diplomsko delo
Jerneja Žagar (Author), Karmen Kolnik (Mentor)

Abstract

Namen diplomskega dela Učenje na prostem na primeru učne poti ob ribniku Vrbje v petem razredu osnovne šole je predstaviti pomen neposrednega izkustvenega učenja in raziskovanja domače pokrajine za učence v petem razredu devetletne osnovne šole na primeru konkretne geografske učne poti. Analizirali smo učni načrt Družba ter Naravoslovje in tehnika s pomočjo deskriptivne metode in izbrali ter oblikovali učne cilje za spodbujanje izkustvenega učenja na osnovi terenskega dela. Na podlagi analize strokovne geografske literature smo proučili izbrane geografske značilnosti ribnika Vrbje in naselja Vrbje. Na osnovi preprostih učnih metod terenskega dela smo oblikovali geografsko učno pot ter izdelali pedagoško dokumentacijo, h kateri štejemo izdelavo učne priprave za učitelja, primere učnih listov za učence, ki smo jih upoštevali pri sestavi učne poti ob ribniku Vrbje. Izbrani so bili kriteriji, ki omogočajo učencem usvojitev znanja s pomočjo izkustvenega učenja. Takšen način pridobivanja znanja je bila osnova za oblikovanje učnih listov, s pomočjo katerih učenci na konkretnih primerih raziskujejo in spoznajo svojo domačo okolico oziroma ribnik in naselje Vrbje.

Keywords

razredni pouk;učne poti;ribniki;Vrbje;peti razred;osnovne šole;učenje na prostem;geografija;značilnosti;terensko delo;učni načrti;učenci;devetletka;diplomska dela;

Data

Language: Slovenian
Year of publishing:
Source: Maribor
Typology: 2.11 - Undergraduate Thesis
Organization: UM FF - Faculty of Arts
Publisher: [J. Žagar]
UDC: 37(043.2)
COBISS: 17557000 Link will open in a new window
Views: 3244
Downloads: 329
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Other data

Secondary language: English
Secondary title: OUTDOOR LEARNING ON THE EXAMPLE OF FIELD TRIP BY VRBJE POND IN FIFTH GRADE OF PRIMARY SCHOOL
Secondary abstract: The purpose of the diploma paper Learning outdoor on the example of learning path near Vrbje pond in the fifth grade of primary school is to present the importance of direct experiential learning and researching the landscape for students in fifth grade of nine-year primary school on the example of concrete geographical learning path. We analyzed the curriculum of the subjects Social studies and Science and technology through descriptive method, and selected and developed learning objectives to promote experiential learning on the basis of field work. Based on an analysis of professional geographical literature, we examined selected geographical features of Vrbje pond in the village Vrbje. On the basis of simple learning techniques of field work, we developed a geographical learning path and produced pedagogical documentation, including lesson plans for teachers, examples of worksheets for students who have been included in the composition of a learning path Vrbje pond. There were some criteria that allow students to acquire the knowledge through experiential learning. Such method of acquiring knowledge was the basis for the creation of worksheets which help students to explore and learn about their neighborhood, Vrbje pond and a village Vrbje.
Secondary keywords: geographical learning path;geographical features of Vrbje;social-geographical features of Vrbje;field work;curriculum;students;fifth grade of nine-year primary school.;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 78 f.
Keywords (UDC): social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID: 18442