20.500.12556/DKUM-72469 Kemijski postopki pri spoznavanju okolja: med tablicami in naravo v 1. razredu osnovne šole Chemical processes in environmental studies: tablets or nature in the first year of primary education Spoznavanje okolja je osnova tako za poučevanje kemijskih, bioloških, fizikalnih kot tudi matematičnih vsebin in tehnik. Učenci se seznanijo z najosnovnejšimi pojavi, postopki in naravnimi zakonitostmi. Zato je pristna izkušnja zelo pomembna. Med spoznavanjem rastlin, živali, vremenskih pojavov v učilnici in občutenjem tega v naravi so bistvene razlike. Učenci z učenjem v naravi usvajajo novo znanje celostno in poglobljeno. Sodobna pedagogika stremi k temu, da je učenje in znanje celovito in osmišljeno. Strokovnjaki na tem področju so si edini, da je pomemben način podajanja snovi. Poučevanje o naravi, našem okolju, mora omogočati pristno izkušnjo. V raziskavi smo ta učni pristop primerjali z uporabo tabličnih računalnikov za obravnavo učne snovi. Tehnologija je namreč didaktični pripomoček, ki ga nekateri učitelji uporabljajo, drugi pa sploh ne. Zanimalo nas je, kako ta dva različna pristopa za doseganje istih ciljev vplivata na znanje učencev in njihovo motivacijo za delo. V magistrskem delu smo raziskali tudi mnenje učiteljev, njihov pogled na omenjena pristopa. Rezultati raziskave temeljijo na vzorcu 47 učencev, dveh oddelkov 1. razreda osnovne šole. Ugotovili smo, da raziskava, izvedena kot študija primera, ni pokazala velikih statistično značilnih razlik med enim in drugim načinom dela. Pokazalo se je le nekaj statistično značilnih razlik pri poznavanju postopka priprave smrekovega čaja in pri prepoznavanju stopinj medveda. V magistrskem delu sta podana dva primera priprave učne ure, in sicer v gozdu in s tabličnimi računalniki. Ugotavljamo, da je smiselno izbirati različne pristope pri pouku in učencem omogočati pristno izkušnjo v naravi, pa tudi smiselno uporabljati informacijsko-komunikacijske tehnologije. Summary Environmental studies are the basis for teaching chemical, biological, physical and mathematical contents and techniques. Authentic experience is significant when basic phenomena, procedures and laws of nature are being introduced to pupils. There is an essential difference between learning about plants, animals and meteorological phenomena in the classroom or in nature. Studying outdoors enables students to acquire new knowledge thoroughly and wholly, to which aspires contemporary pedagogics. Experts in this field agree on the importance of the way of lecturing. Teaching about nature, our environment, has to enable an authentic experience for pupils. In the research we compared this teaching method with the other one that is using tablet computers for the discussion of the subject matter. Technology is a didactic accessory that not all teachers use. We were interested in how this two teaching methods affect the students’ knowledge and their motivation for work. Teachers’ opinions and their views on these two teaching methods are also discussed in the paper. Research outcome is based on the sample of 47 students from two sections of the first year of primary school. This case study shows that there is no large statistically significant difference between the two methods. However, there are some statistically significant differences when comparing the knowledge of the spruce tea brewing process and the identification of bear tracks. Two types of classes are presented in the thesis, one in the forest and the other in the classroom using tablet computers. We have established that it is reasonable to choose different teaching methods and enable pupils an authentic experience in nature while also promote the use of communication technology. spoznavanje okolja kemijski poskusi prvi razred pouk v naravi pouk s tabličnim računalnikom environmental studies chemistry experiments first grade outdoor classes tablet computers in class true true false [K. Breznik] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2018-09-26 22:10:24 2018-12-13 14:26:41 2022-08-01 22:45:58 2019-07-11 19:20:00 2018 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 5:37(043.2) 24224008 URN:SI:UM:DK:XLUM31TV MAG_Breznik_Kristina_2018.pdf MAG_Breznik_Kristina_2018.pdf 1 31394F27AD685384594D101F06DC6D5D fa43bd89bb2c5d5ba4934bf10f3eeba58aa5b7de34818513c3c2a938a811c947 7ace5399-7c10-11eb-bb7a-00155d0001ca 20.500.12556/dkum/26635f5e-4ab7-4aaf-b3c7-5282aeb6366e https://dk.um.si/Dokument.php?lang=slv&id=131147 Pedagoška fakulteta 0 0 0