magistrsko delo
Lana Matjašič Filipič (Author), Karmen Kolnik (Mentor)

Abstract

Geografsko izobraževanje je za družbo izjemnega pomena. Zaradi svoje izjemno široke izobraževalne vsebine je geografija tako naravoslovna kot družboslovna veda. Za uresničevanje ciljev pri predmetu geografija so izjemnega pomena pristopi k učenju in poučevanju geografije. Za pouk geografije je pomembno, da ne temelji zgolj na učenju in pomnjenju dejstev. Pomembno je, da učenci pri pouku geografije s pomočjo raziskovalnega dela samostojno prihajajo do spoznanj na področju zakonitosti v naravi in družbi. V teoretičnem delu smo predstavili predmet geografije v osnovni šoli z vidika izobraževalnih ciljev in vsebin, ki so zapisani v učnem načrtu za predmet geografija v osnovni šoli. S teoretičnega vidika smo osvetlili učne oblike in metode pouka. Poudarili smo tiste učne oblike in metode, ki so posebej značilne za pouk geografije. V empiričnem delu nas je zanimalo, pri kateri od izbranih učnih oblik so učenci dosegli najvišji učni rezultat. Ugotovili smo, da so najvišji učni rezultat dosegli pri frontalni učni obliki pouka z uporabo računalnika kot učnim sredstvom. Do učnega rezultata pri pouku geografije smo prišli z merjenjem in vrednotenjem znanja. Prav je, da proces vrednotenja zaključimo s povratno informacijo, ki učitelju služi za nadaljnje načrtovanje in izboljšanje vzgojno-izobraževalnega dela, učencu pa za analizo lastnega znanja in postavitev ciljev za nadaljnje delo. Ključne besede: geografija, geografsko izobraževanje, učenje, učne oblike, učne metode, proces, preverjanje, ocenjevanje in vrednotenje.

Keywords

geografija;geografsko izobraževanje;učenje;učne oblike;učne metode;učni proces;preverjanje;ocenjevanje;vrednotenje;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [L. Matjašič Filipič]
UDC: 37.091.3:91(043.2)
COBISS: 22934280 Link will open in a new window
Views: 1322
Downloads: 260
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Other data

Secondary language: English
Secondary abstract: Geography education is of great importance to society. Due to its broad educational content, geography covers both social and natural sciences. To achieve learning objectives in geography lessons, approaches to learning and teaching are of importance. It is therefore crucial that geography lessons do not cover learning about the facts. Instead, lessons should encourage students to acquire knowledge about the laws of nature and society through their own research. The theoretical part presents a geography lesson in primary school in terms of learning objectives and content as written in the curriculum. Theoretical aspect was used to highlight learning forms and methods of teaching. Emphasized were the forms and methods that are typical of geography subject. In the empirical part we were interested in which of the selected forms and methods students achieved the highest learning outcome. We discovered that the highest outcome has been achieved during the teacher-centered lesson that used the computer as a teaching medium. Learning outcome during the lesson was obtained through measurement and evaluation. It is important that the evaluation process is completed with a feedback; such feedback can then be used for teachers' subsequent planning and improving their educational work, while at the same time, offers students a chance to analyze their work and set new objectives for further work.
Secondary keywords: geography;geography education;learning;forms of learning;learning methods;learning process;testing knowledge;assessment;evaluation;master theses;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za geografijo
Pages: 123 f., 5 f. pril.
ID: 10877579