magistrsko delo
Tim Klecker (Author), Eva Konečnik Kotnik (Mentor), Edvard Protner (Mentor)

Abstract

Osnovno problemsko vprašanje primerjave kompetenčne naravnanosti trendov pri pouku geografije med Nemčijo in Slovenijo najprej obravnavamo z vidiki, ki izhajajo iz globalnega splošno-pedagoškega znanstvenega okvirja. V nalogi se v nadaljevanju poglabljamo v področje šolske geografije na ravni obveznega splošnega izobraževanja znotraj njenih diferenciranih didaktično-specifičnih okvirjev obeh držav. Konkretizacija preučevanja se v nalogi na eni strani nanaša na analizo, primerjavo in vrednotenje pedagoških razprav o implementaciji konceptov kompetenc v polje nemškega in slovenskega obveznega splošnega izobraževanja kot tudi njenih teoretičnih podlag, utemeljitev, klasificiranja, razmejevanja, geneze in razvoja ter vodilnih kompetenčnih usmeritev sodobne šole. Pod drobnogled vzamemo še učne rezultate obeh držav v raziskavi PISA in prikazujemo ključne ugotovitve, izhajajoče iz morebitnih učinkov šolskih reform z ozirom na kompetence. Na drugi strani v sferi geografskih predmetno specifičnih perspektiv obravnavane tematike prikažemo, kakšen je prispevek šolske geografije k izobraževanju in pridobivanju geografskih kompetenc ter preučujemo konkretne normativne rešitve umeščanja kompetenc za načrtovanje in izvajanje pouka geografije s slovenskimi in hessenskimi učnimi načrti oz. kurikuli. Delo zaključujemo z analizo, primerjavo in vrednotenjem učnih nalog izbranih učbenikov obeh dežel z vsebinami oz. temami, ki obravnavajo evropski prostor v kontekstu pridobivanja geografskih kompetenc.

Keywords

magistrska dela;kompetence;pouk geografije;kompetenčna usmeritev;obvezno splošno izobraževanje;kurikularno načrtovanje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [T. Klecker]
UDC: 37.091.3:91(430)(497.4)(043.2)
COBISS: 158758403 Link will open in a new window
Views: 24
Downloads: 1
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Other data

Secondary language: English
Secondary title: A Comparison of Competence Oriented Trends in Geography Lessons between Germany and Slovenia
Secondary abstract: The aim of this thesis is to compare the competitive educational trends in Geography teaching between Germany and Slovenia. Initially, the research will explore the global general and pedagogical scientific framework, followed by an in-depth examination of the differentiated didactic and specific frames of compulsory general education in both countries. The thesis will provide an analysis, comparison, and evaluation of the pedagogical discussions related to the implementation of competence concepts in compulsory general education, as well as theoretical discussions, arguments, classification, delimitation, genesis, and development of the leading competitive guidelines of the modern school system in Germany and Slovenia. Additionally, the thesis will closely examine the PISA research results of both states to present key findings that may correlate with the effects of schooling reforms on the evidence of competences. Furthermore, the thesis will present the geographic-specific perspectives of the subject and the presented topic, highlighting the contribution of school Geography to education and the acquisition of geographic competences. The research will also investigate concrete normative solutions for placing competences in the planning and execution of Geography lessons in Slovenian and Hessen lesson plans or curriculum. Finally, the thesis will conclude with an analysis, comparison, and evaluation of selected exercises from textbooks in both countries, with content or topics related to the European area, in the context of gaining geographic competences.
Secondary keywords: master theses;competence;geography lessons;competence orientation;compulsory general education;curricular planning;Geografija;Pouk;Pedagogika;Izobraževalni programi;Osnovne šole;Slovenija;Nemčija;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za geografijo in Oddelek za pedagogiko
Pages: 1 spletni vir (1 datoteka PDF (XII, 206 str.))
ID: 18128664