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Title:RAZISKOVALNO UČENJE V VRTCU
Authors:ID Leskovar, Nataša (Author)
ID Petek, Darija (Mentor) More about this mentor... New window
Files:.pdf VS_Leskovar_Natasa_2015.pdf (771,99 KB)
MD5: AEC78FBECDD4152C2FC400A77388C9E5
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Raziskovalno učenje je sodobna metoda aktivnega učenja, pri katerem ustvarjamo pogoje, v katerih otroci čim bolj samostojno in na različne načine poskušajo reševati probleme. Takšno učenje omogoča pridobivanje kakovostnega znanja in povečuje motivacijo otrok za spoznavanje naravoslovnih vsebin, zato se za izvajanje naravoslovnih dejavnosti v vrtcu vedno bolj spodbuja uporaba pristopa raziskovalnega učenja. Diplomsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo predstavili strokovna teoretična izhodišča zgodnjega naravoslovja v vrtcu in pomen, pristop, načrtovanje ter izvajanje raziskovalnega učenja v predšolskem obdobju. Opredelili smo vlogo vzgojitelja pri raziskovalnem delu otrok in preučili dostopnost literature s tematiko raziskovalnega učenja. V drugem delu smo predstavili rezultate empirične raziskave, ki smo jo aprila 2015 izvedli v mestnih in vaških vrtcih. Z empirično raziskavo smo ugotavljali, kako vzgojitelji opredeljujejo pojem raziskovalnega učenja, kako pogosto in kje izvajajo naravoslovne dejavnosti s tem pristopom, kaj so za njih prednosti in pomanjkljivosti pristopa ter kako ocenjujejo dostopnost strokovne literature raziskovalnega učenja za predšolske otroke. Ugotovili smo, da vzgojitelji pravilno opredeljujejo pojem raziskovalnega učenja. Naravoslovne dejavnosti pogosto izvajajo s pristopom raziskovalnega učenja; najpogosteje v naravnem okolju. Kot prednost raziskovalnega učenja navajajo povečano motivacijo otrok za spoznavanje naravoslovnih vsebin. Ocenjujejo, da je dostopne dovolj strokovne literature za raziskovalno učenje otrok v vrtcu.
Keywords:raziskovalno učenje, zgodnje naravoslovje, predšolski otrok, vzgojitelj, vrtec
Place of publishing:Maribor
Publisher:[N. Leskovar]
Year of publishing:2015
PID:20.500.12556/DKUM-48541 New window
UDC:373.2:5(043.2)
COBISS.SI-ID:21570312 New window
NUK URN:URN:SI:UM:DK:QGJUN0GS
Publication date in DKUM:13.10.2015
Views:6200
Downloads:968
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:RESEARCH LEARNING IN KINDERGARTEN
Abstract:Research learning (inquiry-based learning) is a modern method of active learning where we create conditions for children to try to solve problems independently as much as possible and in different ways. Such learning enables acquisition of quality knowledge and increases motivation of children for acquiring natural science contents. Therefore, for carrying out natural science activities in kindergarten the use of inquiry-based learning approach is more and more encouraged. The diploma paper consists of the theoretical and empirical part. In the theoretical part we presented professional theoretical starting points of early natural science in kindergarten as well as the significance, approach, planning and performing of inquiry-based learning in pre-school period. We defined the role of a pre-school teacher in inquiry-based work of children and studied the accessibility of literature concerning topics of inquiry-based learning. In the second part we presented the results of the empirical research carried out in April 2015 in city and village kindergartens. With empirical research we were establishing how pre-school teachers define the term of inquiry-based learning, in what extent and where they carry out natural science activities with this approach, what they believe advantages and disadvantages of this approach are as well as how they assess the accessibility of professional literature on the topic of inquiry-based learning for pre-school children. We established that pre-school teachers define the term of inquiry-based learning correctly. They often carry out natural science activities using the approach of inquiry-based learning and these activities are in most cases carried out in natural environment. As an advantage of inquiry-based learning they state the children’s increased motivation for getting to know natural science contents. They estimate that there is enough professional literature on inquiry-based learning of kindergarten children available.
Keywords:inquiry-based learning, early natural science, pre-school child, pre-school teacher, kindergarten


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