| Abstract | Svrha ovog diplomskog istraživanja bila je poticanje pozitivnih međuljudskih odnosa u razrednoj zajednici putem razvoja moralnih vrijednosti s naglaskom na odgojni aspekt nastave. Problem od kojeg je polazilo ovo istraživanje je značajno prisustvo nasilnog ponašanja u osnovnim školama u Zagrebu. Stoga je cilj ovog istraživanja bio otkriti kako pomoću likovnog izražavanja potaknuti moralnu odgovornost učenika prema svojim vršnjacima te učiteljima. Rezultatima istraživanja odgovorilo se na istraživačka pitanja: U kojoj je mjeri prisutno nasilje u osnovnim školama u Zagrebu? Koji su najčešći uzroci nasilnog ponašanja u osnovnim školama? Kako potaknuti učenike da ponude načine rješavanja nasilja u svojim likovnim i vizualnim radovima? Istraživanje je bilo provedeno sljedećim metodama: kvantitativna, koja je polazila od hipoteze - primijećeno je da postoji visoka razina nasilja u osnovnim školama u Zagrebu. Hipoteza je bila potvrđena rezultatima prikupljenim sljedećim instrumentima: analiza prethodnih istraživanja, analiza literature, upitnik za škole u Zagrebu. Kvantitativnim istraživanjem utvrdilo se u kojoj je mjeri nasilje prisutno u osnovnim školama u Zagrebu te koji oblici nasilja su najčešći. Akcijskim istraživanjem je utvrđeno koja bi bila moguća rješenja problema nasilja. Učenici su ponudili rješenja problema nasilja kroz likovno izražavanje. Akcijsko istraživanje bilo je provedeno po deskriptivnom modelu u razrednoj zajednici u osnovnoj školi. Instrumenti istraživanja bili su: intervju s učiteljicom likovne kulture, bilješke s opažanjima uzroka i rješenja nasilja koje su učenici naveli, likovni i vizualni radovi učenika, fotografije radova učenika. U prvom akcijskom koraku učenici su radili likovni rad prikazujući uzroke nasilja u školama. U drugom akcijskom koraku učenici su, pomoću likovnog rada, predlagali moguća rješenja problema koja bi djelovala na uzrok zabilježen u prethodnom koraku. Korisnost ovog istraživanja bila je pronalaženje mogućih načina rješavanja problema nasilja u osnovnim školama ponuđenih od strane samih učenika. 91% učenika od 5. do 8. razreda priznaje da je nasilje prisutno u njihovim školama. 36% učenika čuje o nasilju ponekad, 16% često i 10% uvijek. 57% učenika odgovorilo je da su svjedočili nasilju u svojoj školi, dok je 32% ispitanika izjavilo da su bili žrtve nasilja. 14% učenika dolazi u školu sa strahom od nasilnog ponašanja svojih kolega, 37% osjeća strah dok borave u školi, od čega 16% redovito. Najčešći uzroci nasilnog ponašanja u školama koje su naveli učenici su: loš odgoj i problemi u obitelji i školi; nezadovoljstvo samim sobom; ljudi su nesigurni u sebe i zato to prenose na druge ljude; neprihvaćanje različitosti; nesloga u ljudskim mišljenjima i vjerovanjima. Odgovori učenika upućivali su na nezadovoljene potrebe za ljubavlju i prihvaćanjem te samopoštovanjem. Načini na koje se učenike potaknulo da predlože rješenja problema u svojim vizualnim radovima su deduktivno i induktivno istraživanje, suradničko učenje (rad u paru i grupi, oluja ideja, grafički organizatori), vizualni rad s gotovim predmetima uzetim iz okoline i izlaganje o vlastitom vizualnom radu. |
| Abstract (english) | The purpose of this graduate research was to encourage positive interpersonal relationships in the class community through the development of moral values by introducing a more significant educational aspect of teaching. The problem from which this research started is the high presence of violent behavior in primary schools in Zagreb. Therefore, the goal of this research was to find out how to encourage students' moral responsibility towards their peers and teachers by means of students' artistic expression. The results of the research answered the research question: To what extent is violence present in primary schools in Zagreb? What are the most common causes of violent behavior in primary schools? How to encourage students to offer ways of solving violence in their art and visual works? The research was conducted using the following methods: Quantitative, which started from the hypothesis - it was noticed that there is a high level of violence in elementary schools in Zagreb. The hypothesis was confirmed by the results collected by the following instruments: analysis of previous research, literature analysis, questionnaire for schools in Zagreb. Quantitative research determined the extent to which violence is present in primary schools in Zagreb and which forms of violence are most common. Through action research, it was determined that there would be possible solutions to the problem of violence. Students offered solutions to the problem of violence through artistic expression. The action research was conducted according to the descriptive model in a class community in an elementary school. The research instruments were: an interview with an art teacher; notes with observations of the causes and solutions of violence that the students indicated; artistic and visual works of students; photos of students' works. In the first action step, students did art work illustrating the causes of violence in schools. In the second action step, the students, using art, proposed possible solutions to the problem that would affect the cause recorded in the previous step. The usefulness of this research was finding possible ways to solve the problem of violence in elementary schools, offered by the students themselves. 91% of students from 5th to 8th grade admit that violence is present in their schools. 36% of students hear about violence sometimes, 16% often, and 10% always. 57% of students answered that they had witnessed violence in their school, while 32% of respondents stated that they were victims of violence. 14% of students come to school with the fear of violent behavior of their colleagues, 37% feel fear while staying at school, of which 16% regularly. The most common causes of violent behavior in schools, which were mentioned by students, are: bad education and problems in the family and school; dissatisfaction with oneself; people are insecure about themselves and therefore pass it on to other people; non-acceptance of diversity; discord in human opinions and beliefs. The students' answers pointed to unsatisfied needs for love and acceptance and self-esteem. The ways in which the students were encouraged to propose solutions to problems in their visual works are deductive and inductive research, collaborative learning (work in pairs and groups, brainstorming, graphic organizers), visual work with ready-made objects taken from the environment and presentation of their own visual work. |
