Poučevanje kartografije v 2. triletju osnovne šole na primeru 4. in 5. razreda osnovne šole

Kološa, Metka

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Title:	Poučevanje kartografije v 2. triletju osnovne šole na primeru 4. in 5. razreda osnovne šole
Authors:	ID Kološa, Metka (Author) ID Kolnik, Karmen (Mentor) More about this mentor...
Files:	MAG_Kolosa_Metka_2020.pdf (2,37 MB) MD5: B73EF4867C2466F417B8550B96EEB13C PID: 20.500.12556/dkum/66639f05-cf0f-4e75-bba7-ebf7683fe380
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Kartografsko opismenjevanje je dolg in zahteven učni proces, s katerim se učenci v manjši meri srečajo že v prvem triletju, bolj podrobno pa se z njim spoznajo v 4. in 5. razredu osnovne šole. Bistvo kartografskega opismenjevanja je posameznika usposobiti za uporabo kartografskih prikazov. Namen magistrskega dela je na osnovi načrtovanega in izvedenega pedagoškega eksperimenta ugotoviti, kako kartografsko opismenjeni so učenci 4. in 5. razreda izbrane osnovne šole in ali lahko s pomočjo dodatnega gradiva in terenskega dela izboljšamo njihovo kartografsko pismenost. Z analizo veljavnega Učnega načrta družba za 4. in 5. razred smo ugotavljali številčno zastopanost učnih ciljev, vezanih na kartografijo in njihovo vsebinsko ustreznost. Rezultati analize Učnega načrta družba so pokazali, da kartografski učni cilji za 4. in 5. razred skupaj predstavljajo le 12,5 % vseh operativnih ciljev. V praktičnem delu naloge sta bili uporabljeni metodi pedagoškega eksperimenta in kvalitativna metoda – intervju z učiteljico učencev, ki so bili vključeni v pedagoški eksperiment. V slednjega je bila vključena kombinirana učna skupina učencev, ki v šolskem letu 2019/20 obiskujejo 4. in 5. razred. Skupno je sodelovalo 10 učencev, štirje učenci 4. razreda in šest učencev 5. razreda. Rezultati praktičnega dela so pokazali, da so vsi učenci izboljšali svojo kartografsko pismenost. Ugotovili smo tudi, da je terensko delo bistveno pripomoglo k boljši kartografski pismenosti, kjer pa se je pokazalo tudi, da so se učenci bolje orientirali z ročnim kompasom v primerjavi z uporabo GPS-a na mobilnih napravah. Učiteljica, ki poučuje predmet družba v kombiniranem oddelku, meni, da so izdelano učno gradivo in učne priprave primerne za uporabo tudi v prihodnje
Keywords:	kartografsko opismenjevanje, orientacija, učni načrt, kompas, GPS
Place of publishing:	Maribor
Publisher:	[M. Kološa]
Year of publishing:	2020
PID:	20.500.12556/DKUM-76575
UDC:	91:528.94:373.3(043.2)
COBISS.SI-ID:	23864579
NUK URN:	URN:SI:UM:DK:AVTSTE6C
Publication date in DKUM:	30.07.2020
Views:	1135
Downloads:	173
Metadata:
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:	10.06.2020

Secondary language

Language:	English
Title:	Teaching of cartography in the 2. treee-year period of elementary school based on the example of students of the 4. and 5. grade of elementary school
Abstract:	Cartographic literacy is a long and complex learning process. The students are introduced to it already in the first three-year period to a lesser extent, but a more in-depth engagement follows in the 4th and 5th year of primary school. The essence of cartographic literacy is to train a person for the use of cartographic images. The purpose of this master’s thesis is to determine, based on a planned and executed pedagogical experiment, how much cartographic literacy do the students of the 4. and 5. year of primary school possess and is it possible to enhance their cartographic literacy with the help of some additional material and field work. With the analysis of the current syllabus for the 4th and 5th class of primary school we determined the number of learning goals connected with cartography and their content adequacy. The results of the analysis of the syllabus Society showed that the cartographic learning goals for the 4th and 5th class represent only 12,5 % of all operative goals. The practical part of the thesis included the method of a pedagogical experiment and a qualitative method – an interview with the teacher of the students included in the pedagogical experiment. The latter included a combined student learning group, which attended the 4th and 5th class in the year 2019/20. A total of 10 students were included in the experiment, four from the 4th class and six from the 5th class. The results of the practical part showed that all students improved their cartographic literacy. We also determined that the field work has significantly contributed to a better cartographic literacy, but it also showed that the students were able to orient themselves better with the help of a compass rather than a GPS app on their mobile phones. The teacher of the subject Society in a combined department believes that the set learning materials and learning preparations are adequate for future use.
Keywords:	cartographic literacy, orientation, syllabus, compass, GPS

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