Učenje naravoslovnih pojmov z raziskovanjem kamnin in prsti v predšolskem obdobju

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2014
Source:	Ljubljana
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[A. Srpčič]
UDC:	373.2:552.51:502.521(043.2)
COBISS:	10008137
Views:	900
Downloads:	200
Average score:	0 (0 votes)
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Other data

Secondary language:	English
Secondary title:	Learning natural science terms in preeschool education by experiencing rocks and soils
Secondary abstract:	This master work presents an action research with 5–6 years old children about soils and rocks. The observation of the teaching practice helps teachers to find out which methods and instruments they are using to achieve the education goals, in this case in the field of natural science, especially at developing knowledge concerning rocks. The master work wishes to check if the preschool teacher creates situations, where children are able to exchange their knowledge, experience and are possible to carry out experiments. If children participate in planning and evaluating, it is easy to respect their wishes, moreover, it helps the teacher to check the knowledge they have gained. At work, a preschool teacher gets a lot of experience, which leads to the development of ''practical theories'' that can be advanced, changed or rejected. To run this process, the reflection is needed. It works as a cyclic process among actions of thinking, future-orientation and looking back at the former work experience. All this results in professional development of the preschool teacher, better educational process and better learning conditions for children. Both, the evaluation and the reflection are fundamental for this action research. The leading, i.e. the theoretical part of this masterwork presents the field of natural science from different perspectives of modern pedagogical concept in Slovenia. Different modern ways of exchanging and accessing information allow preschool teachers to include alternative approaches and strategies at work instead of just following the official curriculum. Rapid development and constant changes are part of our everyday lives. This demands from a preschool teacher to constantly develop at work and especially, to be ready to prepare children for a life in a changing world, where the competences for lifelong learning mean much more than the quantity of learned facts that surrounds us. It is the combination of knowledge, agility and relations / orientation and standpoints. These key competences are transmittable and therefore useful in many conditions and circumstances. They are multifunctional, because they can be used to reach various goals, to solve different sorts of problems and to undertake all sorts of tasks. If natural science themes are appropriately introduced to children, they are able to use their knowledge also in other similar situations.
Secondary keywords:	pre-school education;science education;predšolska vzgoja;naravoslovna vzgoja in izobraževanje;
File type:	application/pdf
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univerza Ljubljana, Pedagoška fak.
Pages:	107 str.
Type (ePrints):	thesis
Title (ePrints):	Učenje naravoslovnih pojmov z raziskovanjem kamnin in prsti v predšolskem obdobju
Keywords (ePrints):	prst
Keywords (ePrints, secondary language):	soil
Abstract (ePrints):	V magistrskem delu je predstavljena akcijska raziskava s področja raziskovanja prsti in kamnin, ki smo jo izvedli s 5–6 let starimi otroki. S spremljanjem lastne prakse smo želeli ugotoviti, katere metode in pripomočke uporabljamo za doseganje izobraževalnih ciljev na naravoslovnem področju, predvsem pri zagotavljanju razvoja znanja pojmov o kamninah in prsti. Zanimalo nas je, ali oblikujemo situacije, kjer si otroci izmenjujejo znanje, izkušnje ter imajo možnost eksperimentiranja. Načrtovanje in evalviranje z otroki omogoča upoštevanje pobud otrok, hkrati je to možnost za preverjanje usvojenega znanja otrok. Vzgojitelj na svojem delovnem mestu pridobi ogromno izkušenj, na osnovi katerih si oblikuje »praktične teorije«, ki jih dopolnjuje, spreminja, zavrača … Da do tega procesa pride, je potrebna refleksija, ki deluje kot cikličen proces med dejavnostmi razmišljanja, usmerjanja naprej in pogleda nazaj na pretekle izkušnje. Vse to z namenom profesionalne rasti vzgojitelja, bolj kakovostnega vzgojno-izobraževalnega procesa in večjih možnosti za učenje otrok. Oboje evalviranje dela z otroki in refleksija, je bilo tudi gonilo te akcijske raziskave. V uvodnem teoretičnem delu je predstavljeno področje naravoslovja z različnih perspektiv sodobnih pedagoških konceptov, ki se srečujejo tudi v slovenskem prostoru. Sodobne možnosti izmenjave informacij in dosegljivost informacij omogočajo, da vzgojitelj poleg predpisanega programa v svoje delo vključuje tudi alternativne pristope in strategije. Hiter razvoj in neprestane spremembe so del vsakdanjega življenja v 21. stoletju. To pa zahteva od vzgojitelja neprestano strokovno rast in razvoj, predvsem pa pripravljenost, da otroke pripravlja na življenje v spreminjajočem se svetu, v katerem so kompetence vseživljenjskega učenja mnogo pomembnejše od usvojene količine dejstev o svetu okrog nas. Gre za kombinacijo znanja, spretnosti in odnosov, naravnanosti oz. stališč. Tako imenovane ključne kompetence so prenosljive in torej uporabne v mnogih situacijah in kontekstih; so več funkcionalne, ker jih je mogoče uporabiti za dosego različnih ciljev, za rešitev različnih vrst problemov in izvršitev različnih vrst nalog. Če bomo otrokom znali na primeren način približati naravoslovne teme, bodo le-ti pridobljeno znanje znali uporabiti v drugih podobnih situacijah.
Abstract (ePrints, secondary language):	This master work presents an action research with 5–6 years old children about soils and rocks. The observation of the teaching practice helps teachers to find out which methods and instruments they are using to achieve the education goals, in this case in the field of natural science, especially at developing knowledge concerning rocks. The master work wishes to check if the preschool teacher creates situations, where children are able to exchange their knowledge, experience and are possible to carry out experiments. If children participate in planning and evaluating, it is easy to respect their wishes, moreover, it helps the teacher to check the knowledge they have gained. At work, a preschool teacher gets a lot of experience, which leads to the development of ''practical theories'' that can be advanced, changed or rejected. To run this process, the reflection is needed. It works as a cyclic process among actions of thinking, future-orientation and looking back at the former work experience. All this results in professional development of the preschool teacher, better educational process and better learning conditions for children. Both, the evaluation and the reflection are fundamental for this action research. The leading, i.e. the theoretical part of this masterwork presents the field of natural science from different perspectives of modern pedagogical concept in Slovenia. Different modern ways of exchanging and accessing information allow preschool teachers to include alternative approaches and strategies at work instead of just following the official curriculum. Rapid development and constant changes are part of our everyday lives. This demands from a preschool teacher to constantly develop at work and especially, to be ready to prepare children for a life in a changing world, where the competences for lifelong learning mean much more than the quantity of learned facts that surrounds us. It is the combination of knowledge, agility and relations / orientation and standpoints. These key competences are transmittable and therefore useful in many conditions and circumstances. They are multifunctional, because they can be used to reach various goals, to solve different sorts of problems and to undertake all sorts of tasks. If natural science themes are appropriately introduced to children, they are able to use their knowledge also in other similar situations.
Keywords (ePrints, secondary language):	soil
ID:	8327954