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Title:Vpeljava t. i. "zelene učilnice z medpredmetnim povezovanjem" v učni sistem in njeni vplivi na učno uspešnost : magistrsko delo
Authors:ID Kadilnik, Veronika (Author)
ID Ambrožič-Dolinšek, Jana (Mentor) More about this mentor... New window
Files:.pdf MAG_Kadilnik_Veronika_2021.pdf (1,93 MB)
MD5: 34CD859912084C999C3DBC693803BA5F
PID: 20.500.12556/dkum/25459d4f-65d0-4d47-b752-4ab2773427d0
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V magistrskem delu je predstavljeno vpeljevanje »zelene učilnice z medpredmetnim povezovanjem« v prvo vzgojno-izobraževalno obdobje, ki smo ga izvajali na Osnovni šoli Pod goro v Slovenskih Konjicah, in sicer v prvem razredu. Namen magistrskega dela je spodbuditi šole, da učno snov sprejemajo v naravi z opazovanjem in izkustvenim učenjem in da bi v svoj učni proces vpeljali več dejavnosti zunaj, tj. z učenjem na praktični način. Cilj magistrskega dela je ugotoviti razlike v znanju učencev, ki so snov in znanje pridobivali na tradicionalni način v učilnici, in ga primerjati z znanjem učencev, ki so snov in znanje pridobivali na praktičen način z dejavnostmi zunaj učilnice. V enem razredu je bila učna snov na temo jeseni predelana zunaj v »zeleni učilnici«, drugi razred pa je kot kontrolna skupina enako snov oziroma sklop snovi predelal v učilnici na tradicionalni način. Učenje zunaj v »zeleni učilnici« je potekalo v parku v Slovenskih Konjicah, kjer smo za učence pripravili medpredmetno povezovanje na učno temo jeseni. S pred- in potestom smo ugotavljali razliko v znanju pri eksperimentalni in kontrolni skupini ter ovrednotili učni proces pri pouku v naravi. S formativnim spremljanjem učencev smo ugotavljali predznanje in komunicirali z otroki o novi snovi. Učenci so novo znanje pridobivali pri vseh predmetih prvega razreda. Za učence smo pripravili senzorno pot, ki jih je omogočila zaznavanje različnih tekstur naravnih materialov; pri matematiki so s pomočjo naravnih materialov (storži, vejice, kamni, vrvice itd.) sestavljali števila in šteli; pri slovenščini so spoznavali prvi, zadnji in srednji glas v besedi s pomočjo naravnih materialov in dramatizirali Mojco Pokrajculjo v naravnem okolju. Pri glasbi so učenci peli pesmice in si pomagali z ritmom, ki so ga ustvarjali s kamenčki, orehovimi lupinicami itd. Pri predmetu spoznavanje okolja so učenci spoznavali različne vrste dreves in listov itd., pri športni vzgoji pa so učenci uživali pri igrah v naravi in se sprostili. Ugotovili smo, da je znanje učencev, ki so snov pridobivali pri pouku izven učilnice v naravi, večje od znanja učencev, ki so snov pridobivali na tradicionalni način.
Keywords:prvo vzgojno-izobraževalno obdobje, pouk izven učilnice, izkustveno učenje, medpredmetno povezovanje, formativno spremljanje, jesen
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[V. Kadilnik]
Year of publishing:2021
Number of pages:1 spletni vir (1 datoteka PDF (XIII, 58 str.))
PID:20.500.12556/DKUM-79641 New window
UDC:37.091.3:374(043.2)
COBISS.SI-ID:86227459 New window
Publication date in DKUM:24.11.2021
Views:1102
Downloads:132
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:06.08.2021

Secondary language

Language:English
Title:The introduction of the so-called "green classroom with interdisciplinary integration" into the learning system and its impact on the learning performance
Abstract:The master's thesis presents the introduction of a »green classroom with interdisciplinary integration« in the first educational cycle, which was carried out in the first grade at the Pod gora Primary School in Slovenske Konjice. The purpose of the master's thesis is to encourage schools to teach the learning content in nature through observation and experiential learning, and to introduce more outdoor activities into the learning process, i.e. through applied learning. The aim of the thesis is to identify differences in the knowledge of students who acquired material and knowledge in the traditional way in the classroom and to compare it with the knowledge of students who acquired material and knowledge in a practical way through outdoor activities. In one class, the learning content about autumn was acquired outside in the »green classroom«, while the other class, as a control group, acquired the same content or part of the content in the classroom in the traditional way. The outdoor learning in the »green classroom« was carried out at a park in Slovenske Konjice, where we had prepared interdisciplinary integration for students with the learning content of about autumn. The pretest and posttest were used to determine the difference in knowledge in the experimental and control group, and to evaluate the learning process in outdoor lessons. Through formative monitoring of students, we determined their prior knowledge and communicated with children about the new learning content. The students acquired new knowledge in all first grade subjects. We had prepared a sensory path for students, which enabled the perception of different textures of natural materials; in mathematics, they used natural materials (cones, twigs, stones, strings, etc.) to form numbers and counted them; in Slovene language, they learned the first, last, and middle sounds in words using natural materials, and dramatized the story of Mojca Pokrajculja in the natural environment. In music, the students were singing songs and were creating the rhythm by using pebbles, walnut shells, etc. In environmental education, the students learned about different types of trees and leaves, etc., and in physical education, students enjoyed playing in nature and relaxing. We established that the knowledge of students who acquired the learning content by learning outside the classroom in nature is greater than the knowledge of students who acquired the learning content in the traditional way.
Keywords:first educational cycle, outdoor education, experiential learning, interdisciplinary integration, formative monitoring, autumn


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