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Title:Pomen trajnostnega razvoja in izkustveno učenje na razredni stopnji s poudarkom na obisku turniškega parka in ribnika
Authors:ID Škerget, Urška (Author)
ID Fošnarič, Samo (Mentor) More about this mentor... New window
Files:.pdf MAG_Skerget_Urska_2018.pdf (2,39 MB)
MD5: 15F9D44BC5B631D60FE3C5543CF0EB33
PID: 20.500.12556/dkum/3688d17b-08d8-434b-ac7d-0745129e4291
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Magistrsko delo z naslovom Pomen trajnostnega razvoja in izkustveno učenje na razredni stopnji s poudarkom na obisku turniškega parka in ribnika je razdeljeno na tri dele – teoretični del, pedagoški eksperiment in empirični del. Teoretični del smo razdelili na tri sklope: družboslovni, pedagoško-didaktični in kulturno-geografski sklop. V prvem sklopu definiramo trajnostni razvoj, ključne ideje, izhodišča in smernice ter cilje vzgoje in izobraževanja za trajnostni razvoj. Pedagoško-didaktični sklop zajema izkustveno učenje, njegove značilnosti, načela, metode in faze. Nadaljujemo z dnevi dejavnosti, njihovim načrtovanjem in organizacijo. V nadaljevanju podrobneje predstavimo naravoslovne dni in učni predmet Spoznavanje okolja, njegovo opredelitev, splošne cilje in didaktična priporočila, ki so navedena v učnem načrtu za predmet spoznavanje okolja. V kulturno-geografskem sklopu natančneje predstavimo okolje, v katerem smo izvedli naravoslovni dan. Za teoretičnim delom je pedagoški eksperiment, v katerem predstavimo namen eksperimenta, podrobno učno pripravo, izvedbo in evalvacijo naravoslovnega dne, ki se je izvajal v turniškem parku in ribniku. Pedagoškemu eksperimentu sledi empirični del, v katerem nas je zanimalo, kakšna je uspešnost reševanja preizkusa znanja v celoti in pri posameznih nalogah, po naravoslovnem dnevu, ter ali obstaja korelacija med preizkusom znanja in vsoto ocen. Ugotovili smo, da je uspešnost reševanja preizkusa znanja zelo visoka in da obstaja pozitivna korelacija med preizkusom znanja in vsoto ocen. Zato lahko sklepamo, da naravoslovni dnevi nudijo dovolj možnosti za pridobitev znanja učencev na različnih nivojih.
Keywords:trajnostni razvoj, izkustveno učenje, turniški park, učenci, naravoslovni dnevi
Place of publishing:Maribor
Publisher:[U. Škerget]
Year of publishing:2018
PID:20.500.12556/DKUM-69305 New window
UDC:37.091.3:502.131.1(043.2)
COBISS.SI-ID:23616776 New window
NUK URN:URN:SI:UM:DK:GQISRQQ1
Publication date in DKUM:29.01.2018
Views:1312
Downloads:215
Metadata:XML DC-XML DC-RDF
Categories:PEF
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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:19.12.2017

Secondary language

Language:English
Title:Meaning of sustainable development and experiential learning in first period in primary school with an emphasis on visiting turnišče park and turnišče pond
Abstract:The master thesis entitled Meaning of Sustainable Development and Experiential Learning in First Period in Primary School Education with an Emphasis on Visiting Turnišče Park and Turnišče Pond is divided into three parts: the theoretical part, the pedagogical experiment and the empirical part. The theoretical part is divided into three sections: social science, pedagogical-didactic and cultural-geographical part. In the first section, sustainable development, key ideas, starting points and guidelines, and the objectives of education for sustainable development are defined. The pedagogical-didactic section covers experiential learning, its characteristics, principles, methods and phases. These are followed by the activity days, their planning and organization. Thirdly, we outline science days more extensively and the subject of environmental education, its definition, general objectives and didactic recommendations, which are listed in the curriculum for the subject of environmental education. In the cultural-geographical part, the environment in which we carried out a science day is presented in more detail. The theoretical part is followed by the pedagogical experiment in which we present the purpose of the experiment, detailed lesson plan, execution and evaluation of the science day, which was carried out in the Turnišče Park and Turnišče Pond. The pedagogical experiment is followed by the empirical part in which we wanted to examine students’ success on tests in general and in individual tasks after the science day was carried out. Also, we wanted to find out whether there is a correlation between the knowledge test and the sum of students’ grades. It was noted that students’ success rate on tests is very high and that there is a positive correlation between the knowledge test and the sum of students’ grades. Therefore, it can be concluded that science days provide enough opportunities for students to acquire knowledge at different levels.
Keywords:sustainable development, experiential learning, the Turnišče Park, pupils, science days


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