20.500.12556/DKUM-66706 Raziskovalni pouk – pedagoški eksperiment z naravoslovno vsebino v tretjem razredu Osnovne šole Benedikt Inquiry-based learning – pedagogical third grade natural science experiment at the Primary school Benedikt Magistrsko delo z naslovom »Raziskovalni pouk – pedagoški eksperiment z naravoslovno vsebino v tretjem razredu Osnovne šole Benedikt« sestavljajo tri celote, ki se med seboj povezujejo: teoretični, empirični in praktični del. Teoretični del predstavlja trajnostni razvoj (njegovo definicijo in vlogo v vzgoji ter izobraževanju), naravoslovne kompetence (opredelitev kompetenc in naravoslovna pismenost slovenskih učencev, vloga učitelja pri načrtovanju razvoja omenjenih kompetenc ter naravoslovni postopki), raziskovalni pouk (opisi različnih avtorjev, njegov pomen, cilji, načela, pogoji itd.) ter začetno naravoslovje in pouk z raziskovanjem. V empiričnem delu so predstavljeni rezultati po-testa, s katerim smo ugotavljali znanje tretješolcev o snoveh in njihovih lastnostih po izvedbi pedagoškega eksperimenta. V praktičnem delu sta natančni učni pripravi, potek dela in evalvacija narejenega za eksperimentalno in kontrolno skupino. Ugotovljeno je, da raziskovalni pouk od učitelja zahteva dobro poznavanje učencev, iznajdljivost, usposobljenost za organizacijo in mnogo didaktičnega znanja. Učenci tretjega razreda ob tej strategiji pouka sicer potrebujejo veliko učiteljevega vodenja, vendar so za raziskovanje motivirani, predvsem zaradi njihove otroške zvedavosti. Sposobni so ob lastni aktivnosti graditi znanje o naravoslovnih vsebinah, ki je prav zaradi tega trajnejše. Master thesis entitled » Inquiry-based learning: Pedagogical third grade natural science experiment at the Benedikt Primary school « is divided into three complementary parts: theoretical part, empirical part and practical part. Theoretical part presents sustainable development (its definition and role in upbringing and education), scientific competences (definition of these competences, Slovenian students' skills in science, teachers' role in development of mentioned competences and pedagogical processes in science education), inquiry-based learning (various author's descriptions, its meaning, goals, principles, conditions etc.), initial science education and experimental learning. Empirical part encompasses the results of after-test, that we used in order to determine the knowledge of third-graders about substances and their characteristics after performing a pedagogical experiment. Practical parts includes two thorough lesson planes, workflow and work evaluation of experimental and control group. The findings are that inquiry-based learning requires a very good teacher's knowledge about the students, resourcefulness, organization skills and detailed knowledge of pedagogy. In inquiry-based learning, third-grade students need good leadership from the teacher, but they are very motivated for exploration, especially because of their “children’s curiosity”. They are able to build sustainable knowledge about scientific contents while taking part in inquiry-learning activities. trajnostni razvoj naravoslovne kompetence raziskovalni pouk spoznavanje okolja tretji razred sustainable development science competences inquiry-based learning science education third grade true true false [S. Rogulj] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2017-07-06 10:44:09 2017-09-19 11:12:28 2022-08-01 13:04:35 2019-07-11 15:56:17 2017 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:5(043.2) 23328008 URN:SI:UM:DK:TBIMPFQ1 MAG_Rogulj_Sanja_2017.pdf MAG_Rogulj_Sanja_2017.pdf 1 4E408D9974D54B6047E177326815A1AA 983adac1616463ab6911bae6790826d93e2fe4b59fbf9ad7a7c89576ec985d51 60979378-7c0e-11eb-bb7a-00155d0001ca 20.500.12556/dkum/e038a063-45b1-4994-9f29-fc6f6b9e7d5f https://dk.um.si/Dokument.php?lang=slv&id=113848 Pedagoška fakulteta 0 0 0