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Title:UČENJE GEOGRAFIJE NA PROSTEM
Authors:ID Hronek, Liljana (Author)
ID Kolnik, Karmen (Mentor) More about this mentor... New window
Files:.pdf UNI_Hronek_Liljana_2010.pdf (1,14 MB)
MD5: 1417D0A7F2C0BB6A140B574AA42AE7A6
PID: 20.500.12556/dkum/22418bc4-3467-4376-bcc7-542ab9494b65
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:FF - Faculty of Arts
Abstract:Učenje geografije na prostem zajema vse učenčeve učne aktivnosti izven šolskih prostorov in je zaradi neposrednega stika z okoljem (naravnim in družbenim), ki ga učenec doživlja z vsemi čutili, učno zelo dragoceno in nenadomestljivo. V diplomskem delu smo predstavili terminološko raznolikost poimenovanja učenja na prostem, ki deloma izhaja tudi iz same opredelitve izvedbe izkustvenega učenja ter značilnosti pomembnega učenja geografije na prostem. Z vidika vključenosti učenja geografije na prostem smo analizirali osnovnošolske učne načrte za pouk geografije v Sloveniji, na Hrvaškem in v Nemčiji ter jih med seboj primerjali. Ugotovili smo, da zaradi različnih učnih sistemov v izbranih državah prihaja do različne stopnje zastopanosti učenja geografije na prostem, da pa vse države izkustvenemu učenju namenjajo vedno večjo pozornost. Osnovnošolske učne načrte za pouk geografije v Sloveniji smo z vidika vključenosti učenja geografije na prostem analizirali za obdobje zadnjih 50-ih let. Izdelali smo tudi primer učenja geografije na prostem za 9. razred osnovne šole.
Keywords:geografija, učenje na prostem, neposredno opazovanje, učni načrti, osnovna šola, Slovenija, Hrvaška, Nemčija
Place of publishing:Maribor
Publisher:[L. Hronek]
Year of publishing:2010
PID:20.500.12556/DKUM-14657 New window
UDC:91(043.2):373.3.091.3
COBISS.SI-ID:17801224 New window
NUK URN:URN:SI:UM:DK:RPDKFQDO
Publication date in DKUM:30.07.2010
Views:4039
Downloads:480
Metadata:XML DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:OUTDOOR LEARNING IN GEOGRAPHY TEACHING
Abstract:Outdoor learning in geography comprises all children's learning activities taking place outside the classroom. Children come into contact with the environment (both natural and social), and they experience it with all the senses which is, from the learning point of view, most valuable and also irreplaceable. In the diploma thesis a diversity of terminology for outdoor learning, partly resulting from the definition of the empirical knowledge implementation and the characteristics of significant outdoor learning in geography, is presented. Primary school geography curricula for Slovenia, Croatia and Germany are analyzed and compared according to the inclusion of the outdoor learning in geography. Due to different education systems of selected countries different levels of outdoor learning in geography are represented. However, in all three countries the empirical learning is gaining importance. In addition, Slovene primary school curricula for geography have been analyzed for the period of last 50 years. As well, an example of outdoor learning in geography for 9th grade of primary school is presented.
Keywords:geography, outdoor learning, direct observation, curricula, primary school, Slovenia, Croatia, Germany


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