20.500.12556/DKUM-39376 ČUTNA POT IN OTROKOVO VIDENJE POMENA ČUTIL PRI PREDMETU SPOZNAVANJE OKOLJA SENSORY PATH AND CHILD'S PERCEPTION OF THE IMPORTANCE OF SENSE ORGANS AT ENVIRONMENTAL EDUCATION Naravno okolje je za otroka najboljša izkušnja pri spoznavanju in spodbujanju čutnih zaznav. Otrok mora doživeti in čutiti dejstva, ki mu jih navajamo pri pouku. Ni dovolj, da jih samo sliši in vidi, mora jih začutiti z vsemi čuti, kar mu ponuja naravno okolje. V naravnem okolju otrok dobi konkretno izkušnjo. Le-ta se mnogo trajneje vtisne v spomin kot katerikoli drugi način učenja. Za te izkušnje so otroci tudi bolj motivirani, kar še posebno velja za mlajše. Vse to sem tudi želela ugotoviti s podrobnim in poglobljenim opazovanjem otrok na čutni poti ter z anketiranjem. Kaj sploh je čutna pot? Je pot, skozi katero učenci z vsemi čutili zaznavajo zunanji svet. Otrokom se na tej čutni poti lahko zaveže oči in tako do izraza pridejo vsa druga čutila. Prav tako je potekalo tudi moje raziskovanje. Na področju Posavja se izkaže, da so otroci pozitivno naravnani k čutni poti in da se njihovo videnje pomena čutil po čutni poti zelo poglobi. Spontano so uporabljali čutilo za tip in okus, malo manj čutilo za voh, nihče od otrok pa ni omenil čutili za vid in sluh. Rezultati o prisotnosti čutil pri pouku se med razredi kar precej razlikujejo drug od drugega, prav tako se razlikuje poznavanje čutil med deklicami in dečki. Raziskovala sem tudi mnenja učiteljev ter njihove poglede o čutilih in čutni poti. Rezultati so pokazali, da učitelji pri pouku dajejo prednost uporabi čutil za vid, sluh in tip, manj pa čutilom za okus in voh. Vsi učitelji vedo, kaj je to čutna pot in so tudi pozitivno naravnani k njej. Učni načrt nam je pokazal, da je pri spoznavanju okolja veliko učnih snovi, ki jih lahko priredimo in izvajamo na čutni poti. The natural environment is the best experience at cognition and stimulation of sensory perceptions. A child has to experience and fell the facts, which are stated in the classroom. It is not enough for the child to only see and hear, but one must feel with all the senses provided by the natural environment. Moreover, the natural environment gives a child practical experience which is more permanently imprinted into the memory than any other way of learning. Due to this experience, children are more motivated, which is especially true for younger learners. This is what I wanted to find out with a detailed and in-depth observation of children experiencing the sensory path, as well as with interviewing them. What exactly is a sensory path? It is a path through which children perceive the outer world with all the senses. Child’s eyes can be tied, so all other senses can be provoked. This is the way my research was carried out. It turns out that children from the Posavje Region have positive attitude towards the sensory path, and their view of the meaning of the senses after experiencing the sensory path is deepened. They have spontaneously used the receptors for touch and taste, and a bit less the receptor for smell, whereas none of the children mentioned using the receptors for sight and hearing. The results of the presence of sensory organs at lessons differ quite a lot among different classes, as well as the knowledge of senses among the boys and the girls. I also researched the teachers’ opinions and their views on senses and the sensory path. The results show that teachers tend to give priority to using sight, hearing and touch, whereas they use smell and taste less in the classroom. All the teachers know of the sensory path and express positive attitude towards it. The curriculum shows that at environmental education a lot of teaching material can be arranged and conducted with the help of the sensory path. čutila čutna pot učenci razredne stopnje učitelji učni načrt za spoznavanje okolja senses the sensory path pupils of lower primary school teachers the curriculum for environmental education true true false [A. Strgar] Slovenski jezik Angleški jezik Diplomsko delo 2013-01-06 10:36:23 2013-02-18 12:37:55 2022-05-12 22:54:22 2021-04-22 03:14:00 2013 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37(043.2) 19693320 URN:SI:UM:DK:O52F1MA6 UNI_Strgar_Anja_2013.pdf UNI_Strgar_Anja_2013.pdf 1 B7A9BEAB49D1672A9B704BB0B0694F78 745fdc8991fcc2a68703327f0edc9a3d7710e1bf79846b93fc16ae39c0282502 1e51c94f-7c09-11eb-bb7a-00155d0001ca 20.500.12556/dkum/d7a2fe10-9fcc-4a2a-b82b-ea9346acaf46 https://dk.um.si/Dokument.php?lang=slv&id=53222 Pedagoška fakulteta 0 0 0