Prva srečanja s kemijo

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Žitko]
UDC:	373.2.016:50(043.2)
COBISS:	9557321
Views:	1041
Downloads:	813
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	First encounters with chemistry
Secondary abstract:	As the development of mental operations and personal development begin in a child so does the understanding and exploring of the same. What the child experiences within the environment helps them build the first notions of movement, space, time and human relationship. Children handling and receiving data as well as using their experiences is scientifically called a natural process, which includes classifying, observing, organizing, editing, measuring, counting, hypothesing, planning, implementing fair trials, reporting and generalizing. The child draws information from all the activities offered to them. A desire for new experiences or new behaviors additionally motivate them to act. Thus science closely connects thinking processes and activities. Attitudes are formed parallel to the development of scientific concepts and processes. The understanding of natural phenomena develops directly from activities given. Thus substances encountered in everyday life are an excellent choice for scientific research in the preschool period. Preschool children are already familiar with the appearance of a wide variety of substances, less so with their characteristics. Practical work where such characteristics are explored definitely present a source of curiosity, joy and desire to physically experience the substances. The preschool teacher's only concern should be a thorough organization of activities. In this way the children in the first age group are given the opportunity to explore the main characteristics of certain substnaces. Additional questions motivate and lead the children to a final solution.
Secondary keywords:	science education;chemistry;pre-school education;naravoslovna vzgoja in izobraževanje;predšolska vzgoja;kemija;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	76 str.
Type (ePrints):	thesis
Title (ePrints):	First encounters with chemistry
Keywords (ePrints):	raziskovalne snovi
Keywords (ePrints, secondary language):	research material
Abstract (ePrints):	Spoznavanje in raziskovanje okolja se pri otroku pojavi skupaj z razvojem miselnih operacij in osebnostnega razvoja. Kar otrok doživlja v okolju, mu pomaga pri oblikovanju prvih pojmov, kot so gibanje, prostor in čas ter odnosi med bitji. Kako ravnati s podatki, ki jih otrok sprejema in kako razvijati procesna znanja, so strokovnjaki združili v t. i. naravoslovne postopke. To so: razvrščanje, opazovanje, prirejanje, urejanje, merjenje, štetje, postavljanje hipotez, načrtovanje dejavnosti, izvajanje poštenih poskusov, poročanje, posploševanje in drugi. Otrok črpa informacije iz vseh dejavnosti, ki mu jih ponudimo. Želja po novih izkušnjah, po novem vedenju ga dodatno motivirajo k aktivnostim. Tako naravoslovje tesno povezuje mišljenje in dejavnosti, oblikujejo se stališča, vzporedno se razvijajo pojmi in naravoslovni postopki. Razumevanje naravnih pojavov se razvija ob neposredni dejavnosti otrok. Tudi snovi, ki jih srečujejo v vsakdanjem življenju, so odlična izbira za naravoslovne dejavnosti v predšolskem obdobju. Otroci v predšolskem obdobju po videzu poznajo že najrazličnejše snovi, njihovih lastnostih pa malo manj. Praktično delo, kjer raziskujemo te lastnosti, je vsekakor velik vir radovednosti, veselja, želje po konkretnem stiku s snovmi, če le vzgojiteljica dejavnosti premišljeno organizira. Tako otroci že v prvi starostni skupini lahko raziskujejo osnovne lastnosti snovi. Z vprašanji otroke motiviramo in vodimo k iskanju rešitve.
Abstract (ePrints, secondary language):	As the development of mental operations and personal development begin in a child so does the understanding and exploring of the same. What the child experiences within the environment helps them build the first notions of movement, space, time and human relationship. Children handling and receiving data as well as using their experiences is scientifically called a natural process, which includes classifying, observing, organizing, editing, measuring, counting, hypothesing, planning, implementing fair trials, reporting and generalizing. The child draws information from all the activities offered to them. A desire for new experiences or new behaviors additionally motivate them to act. Thus science closely connects thinking processes and activities. Attitudes are formed parallel to the development of scientific concepts and processes. The understanding of natural phenomena develops directly from activities given. Thus substances encountered in everyday life are an excellent choice for scientific research in the preschool period. Preschool children are already familiar with the appearance of a wide variety of substances, less so with their characteristics. Practical work where such characteristics are explored definitely present a source of curiosity, joy and desire to physically experience the substances. The preschool teacher's only concern should be a thorough organization of activities. In this way the children in the first age group are given the opportunity to explore the main characteristics of certain substnaces. Additional questions motivate and lead the children to a final solution.
Keywords (ePrints, secondary language):	research material
ID:	8311217