vir izkustvenega znanja
Abstract
Način življenja v sodobni družbi velikokrat prinese tudi večjo ločenost človeka od narave in okolja. Otroci se tako vključujejo v sistem obveznega šolanja z veliko manj izkušenj, ki bi jih pridobili v zunanjem okolju, po drugi strani pa z veliko znanja, ki ga velikokrat ne znajo prav povezati z dogajanjem v okolju. Ta razkorak se v šoli še poglablja, če učitelji pri svojem delu niso pozorni tudi na vključevanje izkustvenega pouka v okolju, ki lahko učencem na začetni stopnji šolanja omogoči njihovi razvojni stopnji primerne aktivnosti, preko katerih so zmožni povezovanja znanja s pridobljenimi izkušnjami v okolju. Na vzorcu 468 otrok smo s pomočjo fenomenografske raziskovalne metode ugotovili štiri kategorije, ki opredeljujejo motivacijo otrok za obisk vodnega okolja v prostem času. Ugotovljene kategorije pojmovanj nudijo globlji vpogled v različno motivacijo otrok, ki lahko predstavlja temelj pri gradnji novega znanja, spreminjanju stališč ob lastnem zavedanju predhodnih pojmovanj oz. zavedanju učitelja o pojmovanju učencev
Keywords
vzgoja in izobraževanje;izkustveno znanje;naravoslovje;fenomenografsko raziskovanje;motivacija;vodno okolje;
Data
Language: |
Slovenian |
Year of publishing: |
2008 |
Typology: |
1.02 - Review Article |
Organization: |
UM PEF - Faculty of Education |
Publisher: |
Pedagoška fakulteta |
UDC: |
379.8:50 |
COBISS: |
16503816
|
ISSN: |
1855-4431 |
Parent publication: |
Revija za elementarno izobraževanje
|
Views: |
1836 |
Downloads: |
181 |
Average score: |
0 (0 votes) |
Metadata: |
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Other data
Secondary language: |
English |
Secondary title: |
Natural science activities for children in their free time: a source of experiential knowledge |
Secondary abstract: |
The way of life in modern society often leads to the separation of people from nature and their environment. Therefore children often enter obligatory-level education without knowing how to properly connect to their environment. They have a great deal of theoretical knowledge but very little experience gained from the environment. In school, this division can become deeper if teachers do not pay enough attention to integrating experiential learning with environmental studies. If this integration can be achieved, by providing primary-level children with activities appropriate for their level of development, it would allow them to be capable of connecting learned knowledge with experience gained from the environment. We used the phenomenographic research method and a sample of 468 children to identify four categories of child-motivation for visiting an aquatic environment in their free time. The identified categories of conception mentioned above provided us with insight into the children's motivation. The results of our research can help build a foundation of new knowledge that can help increase our awareness of what motivates modern children |
Secondary keywords: |
education;natural science;natural science activities;experiental knowledge; |
URN: |
URN:NBN:SI |
Type (COBISS): |
Article |
Pages: |
str. 23-32 |
Volume: |
ǂLetn. ǂ1 |
Issue: |
ǂšt. ǂ3/4 |
Chronology: |
dec. 2008 |
ID: |
1737069 |