Učenje z raziskovanjem v vrtcu - Kaj je nesreča?

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[B. Meglič]
UDC:	373.2.016(043.2)
COBISS:	9117257
Views:	1203
Downloads:	1090
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Inquiry in kindergarten: What is an accident?
Secondary abstract:	The purpose of my thesis is to study advantages and disadvantages of active learning with a research method, which enables children to detect and become aware of social and physical environment through their own activity. This way of learning enables children to get answers to certain research questions. They get them through information they substantively try to find or through help of their teacher. Children become more responsible within learning process, critical opinion, planning, collaborations, information seeking and information arranging. The knowledge children gain is acquired through their own experiences and recognition, therefore it is more long-term. In a theoretical part I have introduced a theoretical base of learning – I defined active learning, project work and research work as an active learning method in preschool. Empirical part incorporates a closed type of problem research to “What is ‘an accident’?” Children were trying to understand the meaning of ‘an accident’, the types of accidents, how to react and who to call when an accident happens etc. I tested the active learning method with 3 to 5-year-olds in preschool Stopiče where I am currently working as an assistant teacher.
Secondary keywords:	pre-school child;activity method;project method;predšolski otrok;aktivna metoda;projektna metoda;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	90 str.
Type (ePrints):	thesis
Title (ePrints):	Inquiry in kindergarten: What is an accident?
Keywords (ePrints):	aktivno učenje
Keywords (ePrints, secondary language):	active learning
Abstract (ePrints):	Namen diplomske naloge je preučiti prednosti in pomanjkljivosti aktivnega učenja z metodo raziskovanja, ki otrokom omogoča, da z lastno aktivnostjo pridobivajo, odkrivajo in spoznavajo izkušnje o socialnem in fizičnem okolju. Takšen način učenja torej omogoča, da otroci najdejo odgovore na neko raziskovalno vprašanje s podatki in informacijami, ki jih iščejo sami ali s pomočjo vzgojiteljice. Otroci se ob takšnem načinu učenja naučijo soodgovornosti v procesu učenja, kritičnega mišljenja, načrtovanja, sodelovanja, samostojnega iskanja informacij in urejanja le-teh. Znanje, ki ga otroci pridobijo na takšen način, pa je trajnejše, saj je pridobljeno na osnovi lastnih izkušenj in spoznanj. V teoretičnem delu sem predstavila teoretična izhodišča učenja, se dotaknila učenja v predšolskem obdobju in opredelila aktivno učenje, projektno delo ter raziskovanje kot metodo aktivnega učenja. Empirični oziroma raziskovalni del zajema raziskovanje problema zaprtega tipa na temo »Kaj je nesreča?«. Z otroki smo raziskovali, kaj je nesreča, kakšne vrste nesreč poznamo, kako se ob posamezni nesreči odzovemo, koga pokličemo na pomoč … Aktivno učenje z metodo raziskovanja sem preizkušala v vrtcu Stopiče, v skupini otrok, starih od 3 do 5 let, v kateri sem zaposlena kot pomočnica vzgojiteljice.
Abstract (ePrints, secondary language):	The purpose of my thesis is to study advantages and disadvantages of active learning with a research method, which enables children to detect and become aware of social and physical environment through their own activity. This way of learning enables children to get answers to certain research questions. They get them through information they substantively try to find or through help of their teacher. Children become more responsible within learning process, critical opinion, planning, collaborations, information seeking and information arranging. The knowledge children gain is acquired through their own experiences and recognition, therefore it is more long-term. In a theoretical part I have introduced a theoretical base of learning – I defined active learning, project work and research work as an active learning method in preschool. Empirical part incorporates a closed type of problem research to “What is ‘an accident’?” Children were trying to understand the meaning of ‘an accident’, the types of accidents, how to react and who to call when an accident happens etc. I tested the active learning method with 3 to 5-year-olds in preschool Stopiče where I am currently working as an assistant teacher.
Keywords (ePrints, secondary language):	active learning
ID:	8308823