Vklučevanje šolskega vrta v kontekst izvedbe pouka spoznavanja okolja na področju Spodnjega Podravja

Petek, Aleksandra

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Title:	Vklučevanje šolskega vrta v kontekst izvedbe pouka spoznavanja okolja na področju Spodnjega Podravja
Authors:	ID Petek, Aleksandra (Author) ID Fošnarič, Samo (Mentor) More about this mentor...
Files:	MAG_Petek_Aleksandra_2022.pdf (6,45 MB) MD5: 6AA990179C509AA25E68AFF5F2E3A56D PID: 20.500.12556/dkum/06633b82-bf5d-4f9a-9108-bec34020196f
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Rdeča nit magistrske naloge je šolski vrt, ki nudi možnost izkustvenega pouka v neposredni bližini šole. Z vključevanjem šolskega vrta v učni proces lahko dosežemo, da otroci s samostojnim raziskovanje pridobivajo in oblikujejo nova znanja. Namen naloge je bil raziskati pojav šolskih vrtov v Spodnjem Podravju in kako se ti vključujejo v učni proces predmeta spoznavanje okolja. Zanimalo nas je, kako pogosto učitelji realizirajo učne cilje tega predmeta v šolskem vrtu, katere tematske sklope učitelji razrednega pouka najpogosteje povezujejo z obiskom šolskega vrta v kontekstu spoznavanja okolja, in katere so najpogostejše učne oblike, metode, deli učnega procesa ter učni pripomočki, ki jih pri obisku šolskega vrta uporabljajo. Na koncu smo navedli še prednosti in slabosti poučevanja na šolskem vrtu. V anketi je sodelovalo 61 učiteljev razrednega pouka iz 9 osnovnih šol na območju Spodnjega Podravja. Rezultati analize so pokazali, da ima 85 odstotkov vključenih osnovnih šol iz Spodnjega Podravja šolski vrt, a se učitelji ne odločijo prav pogosto za povezavo šolskega vrta s spoznavanjem okolja, saj vrt najpogosteje obiščejo le enkrat na šolsko polletje. Tematski sklopi, ki se učiteljem razrednega pouka v Spodnjem Podravju zdijo najprimernejši za obravnavo na šolskem vrtu, so živa bitja, snovi in pojavi. Izstopa skupinsko delo, ki se največkrat izvaja v povezavi z laboratorijsko-eksperimentalnimi učnimi metodami dela. Najpogosteje se učitelji odločijo za obisk šolskega vrta v sklopu obravnave novih učnih snovi, ko največkrat uporabijo naravni material, ki ga ponuja okolica. Anketirani učitelji menijo, da je velika prednost poučevanja na šolskem vrtu uporaba vseh čutil, največjo težavo pa jim predstavlja zahtevna organizacija.
Keywords:	Spoznavanje okolja, izkustven pouk, šolski vrt, učenje izven učilnice, kompostiranje.
Place of publishing:	Maribor
Publisher:	[A. Petek]
Year of publishing:	2022
PID:	20.500.12556/DKUM-81125
UDC:	37.091.3:5(043.2)
COBISS.SI-ID:	97608963
Publication date in DKUM:	21.02.2022
Views:	1151
Downloads:	119
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:	11.01.2022

Secondary language

Language:	English
Title:	Including School Garden in the Environmental Education in Spodnje Podravje Region
Abstract:	The thesis is based on a school garden that provides the opportunity for experiential learning near the school. Including the school garden into the learning process can contribute to children gaining knowledge by exploring individually. The central purpose of the thesis was to analyze the occurrence of school gardens in the Spodnje Podravje region and find out how they are included in environmental education. We wanted to find out how often teachers realize learning goals of this subject in the school garden, which learning fields they connect it with, and which are the most common teaching and learning methods, parts of the learning process and learning materials used during the learning process in the school garden. In the end, we have also listed the pros and cons of lessons performed in the school garden. We have included 61 elementary teachers from 9 primary schools in the Spodnje Podravje region. The analysis results have shown 85 percent of included primary schools possess a school garden. However, teachers do not connect it to environmental education very often. They usually visit the school garden once every semester. Thematic fields of study that are the most commonly presented in the school garden are living creatures, substances and phenomena. They mostly use group work in connection to laboratory-experimental learning methods. Teachers often decide to perform lessons in the school garden when presenting subject matter. They usually include natural materials found in the surrounding environment. Teachers we have interviewed think that the use of all sense organs is the strongest advantage of teaching in the school garden, while organizing these lessons may be very demanding.
Keywords:	Environmental education, experiential learning, school garden, learning outside the classroom, composting.

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