Stališča učiteljev in učencev 4. ter 5. razredov o projektu Kulturni dnevnik : magistrsko delo

Smeh, Lara

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Title:	Stališča učiteljev in učencev 4. ter 5. razredov o projektu Kulturni dnevnik : magistrsko delo
Authors:	ID Smeh, Lara (Author) ID Hus, Vlasta (Mentor) More about this mentor... ID Jančič Hegediš, Polona (Comentor)
Files:	MAG_Smeh_Lara_2025.pdf (2,35 MB) MD5: EE05A46E420A4580B26D137B6B19DB07
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Kulturni dnevnik je projekt, ki osnovnošolcem omogoča spoznavanje kulture izven klasičnega učnega okolja. Učenci v okviru projekta obiskujejo različne kulturne ustanove, delavnice in dogodke, kar prispeva k pridobivanju novih znanj ter razvoju različnih spretnosti. Zaradi prepoznanih pozitivnih učinkov projekta smo raziskali mnenja učencev in njihovih učiteljev. V ta namen smo anketirali 31 učiteljev in 314 učencev 4. in 5. razredov, ki so se udeležili projekta. Rezultate smo obdelali s statističnim programom SPSS. Izsledki raziskave so pokazali, da so bili tako učitelji kot učenci po končanem projektu s projektom zelo zadovoljni, saj so prepoznali številne pozitivne učinke. Učenci so visoko ocenili vpliv delavnic, posamezne delavnice, pripravljenost za samostojne obiske kulturnih ustanov in priporočila prijateljem. Učitelji pa so izpostavili izboljšanje kulturnega razumevanja pri učencih, saj so ti skozi projekt pridobili vpogled v nove kulturne vidike, v delovanje kulturnih ustanov, se naučili kulturnega bontona in najpomembneje – širili so obzorja. Prav tako so učitelji pozitivno ocenili tudi vpliv delavnic na učence. Ena izmed pomembnejših ugotovitev skozi raziskovanje je, da so si učenci najbolj zapomnili tiste delavnice, ki so jim omogočile neposredno praktično izkušnjo in aktivno sodelovanje.
Keywords:	izkustveno učenje, pouk izven učilnice, kulturno-umetnostna vzgoja, kulturna dediščina, kulturni dnevnik
Publication status:	Published
Publication version:	Version of Record
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	[L. Smeh]
Year of publishing:	2025
Number of pages:	XV, 101 str., 23 str. pril.
PID:	20.500.12556/DKUM-92667
UDC:	37.091.3:3(043.2)
COBISS.SI-ID:	237446659
Publication date in DKUM:	28.05.2025
Views:	130
Downloads:	33
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:	06.05.2025

Secondary language

Language:	English
Title:	Fourth and fifth grade teachers' and pupils' view on cultural diary ("Kulturni dnevnik") project
Abstract:	The Cultural Diary ("Kulturni dnevnik") project enables primary school pupils to learn about culture outside the traditional classroom environment. Pupils attend various cultural institutions, workshops, and events as part of the project, which helps them get new knowledge and develop multiple skills. A survey of pupils' and teachers' opinions on the project was conducted because of the recognised positive effects of the project. Therefore, 31 fourth- and fifth-grade teachers and 314 fourth- and fifth-grade pupils who participated in the Cultural Diary ("Kulturni dnevnik") project were interviewed. Their answers were processed using the SPSS statistical software. As per survey, both teachers and pupils found numerous positive results of the project and showed great satisfaction with the project. Pupils evaluated workshops as highly impactful, and reported they were more willing to visit cultural institutions on their own and that they would recommend such workshops and visits to their friends. Furthermore, teachers highlighted the improvement in the pupils' cultural understanding, citing that pupils gained insight into new cultural aspects, and the functioning of cultural institutions, learnt cultural etiquette, and, most importantly, broadened their horizons through the project. Teachers also evaluated the workshops positively and cited a significant impact on the pupils. One of the most important findings of the research was that the most memorable workshops for pupils were those that gave them a direct firsthand experience and called for their active participation.
Keywords:	experiential learning, learning outside the classroom, arts and cultural education, cultural heritage, the cultural diary ("kulturni dnevnik")

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