Predstave predšolskih otrok o pogojih in virih za preživetje organizmov

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[U. Studen]
UDC:	373.2.016:50(043.2)
COBISS:	9548617
Views:	1940
Downloads:	438
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Preschool children's perceptions of the conditions and sources needed for the survival of organisms
Secondary abstract:	The diploma thesis presents how pre-school children interpret the conditions and sources essential for the survival of organisms in space and time, and how pre-school children imagine the process of nourishment and the importance of food for an organism (using a dog as a case study). Differences between experiential learning and picture-based learning are explained, too. A dog was included in the process of active (experiential) learning to stimulate the children in terms of their perception and understanding of conditions essential for the survival of an organism. It was assumed that the children who were taught using a live dog would achieve better results than the children who were taught through pictorial learning aids. 54 pre-school children were included in the research – 30 from the Rožle Kindergarten in Naklo and 24 from a unit of the Tržič Kindergarten in Križe. The first part of the research was performed in May 2012, while the second part was carried out in October 2012. The newly-acquired knowledge and perceptions of pre-school children were determined through carrying out interviews before and after the pedagogic intervention. Each of the children was asked to answer five questions. Noteworthy differences between the two groups include differences in the children’s perceptions and newly-acquired knowledge about nourishment and the importance of food for an organism (e.g., a dog). The children taught through using a poster remembered fewer details and were less emotionally involved that the children participating in experiential learning.
Secondary keywords:	science education;pre-school education;experiential learning;naravoslovna vzgoja in izobraževanje;predšolska vzgoja;izkustveno učenje;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	40 str.
Type (ePrints):	thesis
Title (ePrints):	Preschool children's perceptions of the conditions and sources needed for the survival of organisms
Keywords (ePrints):	predšolski otroci
Keywords (ePrints, secondary language):	pre-school children
Abstract (ePrints):	V diplomskem delu je predstavljeno, kako si otroci na predšolski stopnji razlagajo pogoje in vire za preživetje organizmov v prostoru in času ter kako si otroci predstavljajo prehranjevanje in pomen hrane za organizem (na primeru psa). Predstavljene so tudi razlike med izkustvenim učenjem in učenjem s pomočjo slike. S pomočjo psa, ki je bil vključen v proces aktivnega (izkustvenega) učenja, sem želela spodbuditi otrokovo spoznavanje, dojemanje in razmišljanje o pogojih, potrebnih za preživetje organizma. Predvidevala sem, da bodo otroci s pomočjo živega psa dosegali boljše rezultate kot otroci v drugi skupini, pri katerih je učenje potekalo s pomočjo plakata. V raziskavo je bilo vključenih 54 predšolskih otrok, od tega 30 otrok iz vrtca Rožle v Naklem in 24 otrok iz enote Križe vrtca Tržič. Raziskavo v prvem vrtcu sem izvedla maja 2012, drugo pa oktobra 2012. Znanje in predstave predšolskega otroka sem ugotavljala s pomočjo intervjujev, ki sem jih izvedla pred pedagoško intervencijo in po njej. Vsakemu izmed predšolskih otrok sem zastavila pet vprašanj. Opaznejše razlike med skupinama otrok so se pokazale v predstavah in znanju o prehranjevanju in pomenu hrane za organizem (na primeru psa). Otroci, ki so se učili s pomočjo plakata, so si zapomnili manj podrobnosti in so bili manj čustveno angažirani kot otroci, vključeni v proces izkustvenega učenja.
Abstract (ePrints, secondary language):	The diploma thesis presents how pre-school children interpret the conditions and sources essential for the survival of organisms in space and time, and how pre-school children imagine the process of nourishment and the importance of food for an organism (using a dog as a case study). Differences between experiential learning and picture-based learning are explained, too. A dog was included in the process of active (experiential) learning to stimulate the children in terms of their perception and understanding of conditions essential for the survival of an organism. It was assumed that the children who were taught using a live dog would achieve better results than the children who were taught through pictorial learning aids. 54 pre-school children were included in the research – 30 from the Rožle Kindergarten in Naklo and 24 from a unit of the Tržič Kindergarten in Križe. The first part of the research was performed in May 2012, while the second part was carried out in October 2012. The newly-acquired knowledge and perceptions of pre-school children were determined through carrying out interviews before and after the pedagogic intervention. Each of the children was asked to answer five questions. Noteworthy differences between the two groups include differences in the children’s perceptions and newly-acquired knowledge about nourishment and the importance of food for an organism (e.g., a dog). The children taught through using a poster remembered fewer details and were less emotionally involved that the children participating in experiential learning.
Keywords (ePrints, secondary language):	pre-school children
ID:	8311202