20.500.12556/DKUM-61010 ORIENTACIJA V NARAVI S KLASIČNIMI METODAMI IN Z UPORABO NOVIH TEHNOLOGIJ PRI POUKU V OSNOVNI ŠOLI TEACHING ORIENTATION IN NATURE VISING TRADITIONAL TEACHING METHODS AND NEW TECHNOLOGIES IN ELEMENTARY SCHOOLS Namen magistrskega dela je bil preučiti, ali učenci od 2. do 5. razreda osnovne šole poznajo vsebine iz področja orientacije glede na Učni načrt spoznavanje okolja in Učni načrt družba. V raziskavi je sodelovalo 246 učencev od 2. do 5. razreda Osnovne šole Nove Fužine in Osnovne šole Šalek. Zanimalo nas je, ali obstajajo razlike o poznavanju vsebin, glede na razred, spol ter šolo in ali se učenci poslužujejo uporabe sodobnih navigacijskih sistemov ter uporabe aplikacij za orientiranje na mobilnih telefonih. Rezultati raziskave so pokazali, da učenci 2. in 3. razreda znajo določiti glavne strani neba, pri tem pa obstajajo statistično značilne razlike glede na razred in spol. Prav tako učenci dobro vedo na kateri strani Sonce vzhaja, dobro poznajo tudi najbolj natančen pripomoček za orientiranje, vedo, da se lahko podnevi orientiramo s pomočjo Sonca, ponoči pa s pomočjo Lune, vedo kaj pomeni oznaka N na kompasu, poznajo definicijo globusa, statistično pomembnih razlik glede na razred, spol in šolo, ni. Statistično pomembne razlike, glede na šolo, smo ugotovili pri poznavanju definicije zemljevida, kjer smo tudi ugotovili, da učenci slabo poznajo le-to. Ugotovili smo tudi, da učenci poznajo Lunine mene in da največkrat pri orientiranju ne uporabljajo ničesar. Rezultati raziskave za 4. in 5. razred so pokazali, da učenci znajo določiti glavne in stranske strani neba, vedo, da se lahko najbolj natančno orientiramo s kompasom in zemljevidom, vedo, da je sever na zemljevidu zgoraj, vedo, kako se orientira zemljevid, vedo, kaj je nadmorska višina, statistično pomembnih razlik, glede na razred, spol in šolo, nismo ugotovili. Prav tako rezultati kažejo, da učenci dobro poznajo sestavine zemljevida, slabo pa poznajo določanje smeri neba z uro, polovica učencev zna poiskati zvezdo Severnico, pri orientiranju največkrat uporabljajo zemljevid in kompas, nato pa sledita uporaba navigacije in aplikacij za orientiranje na pametnih telefonih. Aplikacije uporabljajo občasno, kadar ne vedo kam morajo, največkrat pa uporabijo aplikacijo »Google zemljevid« in navigacijo na telefonih. Praktični del je osredotočen na aktivnosti, ki smo jih izvedli s taborniki. Aktivnosti so razdeljene na aktivnosti za mlajše in starejše otroke, z njimi pa si lahko pomagamo, ko otroke učimo orientacije. Zaključek je vezan na učne načrte, podanih je nekaj predlogov za delo v razredu. Study aimed to examine if students from grade 2. to grade 5. in the primary school, are familiar with the content from orientation area, according to the curriculum of Environmental Science and Social Science. In the study participated 246 students, grade 2. to grade 5., from two different primary schools; Nove Fužine and Šalek. Research questions was if there are differences in content knowledge between classes and gender, and also between schools and if students are using modern navigation systems and mobile applications for orienting. Results showed that children in grade 2. and 3. can name cardinal directions but there are statistically important differences regarding class and gender. Children know where Sun rises, they are familiar even with the most precise orientation gadget, they know that we can orientate with the help of Sun during the day, and with the help of the Moon during the night, they know what the mark N on compass stands for, they know the definition of globe. We did not discover any significant differences between class, gender or school in the mentioned knowledge. There were statistically important differences between schools in knowing the definition of maps, where results showed that students are not so familiar with it. Students are not familiar with phases of the Moon and that often they do not use anything while trying to orientate. Study’s results showed that students in grade 4. and grade 5. can name the cardinal and intermediate directions, they know we can best orientate with compass and a map, they also know that north is up on the map, they know how to orientate the map and what altitude is. We did not discover any differences relating to class, gender or school. Students are familiar with the map components, but are not so familiar with orienting with watch. Half of the class can find the North star, they mostly use map and compass while orienting, navigation system and mobile applications following. They use mobile applications occasionally, when they do not know which direction they should take, and they use Google maps and mobile navigation most frequently. The practical part was focused on the activities which were done with scouts. It included activities for younger and older children, and we can use those when trying to teach children how to orientate. The last part relates to curriculum, and it includes different ideas that could be added to curriculum. orientacija narava učni načrt cilji kompas karta mobilne aplikacije orientation nature curriculum goals compass map mobile applications true true false [T. Kotnik] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2016-07-14 19:22:05 2016-09-12 14:04:26 2022-06-25 03:07:10 2019-07-11 12:05:49 2016 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.2:50(043.2) 22516232 URN:SI:UM:DK:TWLHVYFR MAG_Kotnik_Tamara_2016.pdf MAG_Kotnik_Tamara_2016.pdf 1 9E995883A0216F2426029EC3B8D68B0B 551a27f566a3ed2735a3b08ae85ef458f6cdf1ff97b4ce5f3eb305dcf3e86538 fe1fcc64-7c0c-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=98154 Pedagoška fakulteta 0 0 0