Sodobni pristopi razvoja kurikula za izobraževanje o podnebnih spremembah in interaktivni moduli v podporo poučevanju v zadnjem triletju osnovne šole : magistrsko delo

Škrobar, Jakob

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Title:	Sodobni pristopi razvoja kurikula za izobraževanje o podnebnih spremembah in interaktivni moduli v podporo poučevanju v zadnjem triletju osnovne šole : magistrsko delo
Authors:	ID Škrobar, Jakob (Author) ID Golob, Nika (Mentor) More about this mentor... ID Nemet, Andreja (Comentor)
Files:	EMAG_Skrobar_Jakob_2024.pdf (3,21 MB) MD5: 16D262E00B6B6359D60CF68222C9B3B9
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FNM - Faculty of Natural Sciences and Mathematics
Abstract:	Izobraževanje o podnebnih spremembah (IPS) učence opolnomoči z znanjem o podnebnih spremembah in jih navdihne za bolj trajnostno delovanje in vedenje. V magistrskem delu smo z novejšimi pristopi predstavili razvoj kurikula IPS. Predlagamo odprt kurikul IPS, ki ima zapisane osnovne cilje, temeljno učno vsebino in novejše smernice poučevanja IPS. Pri vsebini smo definirali podnebne spremembe, razložili učinek tople grede, zapisali vzroke in posledice podnebnih sprememb, navedli strategije za blaženje in prilagajanje na podnebne spremembe ter omenili, da obstajajo interesne skupine, ki poskušajo vzbuditi dvom v znanost o podnebnih spremembah. Pri učnem procesu smo identificirali več primernih aktivnih metod poučevanja in učenja IPS, ki temeljijo na uporabi informacijsko komunikacijske tehnologije, socialni interakciji ter učenju zunaj formalnih učnih prostorov. Cilj teh metod je razvijanje podnebne pismenosti in trajnostnega vedenja učencev. V praktičnem delu magistrske naloge smo s spletnim orodjem H5P ustvarili tri interaktivne module. Te smo preizkusili v 7., 8. in 9. razredu na eni izmed podeželskih pomurskih šol. Opravili smo pred in potest. V povprečju so največ znanja in napredka pokazali učenci 9. razreda, najmanj pa učenci 7. razreda. Učenci v vseh treh razredih so pokazali veliko znanja pri prepoznavanju obnovljivih virov energije, težave pa so imeli pri določanju toplogrednih plinov v ozračju. V potestu so učenci navedli, da med razmišljanjem o podnebnih spremembah najpogosteje občutijo zaskrbljenost in nemoč. Pri pouku bi radi obravnavali več vsebin povezanih s podnebnimi spremembami, še posebej jih zanimajo posledice podnebnih sprememb.
Keywords:	Izobraževanje o podnebnih spremembah, kurikul, interaktivni moduli.
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	[J. Škrobar]
Year of publishing:	2024
Number of pages:	XII, 133 str.
PID:	20.500.12556/DKUM-86786
UDC:	37.091.3:551.583(043.2)
COBISS.SI-ID:	185478659
Publication date in DKUM:	14.02.2024
Views:	720
Downloads:	128
Metadata:
Categories:	FNM
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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:	18.01.2024

Secondary language

Language:	English
Title:	Modern approaches to curriculum development for climate change education and interactive modules to support teaching in lower secondary schools
Abstract:	Climate Change Education (CCE) empowers students with knowledge about climate change and inspires them to act more sustainably. In our master's thesis, we presented the development of the CCE curriculum using modern approaches. We propose an open CCE curriculum that outlines basic objectives, fundamental learning content and current teaching guidelines for CCE. In the content, we have defined climate change, explained the greenhouse effect, outlined the causes and consequences of climate change, listed strategies to mitigate and adapt to climate change, and mentioned that there are interest groups trying to cast doubt on the science of climate change. In the teaching process, we have identified several appropriate active teaching and learning methods for CCE based on the use of information and communication technology, social interaction and learning outside formal learning spaces. The aim of these methods is to develop climate literacy and sustainable behaviour in students. In the practical part of the master's thesis, we developed three interactive modules using the H5P online tool. These modules were tested in 7th, 8th and 9th grade at one of the rural schools in the Pomurje region. We conducted pre- and post-tests. On average, the 9th grade students showed the most knowledge and progress, while the 7th grade students showed the least. Students in all three grades showed a strong understanding of renewable energy sources, but had difficulty identifying greenhouse gases in the atmosphere. In the post-test, students indicated that they are mostly worried and feel powerless when they think about climate change. In class, students would like to explore more topics related to climate change, with a particular focus on the consequences of climate change.
Keywords:	Climate Change Education, curriculum, interactive modules.

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