Prepričanja študentov razrednega pouka o konstruktivističnem poučevanju predmeta spoznavanje okolja : magistrsko delo

Stepišnik, Katarina

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Title:	Prepričanja študentov razrednega pouka o konstruktivističnem poučevanju predmeta spoznavanje okolja : magistrsko delo
Authors:	ID Stepišnik, Katarina (Author) ID Hus, Vlasta (Mentor) More about this mentor... ID Jančič Hegediš, Polona (Comentor)
Files:	MAG_Stepisnik_Katarina_2025.pdf (1,54 MB) MD5: D9D56A189F0F0573512C53A73B4EE715
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Konstruktivizem kot pedagoški pristop poudarja, da učenec znanje oblikuje samostojno, na temelju izkušenj, raziskovanja in socialnih interakcij. Vloga učitelja je predvsem v usmerjanju, spodbujanju mišljenja ter ustvarjanju učnega okolja, ki omogoča aktivno in smiselno učenje. V razrednem pouku, zlasti pri predmetu Spoznavanje okolja v prvem vzgojno-izobraževalnem obdobju, se konstruktivistični pristopi odražajo v uporabi odprtih vprašanj, raziskovalnih nalog, opazovanja v naravnem okolju, dela v skupinah, problemskega in projektnega učenja. V teoretičnem delu smo predstavili ključne koncepte konstruktivizma in prikazali, kako so ti vključeni v cilje, vsebine in didaktična priporočila za pouk Spoznavanja okolja. Empirični del temelji na kvantitativni raziskavi, v kateri smo s pomočjo anketnega vprašalnika, ki vključuje lestvico STEBI-B ter izbrane trditve o vlogi učenca in učitelja, analizirali stopnjo strinjanja s konstruktivističnimi pristopi poučevanja. Podatke smo analizirali glede na različne demografske in izkustvene spremenljivke (npr. letnik študija, okolje osnovne šole, osebna naklonjenost do predmeta, dejavnik izkušnje). Rezultati kažejo, da študenti v veliki meri podpirajo konstruktivistične pristope, pri čemer so razlike v odgovorih statistično značilne predvsem glede na izkušnjo s predmetom in osebno naklonjenost. Ugotovitve nakazujejo, da je ključnega pomena ustrezna priprava bodočih učiteljev na uporabo sodobnih, aktivnih pristopov poučevanja, ki spodbujajo samostojnost, ustvarjalnost in raziskovalno naravnanost učencev.
Keywords:	konstruktivizem, razredni pouk, Spoznavanje okolja, učiteljeva prepričanja, STEBI-B
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	K. Stepišnik
Year of publishing:	2025
Number of pages:	1 spletni vir (1 datoteka PDF (X, 122 str.))
PID:	20.500.12556/DKUM-93245
UDC:	37.091.3:[3+5](043.2)
COBISS.SI-ID:	244990979
Publication date in DKUM:	06.08.2025
Views:	242
Downloads:	84
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:	16.06.2025

Secondary language

Language:	English
Title:	Student teachers’ beliefs about constructivist teaching of the subject environmental studies
Abstract:	The theoretical part of the thesis is grounded in constructivist pedagogy, which emphasizes the learner’s active engagement in the construction of knowledge. Learning is seen as a dynamic process shaped by experience, inquiry, and social interaction. In the context of Spoznavanje okolja (Environmental Studies) in the first cycle of primary school, constructivist principles are reflected in teaching methods that promote observation, critical thinking, hands-on activities, and real-world connections. The teacher’s role is to facilitate a supportive and stimulating learning environment that fosters collaboration, curiosity, and student autonomy. The theoretical section also presents the curricular and didactic framework of the subject, highlighting how constructivist strategies can be effectively applied in early science education. The empirical part is based on a quantitative study, in which we used a survey questionnaire incorporating the STEBI-B scale and selected statements about the roles of the student and teacher to analyse the level of agreement with constructivist teaching approaches. The data was analysed with respect to various demographic and experiential variables (e.g., year of study, school environment, personal preference for the subject, and experience-related factors). The results show that students largely support constructivist approaches, with statistically significant differences in responses primarily linked to experience with the subject and personal preference. The findings indicate that properly preparing future teachers to use modern, active teaching approaches—which promote student independence, creativity, and inquiry-based learning—is of key importance.
Keywords:	constructivism, primary education, Environmental studies, teacher beliefs, STEBI-B

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