Analiza razumevanja pojma plovnost v kontekstu njegovega prenosa od vzgojitelja na otroke

Furlan, Petra; Fošnarič, Samo

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Title:	Analiza razumevanja pojma plovnost v kontekstu njegovega prenosa od vzgojitelja na otroke
Authors:	ID Furlan, Petra (Author) ID Fošnarič, Samo (Author)
Files:	Revija_za_elementarno_izobrazevanje_2014_Furlan,_Fosnaric_Analiza_razumevanja_pojma_plovnost_v_kontekstu_njegovega_prenosa_od_vzgojitelj.pdf (176,78 KB) MD5: 52D23B60E83284A422600A2EC5CE7A4B PID: 20.500.12556/dkum/a373058b-ea1d-4056-8d8d-3492821e1d5e http://rei.pef.um.si/images/Izdaje_revije/2014/1/REI_7_1_cl_8.pdf
Language:	Slovenian
Work type:	Article
Typology:	1.04 - Professional Article
Organization:	PEF - Faculty of Education
Abstract:	Kurikulum za vrtce (1999) vsebuje različna področja izobraževanja, ki se med seboj smiselno in celostno povezujejo. Narava je eno izmed področij, ki predstavlja otrokovo prvo spoznavanje sveta in prvo vodeno spoznavanje narave. Naravoslovne vsebine so namreč zelo primerne za raziskovanje, saj so predmeti in pojavi konkretni in za otroke bolj privlačni. Pouk naravoslovja bi tako lahko deloval kot izhodišče za vse druge vsebine, vendar poučevanje naravoslovja povzroča številne težave, predvsem s tem, kako vsebine predstaviti otrokom. To pogosto predstavlja izziv in odgovornost za vzgojitelje, saj mora biti podajanje vsebine prilagojeno otrokovi starosti, uporabljati morajo pravilno izrazoslovje, hkrati pa se morajo izogibati pretiranemu poenostavljanju in posploševanju. Plovnost je naravni pojav, s katerim se sreča vsak otrok, a ga je težko razložiti. V prispevku ocenjujemo poznavanje in razumevanje plovnosti pri izrednih študentih študijskega programa Predšolska vzgoja Pedagoške fakultete Univerze na Primorskem, ki se izvaja na različnih lokacijah po Sloveniji. Gre za študente, ki že poučujejo v vrtcih, in zato predpostavljamo, da so z navedeno vsebino dobro seznanjeni, saj so se z njo že srečali pri fizikalnih vsebinah med študijem. Preverili smo, na kašen način razložijo plovnost otrokom in če se njihovo znanje o plovnosti razlikuje glede na kraj izvajanja študija. Ugotovili smo, da je znanje študentov o plovnosti izredno slabo in pomanjkljivo. Poleg tega imajo študentje o plovnosti precej napačnih predstav, ki jih prenašajo na otroke. Z raziskavo potrdimo, da niti delovna doba niti kraj izobraževanja bistveno ne vplivata na njihovo razlago o plovnosti (p > 0,05).
Keywords:	predšolska vzgoja, predšolski otroci, otroški vrtci, kurikulum, naravoslovje, plovnost
Publication status:	Published
Publication version:	Version of Record
Year of publishing:	2014
Number of pages:	str. 109-122
Numbering:	Letn. 7, št. 1
PID:	20.500.12556/DKUM-68381
ISSN:	1855-4431
UDC:	373.2.016:5
ISSN on article:	1855-4431
COBISS.SI-ID:	1536371396
NUK URN:	URN:SI:UM:DK:ZXAOKK31
Publication date in DKUM:	19.09.2017
Views:	1482
Downloads:	154
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Categories:	Misc.
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Record is a part of a journal

Title:	Revija za elementarno izobraževanje
Publisher:	Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakultete Univerze, Univerza na Primorskem, Pedagoška fakulteta, Univerzitetna založba Univerze v Mariboru
ISSN:	1855-4431
COBISS.SI-ID:	239555072

Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	19.09.2017

Secondary language

Language:	English
Title:	Analysis of understanding the concept of buoyancy in the context of its transfer from pre-school teachers to children
Abstract:	Kindergarten curricula (Bahovec et al. 1999, 37) cover different areas of education that are sensibly interconnected and integrated. Science is one of the areas that represent child's first learning about the surrounding world and the first introduction to nature. Science education is a very suitable approach of introducing children into basic research work, since in nature objects and phenomena are more concrete, and hence the children are instinctively attracted. Therefore, science education could act as a starting point for all other areas of education. Teaching science comprises several difficulties, which are mainly connected with the way how contents are introduced to children. This is often a great challenge and great responsibility for pre-school teachers, because the scientific content needs to be explained in an appropriate way taking into consideration the child's age, the use of correct terminology, and at the same time avoiding inadequate generalization and over-simplification. Buoyancy is a natural phenomenon that is experienced by every child, but which, on the other hand, is quite difficult to explain. With the present study we wished to assess the knowledge considering buoyancy of the part-time students within the Pre-school Teaching educational programme at the Faculty of Education of the University of Primorska, which is performed on different locations throughout Slovenia. These students already teach in the kindergartens and should be well acquainted with buoyancy from previously passed physics courses at the Faculty of Education. We examined how they explained the buoyancy to children in kindergartens, and whether the knowledge about buoyancy is affected by their working experience or the location of their study. The results show that the students' knowledge about buoyancy is insufficient and incomplete. In addition, many misconceptions about buoyancy are transmitted to the children in the process of teaching. Furthermore, it can be stated that neither the working experience nor the location of the study affects the interpretation of buoyancy (p<0.05).
Keywords:	kindergarten curriculum, early science learning, buoyancy, the role of a teacher, misconceptions in science

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Revija za elementarno izobraževanje

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