20.500.12556/DKUM-75279 Kmetija kot avtentično učno okolje pri spoznavanju okolja A farm as an avthentic learning environment in environmental educational class Kako na zanimiv način uresničiti cilje predmeta spoznavanja okolja? Kako jim približati kmetijo in jo predstaviti kot nekaj nujnega, dobrega in koristnega? To se učenci najlažje naučijo v realni situaciji na kmetiji, ko primejo rastline v roke, pobožajo živali in se preizkusijo v različnih delih. V magistrskem delu najprej opredeljujemo predmet spoznavanja okolja, ki ga obravnavajo učenci v prvem vzgojno-izobraževalnem obdobju ter natančneje pregledamo cilje, povezane s kmetijstvom. Za doseganje ciljev lahko uporabimo različne strategije, tudi strategije odprtega pouka, med katerimi je pouk izven učilnice. Terensko delo je eden izmed načinov, kako lahko izvedemo pouk v naravi. Pouk v naravo smo uporabili v praktičnem delu, kjer smo ga natančneje opisali. Namen praktičnega dela je bil oblikovati različne dejavnosti za učence prve triade na kmetiji, ki sledijo ciljem predmeta. S tem bi olajšali organizacijsko pripravo učiteljem. Eno izmed dejavnosti smo natančneje načrtovali, izvedli in evalvirali. Ugotovili smo, da so učenci nad dejavnostmi na kmetiji navdušeni, radi sodelujejo in so radi izven učilnice. Učenje na kmetiji je v tujini že pogosta praksa, zato smo nekaj primerov dejavnosti tudi prevedli. How to achieve the aims of Environmental Education class in an engaging manner? How to make pupils familiar with a farm and portray it as something necessary, good and useful? The easiest way for pupils to learn this is in a real-life situation on a farm, handling plants, petting animals and explore different tasks. In my Master’s thesis, we define Environmental Education as a subject in the first years of formal education and explicitly discuss aims connected to farming. To achieve the aims, we can use various strategies, among them open teaching strategies that include classes outside the classroom. Fieldwork is one of the possible examples of performing lessons in nature. Because we used this strategy in the practical part, we have described it more specifically. The purpose of practical part was to develop different activities on the farm, especially for pupils of the first three years of primary school, that follow the aims of the subject. That would significantly facilitate organisational preparation for teachers. One of the activities was more thoroughly planned, executed and evaluated. It was discovered that students were inspired by activities on the farm – they enjoyed participating and being outside of the classroom. Learning on farms is well practiced abroad, which is why we translated some of the examples. spoznavanje okolja kmetija pouk izven učilnice avtentično učenje terensko delo environmental education class a farm a class outside the classroom authentic learning fieldwork true true false [N. Gregorec] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2019-10-10 07:07:37 2019-11-22 14:04:52 2022-08-09 11:09:05 2019-12-10 08:31:56 2019 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.31:631.1(043.2) 24928520 URN:SI:UM:DK:UCHDCFA9 MAG_Gregorec_Nastja_2019.pdf MAG_Gregorec_Nastja_2019.pdf 1 A5F8C2C3647B45B462C1BBA16FDB7A4D e3e4568618a0894168b295ded702f4547b8aed2c6fd073e8704e0321ae77d091 17a02dca-7c11-11eb-bb7a-00155d0001ca 20.500.12556/dkum/ec262755-c057-4a72-bb8b-7dc989b23fb1 https://dk.um.si/Dokument.php?lang=slv&id=139073 Pedagoška fakulteta 0 0 0