Implicitno i eksplicitno znanje pravopisa u nižim razredima osnovne škole

master's thesis

• Author: Ana Marija Sokolić
• Mentor: Lidija Cvikić (mentor)
• Committee member: Lidija Cvikić (predsjednik povjerenstva)
• Committee member: Božica Vuić (član povjerenstva)
• Committee member: Alenka Mikulec (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Croatian Language and Literature, Drama and Media Education); Zagreb
• Defense date and country: 2018-07-13, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Philology; Croatian Studies
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies; Teaching Methods in the Humanistic Sciences

Abstract

Svrha ovoga rada bila je utvrditi odnos implicitnog i eksplicitnog jeziĉnoga znanja uĉenika niţih razreda osnovne škole. Osnovni cilj bio je utvrditi postoji li ujednaĉenost izmeĊu implicitnog i eksplicitnog znanja pravopisa uĉenika niţih razreda osnovne škole. TakoĊer, bilo je vaţno utvrditi kako nastavne sadrţaje predmeta Hrvatski jezik uĉenici primjenjuju u drugim predmetima (u ovom sluĉaju s Prirodom i društvom). Istraţivanjem se ţeljela utvrditi veza izmeĊu poznavanja pravopisnih pravila (eksplicitno znanje) i njihove uporabe u pisanju (implicitno znanje) u završnoj godini niţih razreda. Istraţivanje je provedeno na uzorku od 80 uĉenika ĉetiriju ĉetvrtih razreda Osnovne škole Eugena Kumiĉića Velika Gorica, od ĉega je bilo 43 djevojĉice i 37 djeĉaka. Uĉenici su rješavali nastavni listić u kojemu su morali poštivati pravopisnu normu u ĉetiri zadatka. Istraţivanjem je utvrĊeno da uĉenici više poznaju primjere iz nastave Hrvatskoga jezika nego one iz Prirode i društva što dokazuje da se nastavni sadrţaji tih dvaju predmeta meĊusobno ne povezuju u velikoj mjeri. TakoĊer je utvrĊeno da kod uĉenika ĉetvrtih razreda ne postoji ujednaĉenost implicitnog i eksplicitnog znanja pravopisa. Iz rezultata istraţivanja moţe se zakljuĉiti da bez obzira na neprestano i kontinuirano uĉenje i usvajanje pravopisne norme, implicitno i eksplicitno znanje uĉenika i dalje nije ujednaĉeno.

Abstract (english)

The purpose of this paper was to investigate the relationship between the implicit and explicit language knowledge at children of lower levels of primary school. The main goal was to determine whether there is a balance between the implicit and explicit knowledge of the spelling rules by lower level primary school pupils. It was also important to explore how students apply the knowledge gained in the subject the Croatian language to other subjects (in this case - Nature and Society). The research sought to establish the link between the knowledge of spelling rules (explicit knowledge) and their usage in writing (implicit knowledge) in the final year of lower level of the primary school (grade 4). The research participants were 80 pupils of four fourth grades of the Eugen Kumiĉić Primary School in Velika Gorica - 43 girls and 37 boys. The research instrument was designed for this study and it had a form of teaching material in which students need to write target words using the correct spelling. The important research finding is that pupils are more familiar with the examples they have encountered in the subject of the Croatian language than those of Nature and Society. That proves the hypothesis that the teaching content of the two subjects are not interrelated to a great extent. It has also been found that there is no balance in the implicit and explicit spelling knowledge in students of the fourth grade. From the results of the research it can be concluded that, regardless of continuous learning and the acquisition of spelling norms, the implicit and explicit knowledge of students is still uneven.

• Keywords: implicitno znanje; eksplicitno znanje; pravopisna norma
• Keywords (english): implicit knowledge; explicit knowledge; spelling norm
• Language: croatian
• URN:NBN: urn:nbn:hr:147:025973
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2018-12-12 10:08:03