20.500.12556/DKUM-98204 Spremljanje napredka v razumevanju pojava senc pri predšolskih otrocih ob zgodbi in dejavnostih diplomsko delo Mentoring progress in understanding the phenomenon of shadows in preschool children through story and activities Zaključno delo raziskuje proces otroškega razumevanja fizikalnega pojava sence skozi kombinacijo književne predloge in izkustvenega učenja. Namen raziskave je bil ugotoviti, kako načrtovane dejavnosti ob slikanici »Deček brez sence« vplivajo na nadgradnjo otrokovih predstav o nastanku in lastnosti senc. V teoretičnem delu je predstavljena teorija o nastanku sence, svetlobi ter otrokovo razumevanje pojava sence na podlagi raznih raziskav. Empirični del pa temelji na kvalitativni raziskavi, v kateri je sodelovalo 13 otrok, starih od 3 do 6 let. Podatki so bili zbrani s pomočjo intervjuja, ki smo ga izvajali pred izvedbo dejavnosti in po izvedbi in opazovanja z udeležbo med dejavnostmi, ki so vključevale branje slikanice, eksperimentiranje s svetili, risanje senc na prostem in spoznavanje sončne ure. Rezultati so pokazali očiten napredek v otroškem razumevanju. Pred dejavnostmi so otroci nastanek sence pripisovali temi ali soncu ter jo dojemali kot samostojen objekt. Po dejavnostih so začeli razumeti relacijo svetloba - predmet - senca, kar se sklada z znanstveno stopnjo razvoja Chena (2008). Starejši otroci so presegli animistično razmišljanje in pravilno utemeljili, da se senca predmeta ne premika sama. Raziskava potrjuje, da je slikanica odličen motivacijski pripomoček, ki pa ga je za preseganje napačnih predstav nujno dopolniti s konkretnimi naravoslovnimi poskusi ter izkustvenim učenjem. This diploma paper explores the process of children's understanding of the physical phenomenon of shadows through a combination of a literary text and experiential learning. The aim of the research was to determine how the planned activities based on the picture book "Deček brez sence" influence the development of children's concepts regarding the formation and properties of shadows. The theoretical part presents the theory of the formation of shadows, light, as well as children's understanding of the phenomenon of shadows, based on various studies. The empirical part is based on a qualitative study involving 13 children aged 3 to 6 years. Data were collected through interviews conducted before and after the activities, as well as through participant observation during the activities, which included reading the picture book, experimenting with light sources, drawing shadows outdoors, and learning about a sundial. The results showed clear improvement in children's understanding. Before the activities, the children attributed the formation of a shadow to darkness or the sun and perceived it as an independent object. After the activities, they began to understand the light-object-shadow relationship, which aligns with Chen's (2008) scientific stage of development. Older children moved beyond animistic thinking and correctly reasoned that an object's shadow does not move on its own. The study confirms that picture books are an excellent motivational tool; however, to overcome misconceptions, they must be supplemented with concrete science experiments and experiential learning. naravoslovje v vrtcu senca ilustracija natural sciences in kindergarten shadows illustration true true false S. Roškarič Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-05-26 13:07:38 2026-07-30 09:58:28 2026-07-31 03:06:30 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XI, 45 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2.091.3:5(043.2) 286420483 VS_Roskaric_Sarah_2026.pdf VS_Roskaric_Sarah_2026.pdf 1 6C053831383D8169F9D3D3333937721E 4483dd46e0a610a8f7ee9a5e98827a836ac050a2967ab580a79e7a7163bfa2bd 638608b3-58f7-11f1-b241-00155d580e34 https://dk.um.si/Dokument.php?lang=slv&id=206423 Pedagoška fakulteta 0 0 0