magistrsko delo
Tajda Hari (Author), Irena Hergan (Mentor)

Abstract

Vrt, kot ga poznamo v splošnem, je življenjski prostor nekaterih rastlinskih in živalskih vrst, koristnih z vidika človeka, širši pomen pa dobi, če ga uporabljamo kot del učnega procesa. Šolski vrt je vrt, ki je v neposredni bližini šole in je namenjen učiteljem in učencem, da zanj skrbijo, se ob njem učijo in spoznavajo nove vsebine. Slovenske šole so že v 19. stoletju uporabljale šolski vrt za poučevanje, predvsem tiste, ki so bile v podeželskem okolju. Ne le na Slovenskem, tudi drugod po svetu so nekoč šolske vrtove uporabljali predvsem za učenje samooskrbe, znanja in veščin o vrtnarjenju in dejavnosti kmetijstva. Po tem, ko je bila uporaba šolskih vrtov v Sloveniji nekaj desetletij v zatonu, se je pred nekaj leti njihova uporaba ponovno začela uveljavljati. To spodbujajo tudi razni projekti, kot so Ekošola, Šolski ekovrtovi in drugi, ki šolam pomagajo s postavitvijo vrta in z raznimi delavnicami in ter projekti pomagajo učiteljem, da je delo na vrtu z njihovimi učenci kar najbolj učinkovito. Učenje na šolskem vrtu pri učencih krepi povezanost z naravo in ima pozitivne učinke na kakovostnejši kognitivni, socialni, akademski ter socialni razvoj, prav tako pa spodbuja samostojnost, kreativnost in zavedanje pomembnosti lastne pridelave živil. Zaradi prednosti, ki jih ponuja delo na šolskem vrtu kot del pedagoškega procesa, smo se odločili raziskati mnenja in stališča slovenskih razrednih učiteljev o uporabi vrta pri poučevanju. Poleg tega smo želeli izvedeti, kako pogosto, kdaj in pri katerih vsebinah razredni učitelji le-tega uporabljajo pri poučevanju. Pripravili smo spletni anketni vprašalnik in ga po e-pošti poslali vsem osnovnim šolam v Sloveniji. Dobili smo 165 ustrezno izpolnjenih anketnih vprašalnikov. Odgovori so pokazali, da velika večina razrednih učiteljev poučuje na osnovnih šolah, ki šolski vrt imajo, preostali pa bi si to možnost v večini želeli, predvsem zaradi izkustvenega učenja. Malo manj kot tri četrtine učiteljev, ki imajo možnost poučevanja na šolskem vrtu, le-tega tudi uporablja pri poučevanju, in sicer med dvakrat in šestkrat letno, predvsem nenačrtovano in v okviru naravoslovnih vsebin. Rezultati naše raziskave kažejo tudi na to, da se učitelji najbolj strinjajo s tem, da delo na šolskem vrtu spodbuja ljubezen do narave, praktičnega učenja in dela ter ponuja možnost preživljanja časa v naravi. Kljub zavedanju pozitivnih učinkov, ki jih prinaša šolsko vrtnarjenje, pa učiteljem največjo oviro pri večjem vključevanju vrta v pouk predstavlja finančni vidik oskrbe šolskega vrta.

Keywords

razredni pouk;mnenja učiteljev;šolski vrtovi;delo na šolskem vrtu;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Hari]
UDC: 373.3:712.26(043.2)
COBISS: 102836483 Link will open in a new window
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Downloads: 14
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Other data

Secondary language: English
Secondary title: Primary teachers' opinions and attitudes towards the use of school gardens in teaching
Secondary abstract: A garden, as we know it in general, is a natural habitat of plant and animal species beneficial for humans. It gets a wider meaning if we use it as a part of a school process and lessons. A school garden is a garden that is in the immediate vicinity of the school. It is intended for teachers and students to take care of it, learn from it and with its help learn about new content. Slovenian schools, especially rural schools, have used school garden for teaching as early as the 19th century. Also elsewhere in the world school gardens were used for teaching children about agruculture and self-sufficiency. After the use of school gardens in Slovenia was in decline for several decades, a few years ago their use began to rise again. Teachers are now getting help with the beginnings of gardening and garden care through various programs such as Ekošola and Šolski ekovrtovi. These programs provide different workshops for children and teacher education on gardening. Learning in the school garden strengthens students' connection with nature and has positive effects on better cognitive, social, academic and social development, as well as it encourages independence, creativity and awareness of the importance of their own food production. Due to the advantages offered by working in the school garden as part of the pedagogical process, we decided to research the opinions and attitudes of Slovenian class teachers towards the use of school gardens in teaching. In addition, we wanted to find out how often, when and in what content class teachers use it in teaching. We prepared an online survey questionnaire and sent it by e-mail to all primary schools in Slovenia. We received 165 completed questionnaires. The answers showed that the vast majority of class teachers teach in primary schools that have a school garden, while the rest would like this opportunity, mainly because of experiential learning. Slightly less than three quarters of teachers who have the opportunity to teach in the school garden also use it in teaching, between two and six times a year, mostly unplanned and within the framework of science subjects. The results of our research also show that teachers most agree that working in the school garden promotes a love of nature, practical learning and work, and offers the opportunity to spend time in nature. Despite the awareness of the positive effects that school gardening brings, the biggest obstacle for teachers in greater involvement of the garden in the lessons is the financial aspect of school garden care.
Secondary keywords: Osnovnošolsko učenje in poučevanje;Osnovnošolski učitelji;Vrtovi;Univerzitetna in visokošolska dela;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji
Pages: 60 str.
ID: 14899483