PROJEKTNI POUK PRI PREDMETU SPOZNAVANJE OKOLJA V KONTEKSTU RAZKORAKA MED NARAVOSLOVNO-TEHNIČNIMI IN DRUŽBOSLOVNIMI VSEBINAMI

Brglez, Venesa

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Title:	PROJEKTNI POUK PRI PREDMETU SPOZNAVANJE OKOLJA V KONTEKSTU RAZKORAKA MED NARAVOSLOVNO-TEHNIČNIMI IN DRUŽBOSLOVNIMI VSEBINAMI
Authors:	ID Brglez, Venesa (Author) ID Fošnarič, Samo (Mentor) More about this mentor...
Files:	MAG_Brglez_Venesa_2016.pdf (1,45 MB) MD5: 7D3623B28609010F638C194FC5836709
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	V magistrskem delu Projektni pouk pri predmetu spoznavanje okolja v kontekstu razkoraka med naravoslovno-tehničnimi in družboslovnimi vsebinami, smo s pomočjo polstrukturiranega intervjuja raziskali, kakšno stališče imajo učitelji prvega triletja pri predmetu spoznavanje okolja do projektnega dela, koliko projektnih del letno izvedejo in kakšni so ti po obsegu. Prav tako nas je zanimalo, katere vsebine iz učnega načrta za spoznavanje okolja učitelji obravnavajo pri projektih in zakaj ter kako so za projektno delo motivirani učenci in ali učitelji opazijo večjo motiviranost pri obravnavi naravoslovnih ali družboslovnih vsebin. V raziskavo je bilo vključenih 5 učiteljev, občine Slovenske Konjice. Pridobljena empirična spoznanja razkrivajo, da se v prvem triletju osnovne šole projektno delo ne uporablja v vseh njegovih fazah izvedbe, ampak učitelji pri svojem delu uporabljajo zgolj posamezne elemente projektnega dela. Na splošno imajo učitelji pozitiven odnos do projektnega dela, saj učenci z njim pridobijo ogromno izkušenj, se navadijo na samostojno delo, se naučijo sodelovati, a se zanj zaradi pomanjkanja časa, prenatrpanih učnih načrtov, prevelikega števila učencev v razredu in dodatnega dela, ne odločajo pogosto. Učitelji izvajajo projektno delo enkrat do večkrat letno v manjšem obsegu, ki traja par ur pa do največ 14 dni. Za večje projekte se v prvem triletju ne odločajo. Učitelji v projektno delo vključujejo tako družboslovne kot naravoslovne vsebine znotraj predmeta spoznavanje okolja. Slednje sicer vključujejo v projektno delo pogosteje, saj pri njih opažajo večje zanimanje pri učencih. Učenci so na splošno motivirani za projektno delo, se pa zmeraj najde kakšen posameznik, ki za takšen način dela ni navdušen. Empirična spoznanja nam razkrivajo, da je učencem všeč konkretno, povezano z naravo in tisto, kar jim je blizu. Zato smo v praktičnem delu magistrske naloge izdelali model enodnevnega projekta, učno pot na območju občine Slovenske Konjice, katerega lahko učitelji prvega triletja, natančneje tretjega razreda, uporabijo pri pouku. Učno pot sestavlja 10 postaj, katere temeljijo na raziskovalnem in eksperimentalnem delu ter didaktičnih igrah, s pomočjo katerih učenci rešujejo pripravljene naloge in izvajajo različne dejavnosti.
Keywords:	spoznavanje okolja, razredni pouk, projektni pouk, družboslovje, naravoslovje, učna pot
Place of publishing:	Maribor
Publisher:	[V. Brglez]
Year of publishing:	2016
PID:	20.500.12556/DKUM-63618
UDC:	37.091.33-027.22:5(043.2)
COBISS.SI-ID:	22777096
NUK URN:	URN:SI:UM:DK:ZSV1WUI8
Publication date in DKUM:	17.11.2016
Views:	1888
Downloads:	254
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	PROJECT-BASE LEARNING IN THE ENVIRONMENTAL STUDIES COURSE WITHIN THE CONTEXT OF A GAP BETWEEN NATURAL SCIENCES AND HUMANITIES
Abstract:	The empirical part covers a research that was carried out using a non-random sample of five class teachers working at Primary Schools Ob Dravinji and Pod goro in Slovenske Konjice. Using a semi-structured interview, we sought to find out the position (attitude) of teachers in the first three-year period towards project-based work in Environmental Education, the volume of project-based work performed every year, and the scope of such work. Furthermore, we wanted to find out what contents from the Environmental Education curriculum were discussed by teachers in the projects, the reasons and methods motivating pupils, and whether the teachers noticed increased motivation during the discussion of contents pertaining to natural sciences or those of humanities. The empirical findings gained reveal that primary school teachers in the first three-year period do not use project-based work within its comprehensive sense or, rather, all of its implementation stages, but merely individual elements of project-based learning. Generally, teachers have a positive attitude towards project-based learning, since pupils gain a great deal of experiences through it and learn to cooperate, but do not decide on it frequently despite all benefits due to overcrowded classes and additional work required by such a teaching method. Teachers use project-based learning from one to several times a year within a minor scope that may span from a couple of lessons to no more than two weeks. Teachers do not decide on major projects in the first three-year period, as these require too much work on the part of the teacher as regards organisation, which is extremely demanding for children of that age. Within the scope of Environmental Education, teachers include topics relating to humanities and natural sciences in project-based work. The latter are included in project-based learning more frequently, as teachers have noticed increased interest in them by pupils. Pupils are generally motivated to do project-based work, but there is always one or two who are not enthusiastic about such method of work. The practical part contains a model of a learning pathway within the scope of Environmental Education for the first, second and third grades. The model relates to the area of Slovenske Konjice. The purpose of producing a model learning pathway is to help teachers plan outdoor teaching activities.
Keywords:	environmental education, class teaching, project-based learning, humanities, natural sciences, learning pathway

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