{"id":6663,"date":"2021-02-23T10:39:30","date_gmt":"2021-02-23T09:39:30","guid":{"rendered":"https:\/\/steamerproject.eu\/grain\/4-12\/"},"modified":"2021-03-11T15:53:27","modified_gmt":"2021-03-11T14:53:27","slug":"4-12","status":"publish","type":"grain","link":"https:\/\/steamerproject.eu\/lv\/nodarb\u012bba\/4-12\/","title":{"rendered":"Ievads izlau\u0161an\u0101s istabas sp\u0113\u013cu teorij\u0101 – 4. Noda\u013ca 12. Nodarb\u012bba"},"content":{"rendered":"\n

M\u012bklu un ieg\u016bto iema\u0146u defin\u012bcija\u00a0<\/h2>\n\n

P\u0113c savas b\u016bt\u012bbas, izlau\u0161an\u0101s istaba ir viena liela m\u012bkla, kas sast\u0101v no maz\u0101k\u0101m lo\u0123iski savstarp\u0113ji saist\u012bt\u0101m m\u012bkl\u0101m, kas sp\u0113l\u0113t\u0101jiem ir j\u0101atrisina, lai sasniegtu sp\u0113les m\u0113r\u0137i un izk\u013c\u016btu no istabas.<\/p>\n\n

Oksfordas v\u0101rdn\u012bc\u0101 m\u012bkla tiek defin\u0113ta k\u0101 \u201csp\u0113le, kuras atbilde vai atrisin\u0101jums ir vispirms r\u016bp\u012bgi j\u0101apdom\u0101\u201d. Dom\u0101\u0161anas process, kam j\u0101iziet cauri, lai veiksm\u012bgi atrisin\u0101tu m\u012bklu, pal\u012bdz visa vecuma cilv\u0113kiem ieg\u016bt t\u0101das prasmes un kompetences k\u0101 probl\u0113mu risin\u0101\u0161anas prasmes, kritisko dom\u0101\u0161anu, iegaum\u0113\u0161anu, spriestsp\u0113ju un vizu\u0101li telpisko uztveri (t.i. sp\u0113ju savienot da\u017e\u0101das da\u013cas kop\u012bg\u0101 att\u0113l\u0101) (USA Today, 2020). Turkl\u0101t m\u012bklas att\u012bsta t\u0101das pamatprasmes k\u0101 m\u0113r\u0137u noteik\u0161anu un fizisk\u0101s prasmes, piem\u0113ram, smalko motoriku, k\u0101 ar\u012b sniedz gandar\u012bjuma izj\u016btu un iem\u0101ca str\u0101d\u0101t komand\u0101 (Miles Kelly, 2018). T\u0101dos apst\u0101k\u013cos k\u0101 izlau\u0161an\u0101s istaba, kur sp\u0113l\u0113t\u0101jiem ir j\u0101apvieno savas zin\u0101\u0161anas un kompetences, izv\u0113loties m\u012bklas, kur\u0101m ir k\u0101da saist\u012bba ar st\u0101stu, tie\u0161i komandas darba prasmes tiek sevi\u0161\u0137i att\u012bst\u012btas.\u00a0<\/p>\n\n

Izlau\u0161an\u0101s sp\u0113les m\u012bklu pamata strukt\u016bra\u00a0<\/h2>\n\n

P\u0113c\u00a0Wiemker\u00a0et al<\/em>\u00a0(2015, 3.lpp) defin\u012bcijas, katru m\u012bklu veido vienk\u0101r\u0161s tr\u012bs so\u013cu cikls: izaicin\u0101jums, t\u0101 atrisin\u0101jums un atl\u012bdz\u012bba. Izaicin\u0101jums ir uzdevums, kas sp\u0113l\u0113t\u0101jiem j\u0101p\u0101rvar, lai atrastu m\u012bklas risin\u0101jumu un ieg\u016btu atl\u012bdz\u012bbu. Savuk\u0101rt tas noved vai nu pie n\u0101kam\u0101s m\u012bklas, vai ar\u012b pie izejas no istabas. Izt\u0113lojieties, piem\u0113ram, sl\u0113gtu seifu, kura atv\u0113r\u0161anai nepiecie\u0161ama atsl\u0113ga. \u0160aj\u0101 gad\u012bjum\u0101 izaicin\u0101jums ir atrast atsl\u0113gu, kas atver seifu; risin\u0101jums ir atsl\u0113ga, kas ir pasl\u0113pta kaut kur telp\u0101; un atl\u012bdz\u012bba b\u016bs aizsl\u0113gt\u0101 seifa saturs. Lai sp\u0113le norit\u0113tu veiksm\u012bgi, ir svar\u012bgi skaidri defin\u0113t gan izaicin\u0101jumu, gan atl\u012bdz\u012bbu, lai motiv\u0113tu skol\u0113nus un skaidri nor\u0101d\u012btu, vai vi\u0146iem izdev\u0101s p\u0101rvar\u0113t \u0161\u0137\u0113rsli un k\u0101 vi\u0146i var r\u012bkoties t\u0101l\u0101k.<\/p>\n\n

Izlau\u0161an\u0101s istabas m\u012bklu iez\u012bmes\u00a0<\/h2>\n\n

V\u0113l viena lieta, kam j\u0101piev\u0113r\u0161 uzman\u012bba, izdom\u0101jot savas m\u012bklas, ir pa\u0161a izaicin\u0101juma <\/strong>gr\u016bt\u012bbas pak\u0101pe: ja tas ir p\u0101r\u0101k viegls, skol\u0113niem b\u016bs garlaic\u012bgi un vi\u0146i vairs negrib\u0113s sp\u0113l\u0113t, savuk\u0101rt, ja tas b\u016bs p\u0101r\u0101k gr\u016bts, vi\u0146i b\u016bs sar\u016bgtin\u0101ti un padosies. J\u016bsu m\u0113r\u0137is ir dot iesp\u0113ju sp\u0113l\u0113t\u0101jiem piln\u012bb\u0101 iegremd\u0113ties sp\u0113l\u0113 un t\u0101s telp\u0101 un pal\u012bdz\u0113t vi\u0146iem koncentr\u0113ties uz veicamo uzdevumu, lai piln\u012bb\u0101 izbaud\u012btu istabas pieredzi. Wiemker et al. \u0161o st\u0101vokli sauc par \u201cpl\u016bsmu\u201d, un raksta, ka tas tiek sasniegts, kad dal\u012bbnieki j\u016btas \u201cizaicin\u0101ti un izklaid\u0113ti\u201d (2015, 11. lpp.). Labi noform\u0113tai m\u012bklai k\u0101 t\u0101dai vajadz\u0113tu tur\u0113t sp\u0113l\u0113t\u0101jus uz smalkas robe\u017eas starp vil\u0161anos un garlaic\u012bbu.\u00a0<\/p>\n\n

Madigans (2010) apgalvo, ka sp\u0113les, kur\u0101m izdodas pan\u0101kt, ka sp\u0113l\u0113t\u0101ji taj\u0101s piln\u012bb\u0101 iegrimst, vai nu izveido dinamisku sp\u0113les vides modeli, piem\u0113ram, izmantojot multi-sensor\u0101lu pieeju inform\u0101cijas nodo\u0161anai vai \u013coti saisto\u0161u t\u0113mu un st\u0101st\u012bjumu, vai ar\u012b nodro\u0161ina saskan\u012bbu starp visiem sp\u0113les elementiem, t\u0101s vidi un m\u012bkl\u0101m ar izmantoto st\u0101st\u012bjumu. Daudzi zin\u0101tnieki, kas izmanto izlau\u0161an\u0101s istabas izgl\u012bt\u012btojo\u0161iem m\u0113r\u0137iem, piem\u0113ram, Pinard (2018, 1. lpp.), Nicholson (2016, 12. lpp.) un Clarke et al. (2017, 80. lpp.), atbalsta to, ka m\u012bkl\u0101m ir j\u0101b\u016bt j\u0113gpiln\u0101m un saist\u012bt\u0101m ar t\u0113mu, st\u0101st\u012bjumu, apr\u012bkojumu un m\u0101c\u012bbu m\u0113r\u0137iem. Pat ja katrai m\u012bklai var piem\u0113rot atsevi\u0161\u0137u iek\u0161\u0113jo lo\u0123iku, t\u0101 ieder\u0113sies sp\u0113les kopum\u0101 tikai tad, ja t\u0101s lo\u0123ika <\/strong>b\u016bs l\u012bdzsvarota un atbilsto\u0161a visas sp\u0113les videi.<\/p>\n\n

V\u0113l viena m\u012bklas \u012bpa\u0161\u012bba ir t\u0101, ka to var atrisin\u0101t, izmantojot nor\u0101des<\/strong>. K\u0101 raksta Clare, “pavedieni pal\u012bdz sp\u0113l\u0113t\u0101jiem atrisin\u0101t m\u012bklas, nodro\u0161inot vi\u0146iem atskaites punktu, kas atbilst m\u012bklas lo\u0123ikai un balst\u0101s uz t\u0113mu.” (2015, 624. lpp.). Kaut ar\u012b nor\u0101de var\u0113tu b\u016bt jebkur\u0161 objekts istab\u0101, s\u0101kot no kr\u0101saina z\u012bmu\u013ca l\u012bdz nejau\u0161am att\u0113lam uz sienas, tam tom\u0113r ir j\u0101b\u016bt j\u0113gpilnam attiec\u012bb\u0101 uz izaicin\u0101jumu.<\/p>\n\n

Papildus tam m\u012bkl\u0101 var izmantot ar\u012b p\u0101rsteiguma <\/strong>elementu, lai izbr\u012bn\u012btu dal\u012bbniekus, ievie\u0161ot k\u0101du negaid\u012btu pagriezienu. Lai tas izdotos, Nikolsons (2016, 11. lpp.) iesaka p\u0101rsteigumam b\u016bt kaut kam \u013coti negaid\u012btam vai pat maz ticamam, tom\u0113r saist\u012btam ar t\u0113mu, ko skol\u0113ni saprat\u012bs v\u0113l\u0101k sp\u0113les gait\u0101.<\/p>\n\n

Visbeidzot, bet ne maz\u0101k svar\u012bgi, m\u012bklai j\u0101saglab\u0101 nosl\u0113pums<\/strong>, kas paliek neatkl\u0101ts l\u012bdz br\u012bdim, kad dal\u012bbnieki ar to mijiedarbojas. Lai ar\u012b m\u012bkla jau ir uzst\u0101d\u012bta telp\u0101, nepiecie\u0161ama sp\u0113l\u0113t\u0101ju iesaist\u012b\u0161an\u0101s, lai t\u0101 b\u016btu aktu\u0101la (Clare, 2015, 613. lpp.).\u00a0<\/p>\n\n

M\u012bklu veidi un materi\u0101li\u00a0<\/h2>\n\n

Veidojot izlau\u0161an\u0101s istabu, jums k\u0101 pedagogam-izstr\u0101d\u0101t\u0101jam ir j\u0101nosaka, k\u0101da veida m\u012bklas j\u0101iek\u013cauj sp\u0113l\u0113, pamatojoties uz s\u0101kum\u0101 izvirz\u012btajiem izgl\u012bt\u012bbas m\u0113r\u0137iem, m\u0113r\u0137a grupu un visaptvero\u0161o t\u0113mu un st\u0101st\u012bjumu. Tikpat svar\u012bgi ir patur\u0113t pr\u0101t\u0101 pieejamos resursus, kas jums ir, k\u0101 ar\u012b visp\u0101r\u0113jo izlau\u0161an\u0101s sp\u0113les laika ierobe\u017eojumu, lai nep\u0101rsp\u012bl\u0113tu un nerad\u012btu neiesp\u0113jamas m\u012bklas.<\/p>\n\n

Parasti labi struktur\u0113ta sp\u0113les pieredze ietver da\u017e\u0101du veidu m\u012bklas ar m\u0113r\u0137i piesaist\u012bt cilv\u0113kus ar da\u017e\u0101d\u0101m prasm\u0113m un dom\u0101\u0161anas veidu. Piem\u0113ram, uzdevumu s\u0113rija var\u0113tu sast\u0101v\u0113t no matem\u0101tiskas m\u012bklas, m\u012bklas, kas balst\u012bta uz m\u016bzikas ska\u0146u sec\u012bbu, da\u017eiem nosl\u0113ptiem priek\u0161metiem un teksta m\u012bklas. T\u0101d\u0113j\u0101di t\u0101 b\u016bs pievilc\u012bga tiem, kas m\u0101c\u0101s gan matem\u0101tiski, gan muzik\u0101li, gan kinest\u0113tiski un verb\u0101li. Balstoties uz Nikolsona p\u0113t\u012bjumu, kur\u0161 apsekoja 175 profesion\u0101l\u0101s izlau\u0161an\u0101s telpas vis\u0101 pasaul\u0113, profesors ir identific\u0113jis un aprakst\u012bjis 31 izlau\u0161an\u0101s sp\u0113les m\u012bklu veidu (2015, 19.-20. lpp.). Zem\u0101k uzskait\u012bti visizplat\u012bt\u0101kie no tiem:<\/p>\n\n

Sl\u0113dzenes<\/h3>\n\n

\u0160is ir viens no visbie\u017e\u0101k sastopamajiem uzdevumu veidiem, kur atl\u012bdz\u012bba tiek pasl\u0113pta priek\u0161met\u0101, ko sarg\u0101 k\u0101da no att\u0113l\u0101 redzamaj\u0101m sl\u0113dzen\u0113m (1. att\u0113ls). Telp\u0101 atrodas nor\u0101des, kas pal\u012bdz sp\u0113l\u0113t\u0101jiem atrast pareizo atsl\u0113gu \/ kodu.<\/p>\n\n

\"\"<\/figure><\/div>\n\n

1<\/sup><\/p>\n\n

Kod\u0113tas m\u012bklas:\u00a0<\/h3>\n\n

V\u0113l viens izplat\u012bts m\u012bklu veids balst\u0101s uz kodiem un \u0161ifr\u0113tiem zi\u0146ojumiem. Varat izmantot, piem\u0113ram, Morzes kodu, Braila rakstu, Pigpena \u0161ifru vai C\u0113zara \u0161ifru (kur t\u0101 viet\u0101, lai s\u0101ktu alfab\u0113tu ar A, j\u016bs s\u0101kat, piem\u0113ram, ar C, un attiec\u012bgi p\u0101rvietojat alfab\u0113tu, k\u0101 ilustr\u0113ts 2. att\u0113l\u0101). Zem\u0101k atrad\u012bsiet ar\u012b sarakstu ar da\u017e\u0101du kodu piem\u0113riem (3. att\u0113ls).<\/p>\n\n

\"\"<\/figure><\/div>\n\n

2<\/sup>\u00a0<\/p>\n\n

\"\"<\/figure><\/div>\n\n

3<\/sup>\u00a0<\/p>\n\n

Tekstu\u0101las m\u012bklas<\/h3>\n\n

Tre\u0161ais veids ir tekstu\u0101la form\u0101ta m\u012bklas, piem\u0113ram:<\/p>\n\n

– Krustv\u0101rdu m\u012bklas (4. att\u0113ls);\u00a0<\/p>\n\n

\"\"<\/figure><\/div>\n\n

4<\/sup>\u00a0<\/p>\n\n

– Uzrakst\u012btas m\u012bklas (5. att\u0113ls);\u00a0<\/p>\n\n

\"\"<\/figure><\/div>\n\n

5<\/sup>\u00a0<\/p>\n\n

Atbilde:\u00a0<\/em>Empty\u00a0<\/p>\n\n

– Apsl\u0113pts teksts, ko var saskat\u012bt tikai UV gaism\u0101 (6. att\u0113ls);\u00a0<\/p>\n\n

\"\"<\/figure><\/div>\n\n

6<\/sup>\u00a0<\/p>\n\n

– Apgriezts teksts, ko var izlas\u012bt ar spogu\u013ca pal\u012bdz\u012bbu (7. att\u0113ls).\u00a0<\/p>\n\n

\"\"<\/figure><\/div>\n\n

7<\/sup>\u00a0<\/p>\n\n

Uzrakst\u012bti teksti var sev\u012b ietvert ar\u012b sl\u0113pt\u0101s nor\u0101des:<\/p>\n\n

– Da\u017eos v\u0101rdos izlaistus burtus, kas kop\u0101 veido paroli;\u00a0<\/p>\n\n

– Konkr\u0113tu v\u0101rdu rakst\u012b\u0161ana ar lieliem burtiem;<\/p>\n\n

– Specifiski v\u0101rdi vai burti treknrakst\u0101, kr\u0101saini vai cit\u0101di izcelti.<\/p>\n\n

Atk\u0101rtota mot\u012bva m\u012bklas:\u00a0<\/h3>\n\n

Ceturtais m\u012bklas veids ir saist\u012bts ar atk\u0101rtoti izmantotu mot\u012bvu atpaz\u012b\u0161anu istab\u0101. Min\u0113sim da\u017eus piem\u0113rus:<\/p>\n\n

– var ieg\u016bt kodu no att\u0113liem, piem\u0113ram, saskaitot vair\u0101ku \u0123eometrisku fig\u016bru malas;<\/p>\n\n

\"\"<\/figure><\/div>\n\n

8<\/sup>\u00a0<\/p>\n\n

– \u017delejas l\u0101c\u012b\u0161u skaits: 6 sarkani, 2 oran\u017ei, 4 dzelteni, 5 za\u013ci un 4 balti (8. att\u0113ls). Kombin\u0113jam ar citur uzrakst\u012btu nor\u0101di: \u201cSarkans Oran\u017es Dzeltens Za\u013c\u0161\u201d. Ieg\u016btias kods ir 6245 (Escape Room Tips, 2020).\u00a0<\/p>\n\n

– Piev\u0113rsiet dal\u012bbnieku uzman\u012bbu liet\u0101m, kas atk\u0101rtojas, piem\u0113ram, ja viena gr\u0101mata sastopama plaukt\u0101 veselas 4 reizes, bet visas p\u0101r\u0113j\u0101s ir unik\u0101las;<\/p>\n\n

– Var nor\u0101d\u012bt, ka divas lietas (piem\u0113ram, atsl\u0113ga un durvis) ir savstarp\u0113ji saist\u012btas, apz\u012bm\u0113jot t\u0101s ar vien\u0101du simbolu.<\/p>\n\n

Matem\u0101tisk\u0101s m\u012bklas:\u00a0<\/h3>\n\n

T\u0101pat var dal\u012bbniekiem pied\u0101v\u0101t uzdevumus, kas saist\u012bti ar matem\u0101tiku vai t\u0101s konceptiem, piem\u0113ram, vien\u0101dojumiem, algebru vai abstraktu lo\u0123iku (piem. Sudoku). \u0160iem uzdevumiem nav oblig\u0101ti j\u0101liek iedzi\u013cin\u0101ties sare\u017e\u0123\u012btos matem\u0101tiskos j\u0113dzienos \u2013 parasti tie paredz, ka sp\u0113l\u0113t\u0101jam j\u0101atrisina vienk\u0101r\u0161s vien\u0101dojums (9. att\u0113ls) vai j\u0101veic k\u0101da cita veida darb\u012bba.<\/p>\n\n

\"\"<\/figure><\/div>\n\n

9<\/sup>\u00a0<\/p>\n\n

Fiziski uzdevumi:\u00a0<\/h3>\n\n

P\u0113d\u0113jais uzdevumu veids, ko piemin\u0113sim \u0161aj\u0101 nodarb\u012bb\u0101, ir fiziskas m\u012bklas, kuru atrisin\u0101\u0161anai sp\u0113l\u0113t\u0101jiem ir j\u0101p\u0101rmekl\u0113 telpa vai j\u0101pielieto s\u012bk\u0101 motorika (piem\u0113ram, roku un acu koordin\u0101cija). Da\u017ei piem\u0113ri, k\u0101 var\u0113tu izpausties \u0161\u0101di uzdevumi:<\/p>\n\n

– mekl\u0113t priek\u0161metus neparast\u0101s vai slepen\u0101s istabas viet\u0101s;<\/p>\n\n

– ieg\u016bt k\u0101du neaizsniedzamu objektu, uzk\u0101pjot pa trep\u0113m;<\/p>\n\n

– salikt k\u0101du fizisku objektu (piem. puzli);\u00a0<\/p>\n\n

– izmantot s\u012bko motoriku (piem. atsiet mezglu, tr\u0101p\u012bt m\u0113r\u0137\u012b).<\/p>\n","protected":false},"featured_media":0,"template":"","gender":[],"steam":[],"acf":[],"_links":{"self":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/grain\/6663"}],"collection":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/grain"}],"about":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/types\/grain"}],"wp:attachment":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/media?parent=6663"}],"wp:term":[{"taxonomy":"gender","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/gender?post=6663"},{"taxonomy":"steam","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/steam?post=6663"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}