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Book and movie The Shepherds as a teaching medium during the lessons of environmental education in the second grade

Anita Jerman (2017) Book and movie The Shepherds as a teaching medium during the lessons of environmental education in the second grade. MSc thesis.

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    Abstract

    Teaching Environmental Studies is more effective if the learning process includes active participation of children. A rich and varied content contributes to greater motivation and easier memorization for the pupils. Film is the one that stimulates the pupil's experiencing and mental activity, and is therefore one of the most important didactic tools in learning Environmental Studies (Šimenc, 1994). Using film in lessons makes sense also because film has been present since our childhood. By using it, we can present even remote content to the pupils. Film also has the power to increase the pupil's awareness of literary works (Rugelj, 2006). Since literature had an important role in the emergence of film, and since literature and film have parallel roles, I wanted to find out in the study which of the two allows for more effective teaching and a greater memorization of the learning materials. In this study, the descriptive and the causal-experimental method were used. The prevailing qualitative approach was combined with the quantitative approach. The sampling method was non-probability. I acquired the data through a test that was taken by 38 students of the 2nd grade of the selected elementary school, before and after the lesson. With the results of the study, I wanted to determine the effectiveness of the selected learning methods in the Environmental Studies class and to encourage teachers to use moving pictures in the classroom. The study found that both film and book as learning mediums contribute to the achievement of the set learning goals. In terms of memorization, film has a slightly greater effect as it enables not only aural, but also visual presentation of the given content. Receiving knowledge through multiple senses allows for greater memorization. The pupils mastered the aspects of human life in the past. The pupils who received a lesson with the aid of the film were more successful in naming the shepherd after the lesson; the correct answer was given by 94.74 % of the respondents. In the group that received a lesson with the aid of the book, the correct answer was given by slightly less students, 78.95 %. Both groups found it harder to name the nanny. Nobody named her correctly before the lesson, and 47.36 % of the pupils in both groups named her correctly after. When solving image problems, the group that was taught using the film was more successful. Thus, we can conclude that the reason for the success was additional visual reinforcement. The purse was recognized in the photograph and named by 78.95 % of the pupils who were taught with the aid of the film, while in the group that was taught with the aid of the book, it was recognized by only 47.37 % of the respondents. When naming the leaf basket, the correct answer was given by 73.68 % of the pupils taught with the aid of a film, and 68.42 % of the pupils taught using the book. The photograph of a sparrow hawk was recognized by a total of 94.74 % of the pupils who were taught using the film, and only by 47.37 % of the pupils taught using the book. The shepherds’ diet was the field where both groups were equally successful. All the pupils found that black bread belonged to the diet of the shepherds, while 94.47 % of the pupils in both groups designated chestnuts and 89.47 % potatoes to their diet. In terms of Terezka’s diet, who belonged to the richer class of the time, all the pupils, taught with the aid of the film, found that the sausage and ‘potica’ belonged to her diet, while in the group taught by the book, the sausage was defined by 73.68 % and ‘potica’ by 94.74 % of the respondents as the food of the rich. That white bread belonged to the diet was found by 94.74 % of the pupils taught with the aid of the film, and by 68.42 % of the pupils taught with the aid of the book. 94.74 % of the pupils taught using the film selected walnuts and pears. Out of the pupils taught with the aid of the book, 68.42 % selected walnuts and 73.68 % selected pears. In the recognition of the shepherds' games, the group that was taught with the aid of the book turned out to be more successful several times. They all gave correct answers about ‘playing the flute’ and ‘walking on hands’; the latter was answered correctly by 94,74 % of the pupils taught with the aid of the film and 84,21 % of them answered ‘playing the flute’ correctly. All of the students, taught with the aid of film, selected ‘playing on the swing’, ‘playing with grigs’ and ‘playing with sheep’. 84.47 % of the pupils, taught with the aid of the book, agreed that the shepherds played with the sheep, while 68.42 % selected ‘playing with grigs’ and 94.74 % selected ‘playing on the swing’. The pupils of both groups were unanimous in choosing the game with stilts. While drawing the shepherd’s clothes, 94.74 % of all pupils delegated a hat to the shepherd. The same amount of pupils of the group, taught with the aid of the film, drew the trousers with suspenders, a jacket and a shirt, while the trousers with suspenders were drawn by 84.21 % of the pupils taught with the aid of the book, and 89.74 % drew a jacket and a shirt. The clogs or the old-style shoes were given to the shepherd by 94.74 % of the pupils taught with the aid of the book, and all pupils taught using the film. When drawing the purse, the pupils taught with the aid of the film were more successful (89.74 %), while it was drawn by only 57.89 % of the pupils from the second group. The latter were more successful in the selection of the stick (89.47 %), while the shepherd was given a stick by only 73.68% of the pupils taught using the film. In the study, the choice of colors was the one that showed the importance of visual presentation of the learning material. This time, the pupils taught with the aid of the film were more successful (89.74 %). 73.68 % of the pupils taught using the book selected the appropriate color. In the general claims of the past, both groups were most of the time equally successful. Both fully agreed on the transport and the training of shepherds. In both groups, 73.68 % of the students also agreed on the life of the shepherds who lived with other families. All pupils taught using the film argued that the shepherds slept in the hay, and 94.74 % of the students taught using the book agreed. However, it was exactly the other way around with the claim that the shepherds worked on the pasture from morning and until the evening. The t-test in the pupils' prior knowledge did not show statistically significant differences. After the lesson was completed, the pupils who were taught with the aid of the film were more successful in solving the worksheets. With the help of a youth literature lesson, in which both literature and film were used, the pupils of both groups successfully learned and experienced more about the lives of the people in the past, as the pupils of both groups achieved the set learning goals and with their answers demonstrated the understanding of the learning material, which they connected and compared also to the present.

    Item Type: Thesis (MSc thesis)
    Keywords: environmental Studies, learning medium, book, young adult feature film, shepherds
    Number of Pages: 93
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Darja KerecMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11735881)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 4756
    Date Deposited: 27 Sep 2017 08:18
    Last Modified: 27 Sep 2017 08:18
    URI: http://pefprints.pef.uni-lj.si/id/eprint/4756

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