Eva Konečnik Kotnik (Author), Petra Jesenek Bračko (Author), Danijel Ivajnšič (Author), Igor Žiberna (Author)

Abstract

V poglavju Mentalni zemljevidi Dravskega polja je prikazana raznolikost zaznav in pojmovanj o Dravskem polju na vzorcu učencev in dijakov zaključnih razredov osnovne šole ter gimnazije. Poglavje se osredotoča tudi na nekatere vidike strukturne analize prepoznanih vsebin ter na načine pristopanja k ustvarjanju mentalnih zemljevidov. Potrjena je bila različnost pristopanja k izražanju znanja na mentalnih zemljevidih glede na spol in starost, ne pa tudi glede na lokacijo šole. Tematska analiza vpisov je pokazala, da obstaja določen razkorak med t. i. šolskim znanjem, tudi med znanjem različnih predmetov, ter vsakdanom, kar bi lahko interpretirali tudi kot razkorak med pojmovnim in zaznavnim ali med teorijo in prakso. Temeljna veščina, ki jo želimo razvijati s poukom geografije, to je geografsko mišljenje (vzročna-posledičnost, celostne interpretacije pokrajine, trajnostni vidiki vsebin) je bila izražena v zelo nizkem deležu. Priložnost regionalno-geografskega izobraževanja se kaže v poglabljanju pokrajinskih interpretacij, kar je povezano s kartografsko in jezikovno-izrazno pismenostjo.

Keywords

Dravsko polje;mentalni zemljevidi;zaznave;pojmovanja;pokrajinska interpretacija;

Data

Language: Slovenian
Year of publishing:
Typology: 1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization: UM FF - Faculty of Arts
Publisher: Univerzitetna založba Univerze v Mariboru
UDC: 911.3(497.4Dravsko polje)
COBISS: 183047683 Link will open in a new window
Parent publication: Dravsko polje
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Other data

Secondary language: English
Secondary title: Mental maps of the Dravsko polje region
Secondary abstract: In the chapter the diversity of perceptions and conceptions of the Dravsko polje region is shown on a sample of pupils and students in the final grades of primary school and high school. The chapter also focuses on some aspects of the structural analysis of recognized content and ways of approaching the creation of mental maps. The difference in the approach to expressing knowledge on mental maps was confirmed according to gender and age, but not according to the location of the school. The thematic analysis of the entries showed that there is a certain gap between t. i. school knowledge, including knowledge of different subjects, and everyday life, which could also be interpreted as a gap between conceptual and perceptual or between theory and practice. The basic skill that we want to develop through geography lessons, that is, geographical thinking (cause-effect, holistic interpretations of the landscape, sustainable aspects of content) was expressed in a very low proportion. The opportunity of regional-geographical education is manifested in the deepening of regional interpretations, which relates to cartographic and linguistic-expressive literacy.
Secondary keywords: mental map;perception;conception;landscape interpretation;Geografija;Zemljevidi;Slovenija;
Type (COBISS): Article
Pages: Str. 331-358
DOI: 10.18690/um.ff.11.2023.12
ID: 23636607