Diskusijų metodas pasaulio pažinimo pamokose: teorija ir galimybės

LTStraipsnyje aptariami diskusijos metodikos klausimai. R. Arends, E. Jensen, G. Petty ir kitų autorių įžvalgos tikrinamos, grindžiamos tyrimu, kuriame dalyvavo skirtingų grupių respondentai. Ugdomojoje veikloje, vykdytoje naudojant diskusijos, derintos su mini paskaita, metodą, dalyvavo II kl. (N=18), IV kl. (N=15) mokiniai ir Pedagoginio universiteto studentės (N=13), turinčios tikslą geriau perprasti diskusijos organizavimo ypatumus, pastebėti antraklasių ir ketvirtaklasių gebėjimo diskutuoti skirtumus. Apibendrinami ir pradinių klasių mokytojų nuomonių apie diskusijos metodo panaudojimą pasaulio pažinimo pamokose tyrimo rezultatai. Nustatyta, kad mokytojai pripažįsta šio metodo svarbą pasaulio pažinimo pamokose ugdant vaikų komunikacinius, socialinius gebėjimus. Gilesnis diskusijos metodo aptarimas pasaulio pažinimo didaktikos seminaruose leidžia studentams geriau suvokti teorijos ir praktikos dermę.

ENDiscussion in the process of teaching refers to a more sophisticated form of conversation, which is more frequently applied working with senior school learners. Problems rather than facts or phenomena are discussed. The question rises if the method of discussion is relevant in lessons of surrounding world learning and whether it enables school learners to acquire knowledge, facilitates its memorisation or allows to arrive at solutions to urgent problems. The research involved 18 second formers, 15 school learners of fourth form and 13 students. All the groups of respondents discussed the same problem. Different roles were assigned to the participants in the discussion (a number of respondents represented heads of waste management company, whereas the rest assumed roles of residents of area where waste dump was being set up) and they involved in discussions of issues related to waste management and waste dump establishment. A considerable difference in the results of questionnaires provided to the participants before and after the discussion was observed. It is obvious that the respondents not only gained knowledge but also acquired a different perception and understanding of the problems analysed in the discussion.However, the comparison of all the results of the survey revealed a stronger educational role of the discussion teaching fourth formers. This confirms theoretical statements that this method is more effective with senior school learners. The group of students also found the discussion useful.