The influence of knowledge conceptions on the characteristic of educational process in elementary school

Na organizacijo in potek vzgojno-izobraževalnega procesa vpliva celotni družbeni razvoj, pri čemer pa so še posebej pomembna pojmovanja znanja v različnih zgodovinskih obdobjih in v okviru posameznih znanstvenih disciplin, zlasti tistih, ki obravnavajo razvoj človeka, učenje ter vzgojno-izobraževalni proces. Didaktične značilnosti pouka so tako odvisne predvsem od veljavnih znanstvenih, kot tudi od učiteljevih pojmovanj znanja. Namen diplomskega dela je bil ugotoviti, kako sodobno pojmovanje znanja vpliva na značilnosti vzgojno-izobraževalnega procesa v osnovni šoli, in sicer skozi ravnanja učiteljev in učencev. Osnova empiričnega raziskovanja je bilo anketiranje osnovnošolcev, preko katerih smo pridobili informacije o aktivnosti učiteljev in učencev pri pouku. Z vprašalnikom za učitelje pa smo pridobili osnovne informacije o tem, kako učitelji pojmujejo oziroma razumejo znanje. Rezultati empiričnega raziskovanja so pokazali, da so aktivnosti učiteljev pri pouku usmerjene v aktivno vključevanje učencev k pouku, kar kaže tudi na značilnosti konstruktivističnega pojmovanja znanja.Organization and course of an educational process are influenced by the entire social development. Here, knowledge conceptions in various historical periods and within individual scientific disciplines, particularly those that deal with evolution of man, learning, and educational process, are especially important. Didactic characteristics of instruction class therefore mostly depend on valid scientific conceptions but also on teacher’s conception of knowledge. The purpose of this graduation thesis was to find out how modern knowledge conception influences the characteristics of an educational process in elementary school, namely through teachers’ and pupils’ actions. The basis of the empirical research consists of surveying pupils during elementary school class instruction. This gave us information about teachers’ and pupils’ activities during class instructions. However, the survey questionnaire for teachers gave us basic information about teachers’ conceptualization or understanding of knowledge. The results of the empirical research showed that teachers’ activities during class instruction are oriented towards active inclusion of pupils. This also indicates characteristics of a constructivist knowledge conception