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Cilj didaktičnih iger je učencem ponuditi možnost, da na drugačen način usvojijo neko novo znanje oziroma spretnost. Čeprav lahko med igro in didaktično igro potegnemo ogromno vzporednic, se moramo zavedati, da za razliko od otroških iger, didaktične igre niso spontane. Pri didaktični igri ideja o igri ne izhaja iz učenčeve notranje potrebe, ampak didaktične igre sestavimo odrasli (učitelji) in so oblikovane tako, da imajo neko učno vsebino, potek in nalogo, za rešitev katere je potreben učenčev miselni napor. Didaktične igre so sestavljene za vse učence, kar pomeni da je pri načrtovanju potrebno upoštevati raznolike sposobnosti vseh. Magistrsko delo se osredinja na pripravo in evalvacijo didaktičnih iger učne vsebine toplota in temperatura. Zanimalo nas je predvsem, kako se na pripravljene didaktične igre odzivajo učno uspešnejši učenci in kako učno manj uspešni učenci. Za magistrsko delo smo oblikovali tri didaktične igre, ki smo jih evalvirali. V raziskavi je sodelovalo 28 učencev 8. razreda. Podatke smo zbirali s preizkusom znanja pred in po izvedbi (predtest in potest: Kaj že vem?) in vprašalnikom (Moje mnenje). Analiza pridobljenih podatkov je pokazala, da je bil napredek znanja usvojenega z didaktičnimi igrami nizek. Kljub temu pa so učenci ob takem usvajanju znanja uživali in didaktične igre so jim bile všeč. Rezultati magistrskega dela omogočajo vpogled učiteljem fizike na odzive učno bolj in manj uspešnih učencev na usvajanje učne vsebine toplota in temperatura z didaktičnimi igrami. Prav tako pa predstavlja spodbudo, da se tudi sami odločijo za uporabo didaktičnih iger pri pouku fizike. The aim of didactic games is to give students the opportunity to learn a new skill or knowledge in a different way. Although many parallels can be drawn between play and didactic games, it is important to remember that, unlike children's games, didactic games are not spontaneous. In didactic game, the idea of play does not come from the students inner need. Didactic games are designed by adults (teachers) and are designed to have a learning content, a flow and a task that requires the students mental effort to solve. Didactic games are designed for all students, which means that the design needs to take into account the diverse abilities of all students. The master thesis focuses on the development and evaluation of didactic games on the subject of heat and temperature. We were particularly interested in how the more academically successful and the less academically successful students react to the prepared didactic games. For the master's thesis, we designed three didactic games, which were evaluated. The study involved 28 students of 8th grade. Data were collected by a pre- and post-assessment (pre-test in post-test: Kaj že vem?) and a questionnaire (Moje mnenje). The analysis of the data showed that the progress of knowledge acquired through the didactic games was low. Nevertheless, the students enjoyed this way of learning and liked the didactic games. The results of the master thesis provide insights for physics teachers on the responses of more academically successful and less academically successful students to the learning content heat and temperature through didactic games. It also provides an incentive for physics teachers to decide to use didactic games in physics lessons.

Učenci se največ naučijo takrat, ko jih neka dejavnost pritegne, zanima in se pri njej zabavajo. Največkrat so to didaktične igre, zato imajo tudi v procesu poučevanja pomembno vlogo. Didaktične igre so igre, ki imajo določeno nalogo ali cilj in so posledično usmerjene k poučevanju. Med igranjem didaktičnih iger učenci namreč razvijajo svoje sposobnosti in spretnosti ter navezujejo in krepijo medsebojne odnose. V magistrskem delu predstavljamo tri didaktične igre na učno temo svetloba in izsledke raziskave, ki se nanašajo na to, kako oblikovati didaktične igre za učno vsebino svetloba, kakšna so mnenja 31 prihodnjih učiteljev razrednega pouka o oblikovanih didaktičnih igrah in ali bi bile po njihovem mnenju potrebne kakšne spremembe. Podajamo tudi izsledke raziskave s skupino učencev (5 učencev tretjega razreda in 5 učencev četrtega razreda), pri čemer smo se osredinili na evalvacijo napredka v znanju, identifikacijo občutkov učencev ipd. V raziskavah so bile uporabljene tehnike kvalitativnega in kvantitativnega raziskovanja, podatki pa pridobljeni z vprašalnikom za prihodnje učitelje, strukturiranim intervjujem, sprotnim opažanjem in preizkusom znanja za učence. Izsledki raziskav kažejo, da so didaktične igre primerna metoda poučevanja v tretjem in četrtem razredu osnovne šole. Izdelane didaktične igre so dosegle pričakovane rezultate pri usvajanju nove učne vsebine in so primerne za poučevanje tematike o svetlobi. Ugotovili smo, da je učencem tovrsten način usvajanja znanja všeč in da so pri tem visoko motivirani. Tudi prihodnji učitelji so predstavljene didaktične igre ocenili z dobrimi splošnimi ocenami in prav tako jih je večina mnenja, da bi didaktične igre uporabili pri pouku. Izsledki magistrskega dela bodo učiteljem v pomoč pri vpeljavi didaktičnih iger v pouk naravoslovja. Prav tako bodo lahko pridobili vpogled v izdelavo didaktične igre in bistvene elemente, ki jih je treba pri tem upoštevati. Students learn the most, when an activity attracts, interests and amuses them. Most of the time, this is the case with didactic games, which is why they have an important role in the teaching process. Didactic games are games, which have a certain task and goal and are consequently oriented towards teaching. While playing didactic games, students namely develop their abilities and skills, connect and strengthen mutual relationships. In the Master’s thesis, we present three didactic games about the learning topic light and the findings of the research focusing on how to prepare didactic games for the learning content light, what are the opinions of 31 future classroom teachers about the preparation of didactic games and if any changes are necessary according to them. We also provide findings of the research with a group of students (5 third graders and 5 four graders), where we focused on the evaluation of the progress in knowledge, identification of the feeling of students etc. In the research, we used qualitative and quantitative research techniques. The data were obtained with a questionnaire for future teachers, a structured interview, ongoing observation and knowledge tests for students. The findings of the researches show that didactic games are a suitable method for teaching in the third and fourth grade of primary school. The prepared didactic games have provided the expected results in the acquisition of new learning content and are suitable for teaching about light. We found that students like this way of learning and are highly motivated for it. Future teachers have also rated the presented didactic games with good overall ratings and the majority of them also thinks that they would use didactic games in lessons. The findings of the Master’s thesis will help teachers with the introduction of didactic games into science lessons. They will also obtain insight into the preparation of a didactic game and essential elements that must be taken into account.

Za dosego vzgojno-izobraževalnih ciljev lahko pri pouku uporabimo izobraževalne oz. didaktične igre, npr. (namizne) družabne izobraževalne igre (DII). V Sloveniji ni raziskav na temo uporabe in ustreznosti takšnih iger na temo biologije v izobraževanju srednješolcev. Z našo raziskavo smo zato ugotavljali stališča dijakov do takšnih iger. Ker primanjkuje DII s področja biologije smo ustvarili takšno igro s področja citologije in genetike (»Lepo je biti biolog«) in preverili stališča dijakov tudi do te. Raziskava je bila opravljena kot anonimno spletno anketiranje dijakov ene izmed ljubljanskih gimnazij. Sodelovalo je 84 dijakov, ki so obiskovali drugi ali tretji letnik. Ti so po predstavitvi naše igre reševali anketni vprašalnik o svojih stališčih do DII nasploh in do omenjene igre. Dijaki so zainteresirani za igranje DII, pri čemer dijaki tretjih letnikov kažejo višji interes, ne glede na spol. Dijaki se vsaj do neke mere strinjajo, da bi uporaba DII pozitivno vplivala na njihovo znanje. Verjetno bi jim DII predstavljale sproščujoč način učenja, saj se ne bi počutili nelagodno, če ne bi znali odgovoriti na vprašanja v igri. Naša DII “Lepo je biti biolog” se dijakom zdi uporabna, koristna, smiselna, zanimiva in zabavna. Občasno bi jo uporabili v številnih situacijah. Pogosto bi jo uporabili v času nadomeščanj ali zaposlitev dijakov, nikoli pa je ne bi uporabili doma, za zabavo. Čeprav se danes vedno več aktivnosti izvaja digitalno, bi našo igro raje uporabili v fizični obliki (v živo) kot na telefonu oz. računalniku. V srednjih šolah v Sloveniji so izobraževalne igre bolj izjema kot pravilo. Pomemben razlog za to je verjetno pomanjkanje takšnih iger. Priporočamo izdelavo takšnih iger, ki bi jih bilo potrebno preizkusiti v nadaljnih raziskavah. Educational or didactic games, e.g. board educational games (BEG), can be used in the classroom to achieve educational goals. There is no research in Slovenia on the use and relevance of such games in the education of secondary school students on the topic of biology. Our survey therefore sought to determine students' attitudes towards such games. As there is a lack of BEG on biology, we created a game on cytology and genetics ("It's nice to be a biologist") and checked students' attitudes towards this game as well. The survey was carried out as an anonymous online survey of students in one of Ljubljana's upper secondary school. 84 students in their second or third year participated in the survey. After the presentation of our game, they were asked to answer a questionnaire about their attitudes towards the BEG in general and towards the game in particular. Students are interested in playing BEG, with third year students showing a higher interest, regardless of gender. Students agree, at least to some extent, that the use of BEG would have a positive impact on their knowledge. They would probably find BEG a relaxing way to learn, as they would not feel uncomfortable if they were not able to answer the questions in the game. Students find our BEG "It's nice to be a biologist" useful, meaningful, interesting and fun. They would occasionally use it in many situations. Often it would be used in class when teacher is absent, but never at home for fun. Although more and more activities are now being done digitally, they would prefer to use our game in a physical (in live) format rather than on a phone or computer. In upper secondary schools in Slovenia, using educational games is more exception than the rule. An important reason for this is probably the lack of such games. We recommend the creation of such games, which should be tested in further research.

Didaktična igra je dinamična učna metoda dela, saj so učenci med igro aktivni, uporabljajo različne konkretne materiale in doživljajo izkustveno učenje. Igra jim omogoča veselje, zabavo, preizkušanje različnih stvari, poleg tega pa se niti ne zavedajo, da se z igro tudi učijo. Jezikovno znanje učencev je različno, ker prihajajo iz različnih okolij. Do konca tretjega razreda morajo učenci tekoče brati in pisati besedila, primerna njihovi starosti, s tiskanimi in pisanimi črkami. Branje in pisanje pa nista edina cilja pri jezikovnem pouku, čeprav se jima namenja večino pozornosti in časa. Z branjem in pisanjem se razvija tudi besedišče. Za uspešno branje in pisanje je pomembno, da imajo otroci bogato besedišče v knjižnem jeziku, zato ga je treba v šoli načrtno razvijati. Možnost tega vidim med drugim tudi v podaljšanem bivanju. To spoznanje me je spodbudilo k izvajanju didaktičnih iger za razvijanje besedišča v podaljšanem bivanju. V magistrskem delu so prikazani rezultati raziskave, ki sem jo izvedla v skupini 16 učencev tretjega razreda ene izmed gorenjskih osnovnih šol. Učenci so v podaljšanem bivanju usvajali besedišče z uporabo didaktičnih iger, njihov napredek pa sem ugotavljala s testi besedišča. Za učitelje tretjega razreda podaljšanega bivanja sem pripravila anketni vprašalnik o uporabi didaktičnih iger v podaljšanem bivanju. Rezultati raziskave so pokazali, da učenci v določenem časovnem obdobju z uporabo didaktičnih iger razširijo svoje besedišče. Rezultati ankete učiteljev pa so pokazali, da ti didaktične igre v podaljšanem bivanju še vedno premalo uporabljajo. Z rezultati želim opozoriti učitelje na pomen načrtnega razvijanja besedišča pri učencih, jih spodbuditi k evalvaciji dela in k pogostejši rabi didaktičnih iger v podaljšanem bivanju. The didactic game is a dynamic teaching method of work, as students actively use various concrete materials and experiential learning during the game. The game allows them to have fun, to try different things, and they don't realize that they are also learning through the game. The students' language skills are different because they come from different backgrounds. By the end of the 3rd grade, students should be able to read and write age-appropriate texts fluently in printed and written letters. Reading and writing are not the only goals in language lessons, although they are the ones that receive the most attention and time. Vocabulary is also developed through reading and writing. For successful reading and writing, it is important that children have a rich vocabulary in the literary language, which is why it must be systematically developed at school. I see the possibility of this mdr. even during an extended stay. This realization prompted me to implement didactic games to develop vocabulary during an extended stay. In my master's thesis, I presented the results of research that I conducted in a group of 16 students from the 3rd grade of one of the primary schools in Gorenjska. With the tests, I determined the progress in vocabulary development during the extended stay using didactic games. I prepared a questionnaire for the teachers of third grade of the extended stay, in which I was interested in the use of didactic games in the extended stay. The results of the research showed that students develop vocabulary using didactic games over a period of time, but that didactic games are still underused by teachers. With the results, I want to remind teachers of the importance of a vocabulary development plan, to encourage them to evaluate their work and to use didactic games more often during the extended stay.

Tako pri pouku naravoslovja kot pouku na splošno je pomembno, da so učenci v učnem procesu aktivni. Učitelji to uresničujejo na različne načine in eden od teh je tudi pouk z uporabo didaktičnih iger. Te se od navadnih iger razlikujejo v tem, da želijo učitelji z njimi doseči vnaprej načrtovane izobraževalne učinke. Da to dosežejo, morajo biti pozorni na različne vidike didaktičnih iger. Ustrezno načrtovanje in izvajanje didaktičnih iger pri pouku prinesejo številne pozitivne učinke, kot so popestritev pouka, večja motivacija učencev, boljši rezultati, trajnejše znanje itd. Kar nekaj raziskav je preučevalo pozitivne učinke, ki jih prinese uporaba raznih didaktičnih iger pri pouku. V zadnjem času pa so zaradi poučevanja na daljavo pogostejši predmet raziskovanja računalniške didaktične igre. Za namen magistrskega dela smo izdelali dve didaktični igri – namizno in računalniško didaktično igro. Obe didaktični igri sta zasnovani za poučevanje orientacije in smeri neba v 3. razredu in pokrivata iste učne cilje. Zanimalo nas je, kako didaktični igri vrednotijo učitelji in učenci z vizualnega, motivacijskega, zahtevnostnega in vsebinskega vidika. Ker smo želeli izvedeti tudi, kako vrednotijo igranje didaktične igre v šoli v skupini oziroma individualno na računalniku in kaj jim je ostalo v spominu kot dobro oziroma slabo, smo tako učencem kot učiteljem na začetku zastavili nekaj splošnih vprašanj o obeh didaktičnih igrah. Naš namen je bil ugotoviti tudi, kolikšen je napredek v znanju pri igranju posamezne didaktične igre, pri posameznih nalogah in glede na učne zmožnosti učencev. Zanimalo pa nas je tudi, v kolikšni meri učenci usvojijo učne cilje pri igranju posamezne didaktične igre. V raziskavi je sodelovalo 22 učencev izbrane vaške osnovne šole in pet učiteljic različnih osnovnih šol. Podatke smo zbirali s preizkusi znanja (pred- in potesti), polstrukturiranimi intervjuji in anketnimi vprašalniki. Razred smo razdelili na pol, tako da je bilo v vsaki polovici približno enako število učno zmožnejših, učno povprečnih in učno šibkejših učencev. Z učenci, razdeljenimi v manjše skupine, smo izvedli preizkus znanja (predtest), nato pa je vsaka skupina igrala določeno didaktično igro – 1. skupina namizno didaktično igro in 2. skupina računalniško didaktično igro. Po igranju didaktične igre je sledil še enak preizkus znanja (potest). Nato smo z učenci, razdeljenimi v manjše skupine, izvedli še skupinski polstrukturirani intervju. Učiteljice pa so rešile anketni vprašalnik, ki je vseboval podobna vprašanja, kot smo jih v polstrukturiranem intervjuju zastavili učencem. Učiteljice in učenci so obe didaktični igri vrednotili kot estetski, privlačni, zabavni in strokovno ustrezni. Pri tem sta dve učiteljici izrazili mnenje, da sta didaktični igri primernejši za 4. ali 5. razred, ostalim trem učiteljicam pa sta se zdeli didaktični igri ustrezni za igranje v 3. razredu. Kot pozitivne učiteljice in učenci navajajo lastnosti, ki jih ima posamezna didaktična igra. Pri namizni didaktični igri je to tekmovanje s sošolci, strateškost in jasna stopnjevanost nalog in pri računalniški didaktični igri učna razlaga, ki je prepletena z zgodbo didaktične igre, ter možnost, da lahko poleg glasovnih navodil navodila tudi preberemo. Glede na rezultate pred- in potestov smo zaznali napredek v znanju učencev pri igranju obeh didaktičnih iger. Pri namizni didaktični igri so najbolj napredovali učno zmožnejši, medtem ko so pri računalniški didaktični igri bolj napredovali učno povprečni učenci. Glede doseganja učnih ciljev se je izkazalo, da sta obe zasnovani didaktični igri primernejši za uresničevanje učnih ciljev, povezanih neposredno z orientacijo in smermi neba kot ciljev, povezanih z vetrokazom. In class, both in science lessons and in general, it is important that the students are active in the learning process. Teachers implement this in different ways and one of them is using didactic games. These are distinguished from regular games by educational effects which teachers want to achieve with didactic games. To achieve this, teachers need to pay attention to different aspects of didactic games. Proper planning and implementation of didactic games in the classroom brings positive effects such as diversification of lessons, greater motivation of students, better results, more lasting knowledge, etc. Quite a few studies have examined the positive effects that didactic games bring to the classroom. Recently, due to distance learning the subject of didactic computer games has become more frequently studied. For the purpose of the master's thesis, we have created two didactic games – a didactic board game and a didactic computer game. Both didactic games are designed to teach orientation and cardinal directions in the third grade of elementary school and cover the same learning aims. The purpose of research was to determine how teachers and students evaluate didactic games from a visual, motivational, difficulty and content point of view. Because we also wanted to find out how they value playing a didactic game at school in a group or individually on a computer and what they remember as good or bad, we asked both students and teachers some general questions about both didactic games. Our intent was also to evaluate the progress in knowledge after playing one of the two didactic games, the progress in knowledge in individual tasks and the progress according to the learning abilities of students. We were also interested in the extent to which the students acquired the learning aims when playing a particular didactic game. The study involved 22 students from a rural primary school and five teachers from different primary schools. Data were collected through knowledge tests (pretests and posttests), semi-structured interviews and survey questionnaires. We divided the class in half so that in each half there were about the same number of more able learners, average learners and weaker learners. With the students divided into smaller groups, we conducted a knowledge test (pretest) after which each group played a specific didactic game – the first group the didactic board game and the second group the didactic computer game. After playing the didactic games, the same test of knowledge (posttest) followed. Then, we conducted a group semi-structured interview with students divided into smaller groups. Then, the teachers filled in a questionnaire that contained similar questions to those we asked the students in the semi-structured interview. The students and the teachers evaluated both didactic games as aesthetic, attractive, entertaining and professional. Two teachers expressed the opinion that the two didactic games were more suitable for the 4th or 5th grade, while the other three teachers thought that the didactic games were more suitable for playing in the 3rd grade. The qualities of each didactic game were thought of as positive by both the students and the teachers. In the didactic board game, those qualities are competition with classmates, strategic thinking and a clear gradation of the tasks, and in the didactic computer game the qualities are the explanation intertwined with the story of the didactic game, and the possibility to read the instructions as well as listen to them in recordings. According to the results of pretests and posttests, we noticed progress in students’ knowledge after playing both didactic games. By playing the didactic board game, the more capable students progressed the most in knowledge while by playing the didactic computer game, the weaker and average students progressed the most. When it comes to achieving the learning aims, both designed didactic games turned out to be more suitable for the realization of the learning aims directly related to orientation and cardinal directions than the aims related to the wind vane.

Dandanašnji pouk je pogosto precej tradicionalen in enoličen. Vključuje veliko frontalnega pouka in individualnega dela učencev, kar pa učencem ni ravno pisano na kožo. Kot razredni učitelji si moramo prizadevati, da bomo sestavili razgiban, zanimiv pouk, vseeno pa moramo zagotoviti, da učenci dosežejo predvidene cilje in standarde znanja. Smiselno je, da v pouk vnesemo raznolike aktivnosti, kot so kvizi, uganke, tekmovanja, igre, poskusi. Tako se učenci učijo, hkrati pa vzpostavljajo dobre medsebojne odnose, zdravo mero tekmovalnosti, samozavest in drugačen stik z učiteljem. Ker priprava didaktičnih iger vzame precej razmisleka, časa in materiala, se jih učitelji ne poslužujejo dovolj ter se še vedno oklepajo tradicionalnosti. Magistrsko delo predstavlja, kako učenci usvajajo učno vsebino toplota in temperatura preko didaktičnih iger. Natančneje, zanimalo nas je, ali učenci dosežejo učne cilje in v kolikšni meri jih dosežejo, kako sodelujejo, kako se na posamezne didaktične igre odzivajo. Dodano je, kako se na določene naloge (glavni v skupini, osebni pomočnik učiteljice), odzivajo učno šibkejši učenci in učenci iz socialno ogroženih družin. Za namen raziskave so bile oblikovane štiri didaktične igre za obravnavo učne teme toplota in temperatura v 5. Razredu osnovne šole. Vzorec sestavlja 14 učencev 5. Razreda vaške osnovne šole. Pred samim začetkom raziskave so učenci pisali krajši preizkus znanja, ki je pokazal, kje so z znanjem pred samo obravnavo učne vsebine. Po izvedenih didaktičnih igrah so reševali še preizkus znanja, da smo lahko ocenili napredek v znanju učencev. Pri sami raziskavi so bile uporabljene tehnike kvantitativnega in kvalitativnega (strukturiran intervju, opazovanje, analiza preverjanj znanja, ocenjevalna lestvica) raziskovalnega pristopa. Pridobljeni podatki so bili sprotno beleženi ter ustrezno analizirani. Analiza raziskave je pokazala, da so učenci v znanju srednje napredovali. Prav tako je iz raziskave razvidno, da so učenci v didaktičnih igrah uživali in jih dobro ocenili. Sami so dobro ocenili tudi lasten napredek v znanju. Visoko so ocenili tudi način pouka z didaktičnimi igrami. Za šibkejše učence smo ugotovili, da potrebujejo več spodbud učitelja in da vlogo vodje večinoma dobro sprejmejo. Rezultati magistrskega dela nudijo vpogled razrednim učiteljem v odzive učencev, kako z didaktičnimi igrami usvajajo učno vsebino toplota in temperatura. Prav tako je spodbuda za učitelje, da bi se tudi sami večkrat poslužili didaktičnih iger in da bi le-te videli kot dobro učno metodo, ki jo lahko uporabljajo vrsto let in ne le samo kot dodatno in nepotrebno delo. Today’s lessons are often fairly traditional and monotonous. They include a lot of frontal teaching and individual pupils’ work which they do not like. As class teachers we have to strive to compose a varied and interesting lessons, but we still need to ensure that pupils achieve the intended objectives and standards of knowledge. It makes sense to introduce various activities into the lessons, such as quizzes, puzzles, competitions, games, experiments. In this way pupils learn, while at the same time they establish good interpersonal relationships, a healthy measure of competition, self-confidence, and a different contact with the teacher. Since preparation of didactic games is time consuming and requires a lot of consideration and material, teachers do not use them enough and remain in traditional spheres. The master’s thesis presents how pupils learn about heat and temperature through the didactic games. In particular, we wanted to establish whether pupils achieve learning objectives and to what extent, how they cooperate, and how they react to individual didactic games. It is added how pupils with weaker learning abilities and pupils from socially disadvantaged families respond to certain tasks (leader of the group, teacher’s personal assistant). For the purpose of the research, four didactic games were designed to address the learning topic of heat and temperature in the 5th class of a primary school. The sample consists of 14 pupils from the 5th class of the village primary school. Prior the beginning of the research, pupils took a shorter test that revealed their knowledge prior addressing the learning content. After the didactic games were completed, pupils took another test in order to assess progress in their knowledge. In the research itself, the techniques of quantitative and qualitative (structured interview, observation, analysis of knowledge tests, assessment scale) research approach were used. The obtained data were regularly recorded and analysed. The analysis revealed knowledge progress in all pupils. At the same time, it is evident that pupils enjoyed in didactic games and evaluated them well. They also well assessed their own progress in knowledge. They also gave a high evaluation of the lessons that include didactic games. For weaker pupils it was established that they need more teacher’s encouragement and that they accept the leader role mostly well. The results of the master’s thesis offer insight for the class teachers in the pupils’ reactions of how they learn about heat and temperature through the didactic games. At the same time, it is an encouragement for teachers to use didactic games more often and to see them as a good teaching method that can be used for several years, and not only as an additional and unnecessary work.

The thesis presents the use of didactic games in the ELT classroom in order to improve efficiency of vocabulary revision. The thesis discusses various approaches to language teaching and second language acquisition in the ELT classroom. Furthermore, the characteristics and nature of didactic games used during the empirical part are described in detail. The focus is placed also on reasons for using games and on the importance of revision. Lastly, the thesis compares recall of acquired vocabulary between revision with didactic games and revision via worksheets. Magistrsko delo preučuje uporabo didaktičnih iger pri pouku angleškega jezika za boljšo učinkovitost utrjevanja besedišča. V teoretičnem delu se osredotoča na pristope k poučevanju jezika in predstavi usvajanje drugega jezika pri pouku. angleščine. V nadaljevanju so predstavljene značilnosti didaktičnih iger, ki so uporabljene v raziskavi, ter razlogi za uporabo iger in pomen utrjevanja besedišča pri jezikovnem pouku. Nazadnje sledi primerjava učinkovitosti utrjevanja pridobljenega besedišča z didaktičnimi igrami z utrjevanjem s pomočjo delovnega lista.

V teoretičnem delu smo najprej predstavili pojem igre in njen pomen za otrokov razvoj, nato pa smo igro povezali tudi s poukom. Igro pri pouku imenujemo didaktična igra, saj vključuje tudi cilje, ki naj bi jih učenci z njo dosegli. Predstavili smo več vrst didaktičnih iger, zapisali njihove funkcije in prednosti v primerjavi s klasičnimi oblikami pouka. Pri tem nismo pozabili omeniti vloge učitelja, ki je pri igri zelo pomembna. Glede na to, da je tehnologija vse bolj prisotna v naših življenjih, nismo mogli mimo računalniške didaktične igre, ki počasi prodira v naše šole in k pouku. Doseganje ciljev z didaktičnimi igrami pa smo povezali tudi s preverjanjem in ocenjevanjem znanja, saj smo želeli preveriti, ali so dovolj učinkovite za doseganje znanja. Opredelili smo vrste in oblike preverjanja in ocenjevanja znanja ter zapisali merske karakteristike. S preverjanjem in ocenjevanjem znanja pa je tesno povezana taksonomija znanja, s katero določamo stopnjo učenčevega znanja. Izpostavili smo Bloomovo in Gagnejevo taksonomijo znanja, pri čemer se slednja uporablja predvsem pri določanju znanja pri pouku matematike. Opredelili smo tudi učni načrt za matematiko za 1. razred osnovne šole in zapisali operativne cilje, ki smo jih preverjali z didaktičnimi igrami. V praktičnem delu smo predstavili didaktične igre, ki smo jih uporabili pri preverjanju znanja iz matematike. Predstavili smo tudi, katera znanja glede na Gagnejevo taksonomijo znanja preverja posamezna didaktična igra. V empiričnem delu smo ugotavljali, kako zanesljive so didaktične igre pri preverjanju znanja iz matematike na začetku 2. razreda. Preverjali smo zanesljivost didaktičnih iger pri preverjanju znanja oz. uresničevanju ciljev iz učnega načrta pri posameznem učencu. Pri tem smo ugotovili tudi, katere vsebine v učnem načrtu so primernejše za vključitev v didaktične igre in katere vsebine nam pokažejo najzanesljivejše podatke o učenčevem znanju. V empiričnem delu smo preverili tudi, ali so didaktične igre zanesljive pri preverjanju znanja na različnih taksonomskih ravneh. Rezultati raziskave so pokazali, da ni bistvenih razlik pri doseganju ciljev glede na to, ali jih preverjamo s pisnim preizkusom znanja ali pa se pri tem poslužujemo didaktičnih iger. Z didaktičnimi igrami lahko enako učinkovito kot s pisnim preizkusom znanja preverimo znanje učencev, rezultati raziskave pa so pokazali, da so nekateri rezultati pri didaktičnih igrah celo boljši kot pri pisnem preizkusu znanja. Didaktične igre lahko uporabimo pri različnih matematičnih vsebinah, ki so zapisane v učnem načrtu za matematiko, vendar je pri tem pomembno, kako so igre zasnovane in izvedene. Z didaktičnimi igrami smo v večini preverjali osnovno in konceptualno znanje, lahko pa z njimi prav tako učinkovito preverimo tudi znanje na ostalih taksonomskih ravneh. Kljub temu da so se pokazale manjše razlike pri rezultatih med preverjanjem znanja s pisnim preizkusom znanja in z didaktičnimi igrami, pa vemo, da imajo didaktične igre svoje prednosti, zaradi katerih naj bi se jih učitelji posluževali pri pouku. In the theoretical part of this assignment, we presented the concept of play, its impact on child’s development, and its connection with class lessons. The play that unfolds during class lessons is called a didactic play, because it also includes the goals that students are supposed to achieve with it. We later presented several types of didactic games, their functions and advantages compared to classical forms of teaching. We did not forget to mention the role of the teacher in didactic play. Considering technology is increasingly present in our lives, we could also not overlook a computer didactic play that is slowly penetrating into class lessons and teaching. We wanted to check whether didactic play is effective enough to achieve knowledge, which is why we connected it with assessing imposed goals and knowledge. We defined the types and forms of checking and assessing knowledge, the measurement characteristics and the taxonomy of knowledge, with which we determine the level of students’ knowledge. We have highlighted particularly Bloom's and Gagney's taxonomy of knowledge, the latter being used mainly in determining knowledge in mathematics lessons. We also defined the mathematics curriculum for the 1st grade of primary school and the relevant operational objectives. In the practical part, we presented didactic games that we used to test mathematics knowledge. We also presented which knowledge, according to Gagney's taxonomy, is being tested by an individual didactic game. In the empirical part, we determined how reliable didactic games are regarding testing knowledge in mathematics at the beginning of the 2nd grade. We checked the reliability of didactic games in testing knowledge and achieving the goals from the curriculum in an individual student. We also found out which contents in the curriculum are more suitable for inclusion of didactic games and which contents show us the most reliable data on the student's knowledge. In the empirical part, we also checked whether didactic games are reliable in testing knowledge at different taxonomic levels. The results of the research have shown that there are no significant differences in achieving the goals, depending on whether we check them with a written test of knowledge or didactic games. Moreover, some of the results in didactic games showed even better results than written tests. Didactic games can be used for various mathematical contents, which are included in the curriculum, but it is important to pay attention to the design and implementation of the games. Our testing included mostly basic and conceptual knowledge, but we can also use didactic games to check knowledge at other taxonomic levels. Despite the fact that there were only minor differences in the assessment of knowledge through a written test and didactic games, we know with certainty that didactic games have their advantages, which is why teachers should use them in class lessons.

Cerebralna paraliza (CP) opredeljuje skupino trajnih motenj v razvoju gibanja in drže, ki povzročajo omejitve dejavnosti. Upoštevajoč zahtevnost CP in njene obravnave, posebno vpliva pomanjkanja motivacije pri uporabi konvencionalnega rehabilitacijskega programa, je uporaba didaktičnih iger zanimivo orodje za spodbujanje k sodelovanju v obravnavi. Didaktične igre se najpogosteje pojavljajo v obliki videoiger, njihov primarni namen pa ni zgolj zabava. Njihova zasnova združuje bistvene prvine igre z učenjem, zato jih je možno uporabiti pri spodbujanju z zdravjem povezanih veščin. Namen: Namen diplomskega dela je bil na podlagi pregleda literature predstaviti učinke uporabe didaktičnih iger na psihološke vidike fizioterapevtske obravnave otrok s CP. Metode dela: Iskanje literature je potekalo do vključno 16. 7. 2020 v podatkovnih zbirkah Google Učenjak in PubMed. Izbrane ključne besede so bile: cerebralna paraliza IN otroci ALI mladostniki IN video igre ALI intervencija z igrami ALI didaktične igre ALI navidezna resničnost IN motivacija ALI pozornost ALI samopodoba ALI igrivost ALI užitek ALI zadovoljstvo ALI sodelovanje ALI ubogljivost. S pomočjo vključitvenih in izključitvenih kriterijev je bilo izbranih osem raziskav. Rezultati: Rezultati pregledanih študij so pokazali pozitivne psihološke učinke uporabe didaktičnih iger pri fizioterapiji otrok s CP. Uporaba tovrstnih iger namreč otrokom predstavlja užitek in zabavo, poveča (notranjo) motivacijo, izboljša sodelovanje v obravnavi, dojemanje lastnih sposobnosti in izvedbo vadbenega programa ter spodbudi pripravljenost za poskušanje novih stvari. Izbrana igra ne sme biti prezahtevna ali preveč enostavna, sicer lahko otroku povzroči frustracijo. Razprava in zaključek: Ugotavljamo, da je kakovostnih raziskav, ki bi dokazovale učinkovitost didaktičnih iger pri fizioterapevtski obravnavi otrok s CP, precej malo. Poleg tega večinoma vključujejo majhno število udeležencev in uporabljajo raznolike didaktične igre ter mere njihovih psiholoških učinkov, kar omejuje primerljivost in posplošljivost njihovih ugotovitev. Ne glede na to pa obstoječe raziskave nakazujejo na uporabnost didaktičnih iger v fizioterapevtski obravnavi te skupine otrok, vsaj z vidika pozitivnega čustvovanja in povišane motivacije, ki pa sta pomembna za sodelovalnost in vztrajanje otrok pri terapiji ter s tem tudi za njeno učinkovitost. Zdi se, da so učinkovite zlasti didaktične igre, ki so pestre, predstavljajo izziv otrokovim sposobnostim in veščinam ter vsebujejo elemente tekmovalnosti. Cerebral Palsy (CP) describes a group of permanent disorders of the development of movement and posture, causing limitations in individual’s activities. Given the complexity of CP and its treatment, especially the impact of the lack of motivation in conventional rehabilitation programs, the use of serious games represents an interesting tool to encourage participation in the treatment. Serious games most often appear in the form of video games, and their primary purpose is not only entertainment. The design combines crucial elements of play with learning and therefore they can be used to foster health-related skills. Purpose: The aim of this diploma work was to present the psychological effects of the use of serious games in physiotherapy treatment of children with CP. Methods: The literature search took place until 16 July 2020 in the Google Scholar and PubMed databases. Selected key words were: cerebral palsy AND children OR adolescents AND video-games OR game-based intervention OR serious games OR virtual reality AND motivation OR attention OR self-image OR self-perception OR playfulness OR enjoyment OR participation OR compliance. Considering inclusion and exclusion criteria, eight studies were selected. Results: The results of the reviewed studies showed positive psychological effects of the use of serious games in physiotherapy of children with CP. The use of such games provides pleasure and fun for children, increases (internal) motivation, improves participation in treatment, perception of their own abilities and the implementation of the exercise program, and encourages the willingness to try new things. The chosen game should not be too demanding or too easy, otherwise it can cause frustration to the child. Discussion and conclusion: We established that high quality studies providing evidence for the effectiveness of serious games in physiotherapy treatment of children with CP are rather scarce. In addition, they mostly involve small numbers of participants, apply a variety of serious games and use diverse measures of their psychological effects, which limits the comparability and generalization of their findings. Nevertheless, existing studies suggest the usefulness of serious games in the physiotherapy of this group of children, at least in the terms of positive emotions and increased motivation, which are important factors of children’s participation and persistence in the therapy and thus its effectiveness. In particular, serious games, which are varied, challenge children’s abilities and skills, and contain elements of competition seem to be effective.

Uvod: Kognitivni trening in kognitivna rehabilitacija sta metodi, ki osebam z zgodnjo fazo demence pomagata izboljšati spomin, pozornost in reševanje problemov. Kognitivni trening običajno vključuje vodeno aktivnost, ki je sestavljena iz različnih standardiziranih nalog. Izvedba kognitivnega treninga je pomembna tako za osebo z demenco kot za njene svojce. Ko oseba sodeluje pri aktivnostih, kot so branje, sestavljanje sestavljank, igranje spomina, igranje šaha, poslušanje glasbe, izboljšuje svoj spomin. Namen: Namen diplomskega dela je predstaviti različne vrste didaktičnih pripomočkov, ki se lahko uporabljajo pri obravnavi oseb s prvo in drugo stopnjo demence, in raziskati vpliv didaktičnih iger na procesne in motorične spretnosti pri osebah s prvo ali drugo stopnjo demence. Metode dela: Izvedli smo aplikativno študijo na 12 preiskovancih, s katerimi smo izvajali program kognitivnega treninga ob uporabi didaktičnih pripomočkov. Rezultate smo merili s testom devetih zatičev, KPSS in analizo aktivnosti po spretnostih. Statistično pomemben napredek smo ugotavljali s t-testom. Rezultati: Kratek preizkus spoznavnih sposobnosti je pokazal izboljšanje za štiri točke v celotni skupini (p = 0,00). Rezultati testa devetih zatičev so pokazali statistično pomembno izboljšanje za levo roko (p = 0,01), medtem ko je analiza aktivnosti pokazala izboljšanje spretnosti pri osmih osebah, pri dveh smo ugotovili poslabšanje pri izvedbi motoričnih in procesnih spretnosti. Razprava in zaključek: Rezultati raziskave so pokazali, da je obravnava oseb z demenco ob uporabi didaktičnih pripomočkov uspešna in da bi jo bilo smotrno bolj uveljavljati in uporabljati v vsakodnevni praksi delovnih terapevtov. Introduction: Cognitive training and cognitive rehabilitation are methods which help people who suffer with dementia, to improve their memory, attention and solving problems. Purpose: Purpose of diploma work is to present different kinds of didactic tools, which we can use while having an activity with people who have an early or middle stage of dementia. Methods of work: The study included 12 residents of the nursing home called Prebold. Of these 12 there were 8 females (66,6%) and 4 (33,4%) males. The average age of users was 80 years. We performed Activity Analysis by Scalability, Short Cognitive Test, Nine Pin Test. Test Results: The average number of KPPS points of the first evaluation was 19 and of the second 21 points. A 6 point improvement in KPSS scores was achieved by one user. The nine- pin test results show an improvement in 25% of users and a deterioration in half of the users. Nearly half of all users involved have improved the results of at least one hand. An analysis of the activities by skills was performed for all involved. Deviations in motor skills were detected in two users. In process skills, the following skills were variance: manipulating, grasping, using, noticing, choosing, responding, seeking-finding, starting and performing continuously. Discussion and conclusion: The results of the study showed us that with dementia, along with didactics, more numbers were useful which succeeded and needed better results when used in the daily practice of therapists.

Analogija je kognitivni proces prenosa informacij ali pomena z določenega objekta na drug objekt. V magistrski nalogi preizkušamo uporabo analogije pri poučevanju verjetnosti v osnovni šoli, pri čemer analogijo razumemo kot posebni primer transferja znanja. Vzorec je sestavljalo 66 učencev devetih razredov osnovne šole. Za namen raziskave smo uporabili dve igri s področja verjetnosti, pri katerih učenci določajo vsoto/razliko padlih pik dveh igralnih kock. Prva igra je predstavljala vir analogije, druga pa tarčo analogije. Z vidika poučevanja je verjetnost zelo zahtevna, saj pri učencih pogosto prihaja do neskladja med intuitivnimi in kognitivnimi zaznavami ter posledično do napačnih predstav. Za učence osnovnih šol spada verjetnost med eno izmed najbolj zahtevnih snovi z vidika razumevanja. Zaradi tega je pomembno, da se jim snov predstavi izkušenjsko preko »igre« in izvajanja poskusov, saj si učenci tako pridobivajo izkušnje z napovedovanjem dogodkov in njihovih verjetnosti. Rezultati naloge povedo, da večina učencev sklepanja z analogijo ni uporabila, prav tako se le v majhni meri prikazuje transfer znanja med virom in tarčo. V delu podamo tudi nekaj primerov nalog, preko katerih bi pri vsebini verjetnosti lahko spodbujali uporabo analogije. An analogy is a cognitive process of transferring information or meaning from a particular object to another object. In the master's thesis, we test the use of analogy in teaching probability in elementary school, with analogy being understood as a specific example of transfer of knowledge. The sample consisted of 66 students from ninth grade of primary school. For the purpose of the research, we used two probability games, where students determine the sum/difference of the dots of two frown dices. The first game represented the source of the analogy and the second the target of the analogy. From a teaching point of view, probability is very challenging, as students often experience a mismatch between intuitive and cognitive perceptions and, consequently, misconceptions. For elementary school students, probability is one of the most challenging subject matters to understand. For this reason, it is important for the subject matter to be presented experientially through “play” and experimentation, as students gain experience in predicting events and their probabilities. The results of the assignment say that most students did not use reasoning by analogy and that transfer of knowledge between source and target is shown to a small extent. In the master`s thesis we also give some examples of tasks through which the content of probabilities could encourage the use of analogy.

V teoretičnem delu magistrske naloge so predstavljene splošne značilnosti predmeta spoznavanje okolja, sodobni didaktični pristopi poučevanja, opredeljen je pojem igra, njene značilnosti in vrste ter vpliv igre na pouk. Opredeljen je tudi pojem didaktična igra, njen pomen, klasifikacija, didaktične igrače in didaktične igre pri pouku spoznavanje okolja. V empiričnem delu je najprej predstavljena analiza opazovanih učnih ur predmeta spoznavanje okolja. V nadaljevanju je predstavljena raziskava o uporabi didaktičnih iger pri predmetu spoznavanje okolja, ki je bila izvedena v šolskem letu 2018/19. Zanimalo nas je, kako pomembno se zdi učiteljem vključevanje didaktičnih iger v pouk spoznavanje okolja, kako pogosto jih uporabljajo, katere vrste didaktičnih iger uporabljajo najpogosteje, v kateri del učne ure vključujejo igro, pri obravnavi katerih vsebin predmeta, ali ob koncu ure preverijo, če so učenci dosegli zastavljene cilje, kje najpogosteje dobijo didaktične igre, ki jih uporabljajo ter kakšni so razlogi, da iger v pouk ne vključujejo pogosteje. Na koncu nas je zanimala še stopnja strinjanja učiteljev s posameznimi trditvami o didaktičnih igrah. Rezultati analize opazovanih učnih ur predmeta spoznavanje okolja so pokazali, da večina učiteljev ni uporabila didaktične igre. Tisti učitelji, ki so igro uporabili, so najpogosteje izvedli igro s pravili, in sicer v učni etapi uvajanje. Rezultati raziskave pa so pokazali, da se učiteljem zdi vključevanje didaktičnih iger v pouk spoznavanje okolja pomembno, več kot polovica anketiranih didaktično igro pri pouku uporabi večkrat na mesec. Najpogosteje igro uporabijo pri učnih etapah ponavljanje in urjenje ter pri tematskih sklopih promet, človek in čas. Didaktične igre, ki jih učitelji uporabijo pri pouku, najpogosteje izdelajo sami, potreben material za izdelavo pa dobijo doma. Večina anketiranih učiteljev si želi didaktične igre pogosteje vključiti v pouk, med najpogostejše razloge, zakaj iger ne vključujejo pogosteje, so navedli pomanjkanje časa in preveliko število učencev v razredu. Z vsemi zapisanimi izjavami o didaktičnih igrah so se učitelji povečini strinjali oziroma popolnoma strinjali. The theoretical part of the Master's thesis presents the basic features of the class Environmental Studies, modern didactic approaches to teachings, it also defines the concept of a game, its characteristics, types and its influence on the lessons. Furthermore, the concept of a didactic game is explained, its meaning, classification, and didactic toys and games in the Environmental Studies class. Empirical part of the thesis first presents the analysis of the observed lessons in Environmental Studies class. Second, I presented the 2018/19 research on the use of didactic games in Environmental Studies class. We were interested in discovering how important do the teachers think didactic games are in the introduction of the Environmental Studies, how often and which ones are being used in what part of the lesson and also if games check comprehension at the end of the lesson, it they reach the set goals, where do the teachers most commonly get didactic games they use and what are the reasons, the games are not included in the lessons more often. Lastly, we wanted to explore the rate of teacher’s agreement with individual statements about the didactic games. The results of the analysis of the lessons observed in Environmental Studies showed that most teachers do not use didactic games. Teachers that do use them, most commonly perform the game of rules in the introductory phase of the lesson. The results showed, that teachers find didactic games in Environmental Studies important, and that more than half of the respondents use a didactic game a few times a month. They most commonly use it in the learning phases of revision and training, and in the theme sets traffic, human and time. The teachers most often make the games themselves, with the material they have at home. Most teachers want to expand the use of didactic games in their classes. They claim that the most common reasons for not including the games more often are a lack of time and too many students. The teachers mostly agreed or completely agreed with all written statements about didactic games.

Poznamo več komunikacijskih sposobnosti, brez katerih bi komuniciranje težko potekalo. Osredotočili smo se predvsem na poslušanje, prvo dejavnost, s katero se otrok sreča takoj po rojstvu in ki je hkrati zelo pomembna za pridobivanje znanja. Z njim se uči maternega jezika pa tudi branja in pisanja. Za opismenjevanje je zelo pomembno glasovno zavedanje, ki ga je treba razvijati predvsem v predšolskem obdobju. Avtorji menijo, da na razvoj glasovnega zavedanja zraven vaje in trajanja pozitivno vplivajo tudi didaktične igre, zato smo z raziskavo želeli ugotoviti, ali to drži tudi v praksi. Ugotavljali smo torej, ali didaktične igre vplivajo na zlogovanje pri predšolskih otrocih. V empiričnem delu smo predstavili in interpretirali individualne rezultate vsakega posameznika. Namen raziskave je bil ugotoviti, ali didaktične igre pozitivno vplivajo na zlogovanje pri predšolskih otrocih. Raziskava je temeljila na neslučajnostnem, konkretnem vzorcu 20 predšolskih otrok. Sodelovalo je 12 dečkov in 8 deklic, starih 4–5 let. Rezultate smo pridobili s pomočjo dveh preverjanj, ki sta potekali v razmaku petih mesecev, in sicer tako, da smo predhodno po težavnosti pripravili dvanajst sličic, ki so jih morali nato po enakem zaporedju pravilno poimenovati in nato zlogovati. Med obema preverjanjema so imeli v skupini na voljo tri avtorske didaktične igre. Podatke smo zbrali s kvantitativno tehniko, in sicer s strukturiranim opazovanjem. Rezultate vsakega posameznika smo sproti zapisovali v tabelo. Rezultati so se pri končnem preverjanju izboljšali. Didaktične igre torej pozitivno vplivajo na zlogovanje pri predšolskih otrocih. We know different communication skills without which is hard to communicate. We have focused on listening, first skill which child uses right after birth and it is very important for gaining knowledge. With listening, a child teaches mother tongue and also reading and writing. For literacy it is very important also voice awareness, which is good to evolve already in pre-school time. On the voice awareness besides practice and duration influence also didactic games. In our research we wanted to find out whether this is true. We have researched the impact of didactic games on spelling at pre-school children. In our empirical part we have introduced and interpret individual results for each individual. The purpose of this research was to find out whether didactic games influence positively on spelling at pre-school children. The research was based on concrete pattern of 20 pre-school children. In the group there were 12 boys and 8 girls, 4-5 years old. We have gained the results with the help of two testing in a duration of five months. For the testing we have prepared twelve different photos and the children had to name all photos according to the right sequence. In the period between two testing, the children could play with three copyrights didactic games. We have gained the results with quantitative technics, more precisely with structural observation. We have written the results of each individual in a table. The results at final testing improved that is why we conclude that didactic games positively influence on spelling at pre-school children.

Diplomska naloga obravnava uporabo didaktičnih iger pri pouku angleščine na začetku šolanja. Otroška igra je otrokova notranja potreba, pri kateri se sprosti in zabava, obenem pa se razvija na intelektualnem, fizičnem, domišljijskem, socialnem ter čustvenem področju. Didaktična igra kot učna metoda se razlikuje od otroške igre v tem, da jo uporabljamo pri pouku ter da preko nje dosegamo vzgojno-izobraževalne cilje. Metoda didaktične igre se zlasti v zadnjem času uveljavlja na področju zgodnjega poučevanja angleščine. S pomočjo te metode pri učencih ustvarimo potrebo po komunikaciji in jim z zagotavljanjem sproščenega ter varnega okolja pomagamo, da izboljšajo svoje komunikacijske spretnosti. Mnoge raziskave potrjujejo, da je zgodnje poučevanje z metodo didaktične igre zelo učinkovito, saj pozitivno vpliva na motivacijo, učno aktivnost, količino usvojenega znanja, spodbuja ustvarjalnost in domišljijo hkrati pa naredi pouk prijeten in zabaven za učence. Metoda je primerna za učence z različnimi sposobnostmi, učnimi stili ter interesi. Učinkovita raba metode predpostavlja strokovno usposobljenega učitelja. Z našo raziskavo smo preverjali odnos učencev, motivacijo, aktivnost učencev ter vlogo učitelja in učenca glede na različen tip didaktične igre. The following thesis explores the use of didactic games in the English classroom at the beginning of compulsory schooling. Child's play is his inner need through which he/she has fun and at the same time develops his intellectual, physical, imaginative, social, and emotional skills. As a teaching method, however, didactic game differs significantly from the child's play, not just because it is used in school but especially for its purpose of targeting specific educational aims. Didactic game as a teaching method is commonly used in foreign language teaching. It creates the need for communication. Moreover, by enabling a relaxed and pleasant atmosphere in the classroom, we help the learner to develop communicative skills. Many researches confirm that early language teaching significantly improves in efficiency when didactic game is involved. Its use positively influences motivation, educational activity, and language acquisition it develops creativity and imagination, and makes an English lesson fun and interesting. The method can be used with mixed ability classes, learners with different interests and learning styles. However, it is argued that it can only be effectively used under the leadership of a highly qualified teacher. In our research we wanted to focus on the learner's attitude, motivation, and educational activity and the roles of the teacher and the learner in relation to the different types of didactic games.

Šolska predmeta spoznavanje okolja ter naravoslovje in tehnika morata biti zasnovana tako, da so učenci pri pouku čim bolj aktivni in posledično spoznavajo svet, v katerem živijo. Učitelji so zelo pomembni pri oblikovanju pouka, saj morajo vedno znova učencem pripravljati ustvarjalne in zanimive naloge. Učitelj mora raziskati, katere metode dela se v določenih okoliščinah pri poučevanju izkažejo kot bolj primerne. Pogosto uporabljena učna metoda pri pouku spoznavanje okolja je metoda didaktične igre. To je igra z določeno nalogo in ciljem, pri kateri se učenec razvija in posledično vzgaja. Pri igranju didaktične igre učenec izraža svojo ustvarjalnost in samostojnost, prav tako pa lahko raziskuje različne teme, ki mu še niso toliko poznane. Didaktična igra učenca postavlja pred izziv, da tekmuje sam s seboj ali pa z drugimi. Naloga učitelja je, da didaktične igre kakovostno pripravi ali izbere, da bodo učenca pritegnile k igranju. Zaradi tega smo se odločili, da v okviru magistrskega dela pripravimo različne didaktične igre za učne vsebine vreme, zmesi, dan in noč ter voda pri pouku spoznavanja okolja v 2. razredu osnovne šole. Raziskati smo želeli, kakšno je znanje učencev o omenjenih temah pred igranjem didaktične igre in kakšno je znanje učencev po končani didaktični igri. Zanimalo nas je tudi mnenje učencev o igranih didaktičnih igrah in mnenje učitelja o tem, ali je oblikovana didaktična igra učno primerna metoda za poučevanje spoznavanja okolja v 2. razredu osnovne šole. V raziskavi je sodelovalo 27 učencev 2. razreda izbrane podeželske osnovne šole. Za pridobivanje podatkov smo uporabili tri instrumente, in sicer preizkus znanja (t. i. pred- in po-test), vprašalnik za učence in opazovalni list učitelja. Pred izvedbo didaktičnih iger v razredu smo za zbiranje podatkov uporabili pred-test (preizkus znanja), s katerim smo ugotovili, kolikšno je predznanje učencev o tematikah vreme, dan in noč, zmesi in voda. Zasnovali in izdelali smo štiri didaktične igre, ki so jih učenci odigrali pri posameznih učnih vsebinah. Po končani didaktični igri je sledilo reševanje po-testa, ki je bil enak pred-testu, in izpolnjevanje vprašalnika za učence. Učitelj je po končanih didaktičnih igrah izpolnil opazovalni list. Učenci so ovrednotili trditve o učnih vsebinah dan in noč, vreme, voda in zmesi na tristopenjski lestvici, učitelj pa je tudi na tristopenjski lestvici označil, kako so se učenci odzivali pri igranju didaktičnih iger in navedel opombe. V magistrskem delu smo zastavili dve raziskovalni vprašanji, in sicer: 1) kakšen je napredek učencev v znanju po uporabi didaktičnih iger pri učnih vsebinah vreme, zmesi, dan in noč ter voda 2) kakšna so mnenja učencev in učitelja o didaktičnih igrah za učne vsebine dan in noč, vreme, voda in zmesi. Izsledki raziskave kažejo, da so didaktične igre pri učnih vsebinah vreme, zmesi, dan in noč ter voda pripomogle k boljšemu razumevanju pojmov in poglabljanju znanja pri učencih. Učenci so bili med igranjem didaktične igre in reševanjem preizkusov znanja motivirani in aktivni, kar se odraža tudi pri dosežkih na preizkusih znanja. Učenci so rešili po-test bolje kot pred-test. Zaradi majhnega vzorca izsledkov raziskave ne moremo posplošiti na osnovno množico, vseeno pa lahko izpeljemo nekatere smernice, ki bodo pripomogle k načrtovanju nadaljnjih raziskav, in sicer z namenom ugotavljanja, ali učenci preko didaktičnih iger poglabljajo znanje na različnih taksonomskih ravneh in v kolikšni meri se ob tem razvijajo naravoslovne in socialno-čustvene kompetence. School subjects Environmental studies and Science and technology have to be structured in a way that students can be as active as possible during classes and consequently learn about the world they live in. Teachers play a very important role in lesson planning because they have to prepare creative and interesting tasks for students. In addition, teachers have to identify which teaching methods are the most appropriate in a certain situation. One of the frequently used methods in lessons of Environmental studies is a didactic game. The didactic game consists of a certain task and a goal, which enables students to grow and develop mentally. When playing didactic games, students express their creativity and independence as well as explore new topics. Didactic games challenge students to compete with themselves or with others. Teachers have the responsibility of preparing or choosing quality didactic games so that students want to play them. On the basis of the research and as part of this MA thesis, different didactic games have been prepared for learning contents of day and night, weather, water and compounds for lessons of Environmental studies in 2nd grade of elementary school. The aim was to explore the students’ knowledge about aforementioned topics before playing the didactic games and to re-examine their understanding after playing. It was also important to determine the students’ opinion about the didactic games they played and the teacher’s opinion about whether the designed didactic games are appropriate for teaching Environmental studies in 2nd grade of elementary school. There were 27 second-grade students from a chosen countryside school that participated in the research. Three data collection instruments were used in the research: the so-called pre- and post-test, questionnaire for students and observation sheet for the teacher. Before playing didactic games in class, the students took a pre-test for the purpose of collecting information about the students’ prior knowledge on the topics of weather, day and night, compounds and water. Four didactic games were designed for the students to play, each representing one learning content. After every game, the students took a post-test that was the same as the pre-test, and filled in the questionnaires. The teacher filled in the observation sheets. The students evaluated statements about learning contents of day and night, weather, water and compounds on a three-level scale. Similarly, the teacher marked on a three-level scale the students’ reactions when playing didactic games and added some comments. Two research questions in this thesis were set: 1) how students improved their knowledge after playing didactic games for learning contents of weather, compounds, day and night, and water and 2) what is the students’ and the teacher’s opinion about didactic games for learning contents of day and night, weather, water and compounds,. The research findings show that didactic games for learning contents of weather, compounds, day and night, and water helped achieve a better understanding of different concepts and expanded the students’ knowledge. When playing didactic games and taking the tests, the students were active and motivated, which is reflected in their final test results. The students were better at taking the post-test than the pre-test. As the sample is too small, the findings cannot be generalized, but it is possible to draw some conclusions that can encourage the planning of further research with the aim to discover whether playing didactic games helps students broaden their knowledge on different taxonomy levels and to what extent it develops science and social-emotional competencies.