20.500.12556/DKUM-39722 Nove strategije načrtovanja in izvajanja okoljske vzgoje v prvem triletju osnovne šole New Strategies for Planning and Implementing Environmental Education in the First Three-yeat Cycle of Elementary School V pričujočem doktorskem delu se dopolnjujeta dve zaokroženi enoti, teoretična in empirična, ki skupaj tvorita celovit vpogled v proces načrtovanja in izvajanja pozitivnih okoljskih aktivnosti učiteljev prvega triletja mariborskih osnovnih šol ter nakazujeta, kako le-te vplivajo na pripravljenost njihovih učencev na sožitje z naravo. V teoretičnem delu podrobneje analiziramo okolje kot dejavnik razvoja, poudarjamo pomen trajnostnega razvoja, predstavljamo zgodovinski razvoj in vrednost okoljske vzgoje v svetu ter v Sloveniji. Predstavljamo natančen pregled vseh šestih nacionalnih učnih načrtov za pouk v prvem triletju s stališča okoljske vzgoje in podajamo najpomembnejše ugotovitve preliminarnih študij. V empiričnem delu predstavljamo rezultate, podrobnejšo analizo in ugotovitve empirične raziskave, v kateri je sodelovalo 56 učiteljev prvega triletja mariborskih osnovnih šol ter 832 njihovih učencev. Pridobljena empirična spoznanja razkrivajo, da anketirani učitelji izvajajo okoljske aktivnosti, ki jih načrtujejo v svoji letni delovni pripravi. Le aktivnosti dela v naravi pogosteje načrtujejo kot izvajajo. Pogosteje učitelji izvajajo okoljske aktivnosti s svojimi učenci pri pouku, pogosteje jih učenci izvajajo tudi v svojem prostem času doma. In this doctoral work two rounded units are supplementing, theoretical and empirical, which together form a comprehensive insight into the process of planning and implementing the positive environmental activities by the teachers of the first triennium of Maribor`s primary schools and they indicate how they affect the readiness of their students to cohabitate with the nature. In the first, theoretical part, we analyze in detail the environment as a factor of development, we stress the importance of sustainable development and present the historical development and the value of environmental education in the world and Slovenia. We present a detailed overview of all six national curriculum for teaching in the first three years from the standpoint of environmental education, and we present the main findings of preliminary studies. In the second, empirical part, we present the results of a more detailed analysis and findings of an empirical study, in which 56 Maribor`s primary school teachers of the first triennium participated and 832 of their students. The obtained empirical findings reveal that respondent teachers implement environmental activities, which are planned in their annual school work. Only the activities in the nature are more often planned than carried out. When environmental activities are carried out by the teachers in the classroom more frequently, then students also implement them in their free time more often. okoljska vzgoja prvo triletje proces načrtovanja proces izvajanja sožitje učencev z naravo. environmental education first triennium the process of planning implementation process student`s cohabitation with the nature true true false M. Rajšp] Slovenski jezik Angleški jezik Doktorska disertacija 2013-02-20 13:59:32 2013-03-01 11:19:11 2022-05-12 23:10:10 2021-04-22 03:33:24 2013 0 [Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:502.131.1(043.3) 19723528 URN:SI:UM:DK:U5AGVIH7 DR_Rajsp_Martina_2013.pdf DR_Rajsp_Martina_2013.pdf 1 CE357CFABDCD24B87850F94C0FBE6D21 7f8bf3c107ac60bd9e5c536b228744f41a190b854c1b01d0b186d7aa0deea27b 30f6f781-7c09-11eb-bb7a-00155d0001ca 20.500.12556/dkum/5ab57afa-aab9-4249-9ef4-3a98cc0af606 https://dk.um.si/Dokument.php?lang=slv&id=53894 Pedagoška fakulteta 0 0 0