Uveljavljanje pouka izven učilnice pri začetnem družboslovju : doktorska disertacija

Jančič Hegediš, Polona

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Title:	Uveljavljanje pouka izven učilnice pri začetnem družboslovju : doktorska disertacija
Authors:	ID Jančič Hegediš, Polona (Author) ID Hus, Vlasta (Mentor) More about this mentor... ID Zurc, Joca (Comentor)
Files:	DOK_Jancic_Hegedis_Polona_2025.pdf (4,90 MB) MD5: 8D7043455A49C9F6DCFF7B06CC2560BD
Language:	Slovenian
Work type:	Doctoral dissertation
Typology:	2.08 - Doctoral Dissertation
Organization:	PEF - Faculty of Education
Abstract:	Začetno družboslovje se na razredni stopnji osnovnošolskega izobraževanja v Sloveniji poučuje v sklopu predmeta Spoznavanje okolja in predmeta Družba. Učna načrta obeh predmetov sta koncipirana na konstruktivistični teoriji poučevanja in učenja, ki poudarja aktivno vlogo učenca v učnem procesu. Sodobne didaktične smernice in didaktična priporočila obeh predmetov poudarjajo pomen izkustvenega učenja in spodbujajo vključevanje pouka izven učilnice kot pomembne didaktične strategije za doseganje učnih ciljev predmetov. Temeljni namen raziskave je bil proučiti uveljavljanje pouka izven učilnice pri pouku začetnega družboslovja. Empirični del temelji na kombiniranem kvantitativnem in kvalitativnem metodološkem pristopu. Z uporabo kombiniranega metodološkega pristopa je bila zagotovljena celostnost in večplastnost prečnega zbiranja podatkov za boljše razumevanje raziskovalnega problema. Uporabili smo konvergentni model kombiniranega raziskovanja. V empirično raziskavo je bil vključen reprezentativen vzorec osnovnih šol v Sloveniji in v njih zaposlenih učiteljev razrednega pouka ter vodstvenih delavcev. Rezultati kažejo, da večina učiteljev razrednega pouka in vodstvenih delavcev prepoznava pomen in koristi pouka izven učilnice, zlasti v povezavi s celostnim razvojem učencev. Učiteljev osebni interes se je izkazal kot pomemben dejavnik, ki vpliva na pogostost izvajanja pouka izven učilnice. Kljub pozitivnim stališčem in priznavanjem prednosti, se pouk izven učilnice v praksi izvaja manj pogosto, kot bi bilo za pričakovati, glede na didaktične smernice poučevanja začetnega družboslovja, saj večina učiteljev izvaja pouk izven učilnice le enkrat na mesec ali redkeje. Med najpogosteje izbranimi vsebinami izstopata področji geografije in ekologije. Rezultati kažejo, da je pri izvajanju pouka izven učilnice pri začetnem družboslovju, prevladujoča učna oblika skupinsko delo, prevladujoča didaktična strategija pa izkustveno učenje. Učitelji se čutijo dovolj usposobljeni za pouk izven učilnice pri začetnem družboslovju. Ovire in omejitve, ki so bile prepoznane pri uveljavljanju pouka izven učilnice pri začetnem družboslovju, kažejo na kompleksno prepletanje organizacijskih, sistemskih in osebnih dejavnikov.
Keywords:	osnovna šola, družboslovje, izkustveno učenje, pouk izven učilnice
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	P. Jančič Hegediš
Year of publishing:	2025
Number of pages:	1 spletni vir (1 datoteka PDF (XVIII, 284 str.))
PID:	20.500.12556/DKUM-92642
UDC:	37.091.3:[3+5]043.3)
COBISS.SI-ID:	249285635
Publication date in DKUM:	17.09.2025
Views:	380
Downloads:	170
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:	29.04.2025

Secondary language

Language:	English
Title:	Implementing teaching and learning outside the classroom in early social studies
Abstract:	Early social studies education at the primary level in Slovenia is implemented within the framework of two subjects, Environmental Studies and Social Studies. The curricula of both subjects are based on the constructivist theory of teaching and learning, which emphasises the learner's active role in the educational process. Contemporary didactic guidelines and recommendations stress the importance of experiential learning and promote the inclusion of teaching and learning outside the classroom as a key didactic strategy for achieving educational goals. The main purpose of this research was to examine the implementation of teaching and learning outside the classroom in the context of early social studies education. The empirical part of the study was based on a mixed-method approach, integrating both quantitative and qualitative methods. Using a convergent research design, the study ensured a comprehensive and layered collection of cross-sectional data to enhance understanding of the research problem. The empirical research included a representative sample of Slovenian primary schools, involving primary education teachers and school leadership. Results indicate that most primary education teachers and school leaders recognize the value and benefits of teaching and learning outside the classroom, especially in relation to the holistic development of pupils. Teachers' personal interest emerged as a key factor influencing the frequency of such teaching practices. Despite positive attitudes and acknowledged advantages, teaching and learning outside the classroom is carried out less frequently than expected based on didactic guidelines. Most teachers conduct such lessons only once a month or less. The most frequently addressed content areas include geography and ecology. Results show that the predominant teaching method is group work, while experiential learning is the most applied didactic strategy. Teachers feel sufficiently competent to teach outside the classroom in early social studies. The identified barriers and limitations to implementing teaching and learning outside the classroom in early social studies reflect a complex interaction of organisational, systemic, and personal factors.
Keywords:	primary education, social studies, experiential learning, learning outside the classroom

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