magistrsko delo
Kerin Škantelj Čretnik (Author), Vesna Štemberger (Mentor)

Abstract

V magistrskem delu smo želeli poudariti vpliv šole v naravi na osebnostni in socialni razvoj otrok. Ker pa se šole v naravi med seboj zelo razlikujejo, smo želeli pridobiti podatke o organizaciji, izvedbi in analizi šole v naravi od vseh treh skupin (učitelji, starši, učenci), ki so v to vzgojno-izobraževalno obliko tako ali drugače vključeni iz različnih regij Slovenije. V teoretičnem delu je na začetku kratek uvod s predstavitvijo problema, zakaj je šola v naravi tako pomembna in je ne smemo izpustiti ali nadomestiti s tečajem. V nadaljevanju je predstavljen razvoj šole v naravi, zakonske podlage in učni načrt. Temu sledijo načela in splošni vzgojno-izobraževalni cilji šole v naravi. V nadaljevanju so podrobno predstavljene vzgojno-izobraževalne vsebine, ki so razdeljene na posamezna področja. Zbrana so tudi zapisana priporočila, ki vključujejo kadrovsko zasedbo, kraj, čas, trajanje in starost učencev. V nadaljevanju je predstavljena organizacijska in vsebinska priprava šole v naravi, ki ji sledijo smernice in pomoč pri izvedbi. Posebno poglavje je namenjeno plavanju. Poleg tega so zbrani predlogi za igre v/ob/na vodi in na igrišču. Na koncu naloge so predstavljene aktivnosti po šoli v naravi in pomanjkljivosti, ki se pojavljajo pri organizaciji in izvedbi šole v naravi. V empiričnem delu je sodelovalo 172 staršev, 102 učitelja in 196 učencev 4. in 5. razreda iz desetih osnovnih šol iz različnih regij Slovenije, tako da smo zajeli skoraj vso državo. Zanimalo nas je, ali se med mnenji učiteljev, staršev in učencev pojavljajo statistično pomembne razlike glede različnih področij, povezanih s šolo v naravi. Podatke smo zbrali s tremi različnimi anketnimi vprašalniki, ki so imeli nekaj vprašanj enakih, da smo lahko naredili primerjalno analizo. Pri nekaterih vprašanjih pa smo odgovore primerjali znotraj dveh ali ene skupine anketirancev. Z anketnim vprašalnikom smo dobili podatke o šoli v naravi, ki so povezane z organizacijo, izvedbo in analizo šole v naravi. Rezultati so pokazali, da se med učitelji, učenci in starši pojavljajo statistično pomembne razlike glede mnenja o vrsti nastanitve, trajanju šole v naravi, napredku na področju samostojnosti, možnosti povratne informacije učencev in staršev, zamenjave šole v naravi s tečajem plavanja v domačem kraju in ukinitvi šole v naravi. Med njimi se pojavljajo tudi razlike glede predlogov za izboljšave oziroma spremembe, ki si jih želijo, da bi se učenci v šoli v naravi naučili še več. Med učitelji in starši se pojavljajo statistično pomembne razlike glede mnenja o primerni starosti učencev ob odhodu v šolo v naravi. Pri vzgojnih prvinah, ki jih starši in učitelji najbolj cenijo v šoli v naravi, so se med njimi pri nekaterih vzgojnih prvinah pojavile statistično pomembne razlike, pri drugih pa ne. Med učitelji in starši se glede pomembnosti informiranja staršev niso pojavile statistično pomembne razlike. Med učitelji so se pojavile razlike glede načina pridobivanja informacij o posebnostih učencev, izvajanju diferenciacije in individualizacije, težav, s katerimi se srečujejo pri izvedbi šole v naravi, seznanitvijo z vzroki učencev, ki se šole v naravi ne udeležijo, načina organizacije pouka za učence, ki se šole v naravi ne udeležijo, izvajanju analize in način slednje in mnenju o usposobljenosti za sodelovanje in organizacijo.

Keywords

plavanje;kakovost;mnenje vseh udeležencev;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Škantelj Čretnik]
UDC: 37.015.31:379.83(043.2)
COBISS: 32053507 Link will open in a new window
Views: 220
Downloads: 25
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Other data

Secondary language: English
Secondary title: Outdoor education and analysis of opinions of the students, parents, and teachers
Secondary abstract: In the master’s thesis, we wished to emphasize the influence of the outdoor school on the personal and social growth of children. Because outdoor schools differ very much, however, we wished to gain information on organization, performance, and the analysis of the outdoor school from all three groups (teachers, parents, and students) from different parts of Slovenian regions who are engaged in this educational form in any way. At the beginning of the theoretical part, there is a short introduction with the presentation of the problem of why outdoor school is so important and why we must not let it go or supplement it with a course. In continuation, the development of the outdoor school, legal bases, and curriculum are presented. Furthermore, we list principles and general educational goals of the outdoor school. Then, educational contents that are divided into individual fields are presented in detail. Written recommendations which include personnel, place, time, duration and the age of students are collected. Furthermore, the organizational and preparation of outdoor schools in the content are presented followed by directives and assistance in performance. A special chapter is dedicated to swimming. Besides, proposals for plays in/along/on water and in the playground are collected. In the end, activities after the outdoor school and deficiencies which occur within the organization and performance of the outdoor school are presented. In the empirical part, 172 parents, 102 teachers, and 196 students of the 4th and the 5th grade of ten elementary schools from different regions of Slovenia participated so that we embraced almost the entire country. We were interested in whether there are statistically significant differences between the opinions of the teachers, parents, and students with regards to different fields connected with the outdoor school. We collected the data through three different survey questionnaires in which some questions were the same so that we could perform a comparative analysis. We compared some answers to the questions within two or one group of the participants of the survey. By the survey questionnaire, we gained the data on the outdoor school which is connected with organization, performance, and the analysis of the outdoor school. The results showed that among teachers, students, and parents, there are statistically significant differences with regards to opinions on the type of accommodation, duration of the outdoor school, progress in the field of independence, opportunities of feedback of the students and parents, the change of outdoor school with the swimming course in the hometown, and cancellation of the outdoor school. Among them, there are also differences with regards to the proposals for improvements and changes they want for the students to learn more in nature. In educational elements valued mostly by the parents and teachers in outdoor school, statistically significant differences emerged at some but not at others. Among the teachers and parents, no statistically significant differences emerged with regards to the importance of informing the parents. Among the teachers, the differences emerged with regards to the way of gaining information about the peculiarities of the students, performing differentiation and individualization, problems with which they encounter in performing the outdoor school, becoming acquainted with the reasons of the students who do not participate in the outdoor school, performing the analysis, its method, and the opinion on being qualified to participate and organize.
Secondary keywords: open air school;šola v naravi;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji z angleščino
Pages: 95 str.
ID: 12072012