in context with orientation in the 4th class and the 5th class, using two different structures. Our conclusions are that it is very important to know the pupils and to know which cooperative learning structure to use, because otherwise the purpose of learning gets lost