Učenje naravoslovja za slepe in slabovidne učence

Abstract

Učenje naravoslovja je pomembno tako za polnočutne kot tudi za slepe in slabovidne otroke, saj poleg pridobivanja naravoslovnega znanja razvijajo sposobnost razmišljanja in reševanja problemov na logičen in znanstven način. Dandanes pouk naravoslovja temelji na načelu konstruktivizma, pri katerem otroci nastopajo kot aktivni udeleženci v procesu učenja. Ker slepi in slabovidni otroci dojemajo svet na drugačen način kot polnočutni, si pri učenju naravoslovja pomagamo s prilagoditvijo metod ter učnih pripomočkov, ki omogočajo aktivno učenje slepih in slabovidnih učencev ter pripomorejo k trajnejšemu znanju, hkrati pa zmanjšujejo možnost nastanka morebitnih napačnih predstav.

Keywords

učenje naravoslovja;slepi in slabovidni učenci;izkustveno učenje;prilagoditev učnih pripomočkov;inkluzija;

Data

Language:	Slovenian
Year of publishing:	2015
Typology:	1.02 - Review Article
Organization:	UP PEF - Faculty of Education Koper
UDC:	37.091.3:5-056.262
COBISS:	1538084292
ISSN:	1855-4431
Parent publication:	Revija za elementarno izobraževanje
Views:	945
Downloads:	150
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Teaching science to blind or partially sighted students
Secondary abstract:	Science education is of equally great importance to blind or partially sighted children as it is to fully-sighted children. Nowadays, science education is based predominantly on the principle of constructivism, in which children are engaged as active participants. Such learning processes enable them to acquire scientific knowledge and develop the ability to think and solve problems in a logical manner. This paper illustrates how science education methods and tools need to be adapted for blind or partially sighted students, in order for them to become active members of the learning process, taking into account that they perceive the world differently than fully-sighted children.
Secondary keywords:	science education;blind or partially sighted students;inquiry-based learning;adjusted educational tools;inclusion;
URN:	URN:NBN:SI
Type (COBISS):	Scientific work
Pages:	str. 159-175
Volume:	ǂLetn. ǂ8
Issue:	ǂšt. ǂ4
Chronology:	dec. 2015
ID:	10869809