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Title:Formativno spremljanje otrok pri naravoslovnih kotičkih v vrtcu : diplomsko delo
Authors:ID Šenica, Katja (Author)
ID Golob, Nika (Mentor) More about this mentor... New window
Files:.pdf VS_Senica_Katja_2022.pdf (3,47 MB)
MD5: 65F4232371A1E952BA1E255492667250
 
Language:Slovenian
Work type:Bachelor thesis/paper
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Diplomsko delo Formativno spremljanje otrok pri naravoslovnih kotičkih v vrtcu se navezuje na spodbujanje raziskovanja pri otrocih, starih 4–5 let, in omogočanje otrokom več naravoslovnih izkušenj preko pripravljenih naravoslovnih kotičkov. Naloga je razdeljena na tri dele. Teoretični del zajema vsebine značilnosti učenja predšolskih otrok, formativno spremljanje in opis naravoslovja v predšolskem obdobju. Otroci so že po naravi raziskovalci, če pa jim ponudimo še spodbudno okolje, lahko pridobijo več izkušenj in sami pridejo do rešitev. S tem smo s formativnim spremljanjem zagotovili otrokom ustrezno podporo za njihov razvoj in učenje v danih trenutkih. V empiričnem delu je predstavljen moj namen raziskovalnega dela, v zadnjem delu pa opis dejavnosti in rezultati, ki smo jih pridobili preko beleženja na opazovalne protokole prvi in peti dan raziskovanja. Protokoli so sestavljeni po kriterijih formativnega spremljanja otrokovega napredka. Ugotavljala sem, v katerih od treh ponujenih kotičkov bodo otroci bolj aktivni in v katerem od kotičkov bo bolj opazno učenje otrok od otroka. V raziskavi so sodelovali otroci, stari 4–5 let, Vrtca Gumbek v Osnovni šoli Dolenjske Toplice. Sodelovalo je 22 otrok, od tega 11 deklic in 11 dečkov. Raziskava je pokazala, da so bili najbolj aktivni v kotičku s polži, tukaj je bilo opazno tudi največ učenja otrok od otrok.
Keywords:naravoslovje, naravoslovni kotički, formativno spremljanje, raziskovanje
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[K. Šenica]
Year of publishing:2022
Number of pages:1 spletni vir (1 datoteka PDF (X, 71 str.))
PID:20.500.12556/DKUM-83367 New window
UDC:373.2:5(043.2)
COBISS.SI-ID:140543491 New window
Publication date in DKUM:03.02.2023
Views:1460
Downloads:285
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:07.11.2022

Secondary language

Language:English
Title:Formative Assessment of Children in Science Corners in Preschool
Abstract:This paper, titled Formative Assessment of Children in Science Corners in Preschool, addresses encouraging 4- to 5-year-old children to explore and providing them with more scientific experience through prepared science corners. The paper comprises three parts. The theoretical part presents characteristics of preschool children’s learning process, formative assessment and science in the preschool period. Children are explorers by nature; therefore, if you provide them with an even more encouraging environment, they are can gain more experience and arrive at solutions themselves. By carrying out formative assessment, we provided children with appropriate support in their development and learning in certain moments. The empirical part presents the purpose of the research part, and the last chapter describes activities and results achieved through recording observation protocols on the first and fifth days of exploring. The protocols were created according to children’s progress formative assessment criteria. I tried to determine in which of these three provided corners children were the most active and in which of these three corners learning from other children was more noticeable. The research comprised children aged from four to five years and attending the Gumbek Preschool in the Dolenjske Toplice Primary School. In total, 22 children participated, of which 11 girls and 11 boys. The research showed that the children were the most active in the corner with snails, and it was in the same corner where children learned the most from each other.
Keywords:natural science, natural science corners, formative monitoring, research


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