20.500.12556/DKUM-69305 Pomen trajnostnega razvoja in izkustveno učenje na razredni stopnji s poudarkom na obisku turniškega parka in ribnika Meaning of sustainable development and experiential learning in first period in primary school with an emphasis on visiting turnišče park and turnišče pond Magistrsko delo z naslovom Pomen trajnostnega razvoja in izkustveno učenje na razredni stopnji s poudarkom na obisku turniškega parka in ribnika je razdeljeno na tri dele – teoretični del, pedagoški eksperiment in empirični del. Teoretični del smo razdelili na tri sklope: družboslovni, pedagoško-didaktični in kulturno-geografski sklop. V prvem sklopu definiramo trajnostni razvoj, ključne ideje, izhodišča in smernice ter cilje vzgoje in izobraževanja za trajnostni razvoj. Pedagoško-didaktični sklop zajema izkustveno učenje, njegove značilnosti, načela, metode in faze. Nadaljujemo z dnevi dejavnosti, njihovim načrtovanjem in organizacijo. V nadaljevanju podrobneje predstavimo naravoslovne dni in učni predmet Spoznavanje okolja, njegovo opredelitev, splošne cilje in didaktična priporočila, ki so navedena v učnem načrtu za predmet spoznavanje okolja. V kulturno-geografskem sklopu natančneje predstavimo okolje, v katerem smo izvedli naravoslovni dan. Za teoretičnim delom je pedagoški eksperiment, v katerem predstavimo namen eksperimenta, podrobno učno pripravo, izvedbo in evalvacijo naravoslovnega dne, ki se je izvajal v turniškem parku in ribniku. Pedagoškemu eksperimentu sledi empirični del, v katerem nas je zanimalo, kakšna je uspešnost reševanja preizkusa znanja v celoti in pri posameznih nalogah, po naravoslovnem dnevu, ter ali obstaja korelacija med preizkusom znanja in vsoto ocen. Ugotovili smo, da je uspešnost reševanja preizkusa znanja zelo visoka in da obstaja pozitivna korelacija med preizkusom znanja in vsoto ocen. Zato lahko sklepamo, da naravoslovni dnevi nudijo dovolj možnosti za pridobitev znanja učencev na različnih nivojih. The master thesis entitled Meaning of Sustainable Development and Experiential Learning in First Period in Primary School Education with an Emphasis on Visiting Turnišče Park and Turnišče Pond is divided into three parts: the theoretical part, the pedagogical experiment and the empirical part. The theoretical part is divided into three sections: social science, pedagogical-didactic and cultural-geographical part. In the first section, sustainable development, key ideas, starting points and guidelines, and the objectives of education for sustainable development are defined. The pedagogical-didactic section covers experiential learning, its characteristics, principles, methods and phases. These are followed by the activity days, their planning and organization. Thirdly, we outline science days more extensively and the subject of environmental education, its definition, general objectives and didactic recommendations, which are listed in the curriculum for the subject of environmental education. In the cultural-geographical part, the environment in which we carried out a science day is presented in more detail. The theoretical part is followed by the pedagogical experiment in which we present the purpose of the experiment, detailed lesson plan, execution and evaluation of the science day, which was carried out in the Turnišče Park and Turnišče Pond. The pedagogical experiment is followed by the empirical part in which we wanted to examine students’ success on tests in general and in individual tasks after the science day was carried out. Also, we wanted to find out whether there is a correlation between the knowledge test and the sum of students’ grades. It was noted that students’ success rate on tests is very high and that there is a positive correlation between the knowledge test and the sum of students’ grades. Therefore, it can be concluded that science days provide enough opportunities for students to acquire knowledge at different levels. trajnostni razvoj izkustveno učenje turniški park učenci naravoslovni dnevi sustainable development experiential learning the Turnišče Park pupils science days true true false [U. Škerget] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2017-12-19 21:19:27 2018-01-29 12:04:08 2022-08-01 17:18:03 2019-07-11 17:14:12 2018 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:502.131.1(043.2) 23616776 URN:SI:UM:DK:GQISRQQ1 MAG_Skerget_Urska_2018.pdf MAG_Skerget_Urska_2018.pdf 1 15F9D44BC5B631D60FE3C5543CF0EB33 f362b0f4efb5cd5ad6bbaf2b14b336441122a4f9fce917aec819fb0f5c1061b9 958aa764-7c0f-11eb-bb7a-00155d0001ca 20.500.12556/dkum/3688d17b-08d8-434b-ac7d-0745129e4291 https://dk.um.si/Dokument.php?lang=slv&id=121169 Pedagoška fakulteta 0 0 0