Vzorci v naravi

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Keywords

Data

Language:	Slovenian
Year of publishing:	2014
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[U. Podobnik]
UDC:	373.2.016:5(043.2)
COBISS:	10038089
Views:	1285
Downloads:	209
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Patterns in nature
Secondary abstract:	The diploma thesis entitled Patterns In Nature comprises theoretical, empirical and practical sections. The theoretical section defines the term pattern and describes the development of the term age-stratified sample, i.e. from the age of one to the age of five. Development is also defined with respect to a child’s conceptualisation, how a child understands order of precedence, copying, the creation of a pattern, etc. The thesis also describes what is important for all male and female kindergarten teachers and how they should observe the development of the understanding of patterns in children. Patterns in nature are defined from various points of view. The first item is how mathematics is connected to patterns through symmetry, the golden ratio, the Fibonacci sequence and the regular hexagon. These are followed by warning and protective patterns, movement patterns, footprints left by animals when moving around, animal vocalisation patterns, cyclical patterns and patterns of light. At the end of the theoretical section, the constructivist approach to teaching is presented. The empirical section presents the results of an interview survey of 70 children aged 4 to 6 from two kindergartens in the surroundings of Kranj. The results present the children’s knowledge and conceptualisations of the various patterns in nature. Responses are analysed according to the age of the children and presented in charts. The practical section describes ten activities for learning about nature through various patterns, i.e. in a group of 19 children aged 4 to 6. The children learned about the salamander and warning and protective patterns, the giant African snail and animal movement patterns, animal vocalisation patterns, the honeycomb pattern and apiculture, the life cycle of an apple tree through the seasons, the patterns of animal footprints, the sunflower seed pattern and the rainbow pattern. The children produced patterns using photos of different snowflakes. At the end, the results are presented of the interview survey carried out after the completion of activities. The results have shown that the activities have a positive effect on the children’s cognizance as well as their knowledge and understanding of patterns.
Secondary keywords:	science education;pre-school child;naravoslovna vzgoja in izobraževanje;predšolski otrok;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	138 f., [7] f. pril.
Type (ePrints):	thesis
Title (ePrints):	Vzorci v naravi
Keywords (ePrints):	vzorci
Keywords (ePrints, secondary language):	patterns
Abstract (ePrints):	Diplomska naloga z naslovom Vzorci v naravi je sestavljena iz teoretičnega, empiričnega in iz praktičnega dela. V teoretičnem delu je opredeljen pojem vzorec in opisan razvoj tega pojma po starosti, in sicer od prvega do petega leta. Razvoj je opredeljen tudi glede na otrokove predstave o tem, kako razume vrstni red, kopiranje, ustvarjanje vzorca … Opisano je tudi, kaj je pomembno za vse vzgojiteljice in vzgojitelje v vrtcu ter kako naj opazujejo razvoj razumevanja vzorcev pri otroku. Vzorci v naravi so opredeljeni z različnih vidikov – kako se matematika povezuje z vzorci prek simetrije, zlatega reza, Fibonaccijevega zaporedja in pravilnega 6-kotnika; temu sledijo svarilni in varovalni vzorci, gibalni vzorci, odtisi živali, ki jih puščajo pri gibanju, vzorci oglašanja živali, ciklični vzorci in vzorci pri svetlobi. Na koncu teoretičnega dela je predstavljen konstruktivistični pristop k poučevanju. V empiričnem delu so predstavljeni izsledki anketiranja 70 otrok, starih od 4 do 6 let, iz dveh različnih vrtcev v okolici Kranja. Predstavljajo poznavanje in predstave otrok o različnih vzorcih v naravi. Odgovori so analizirani po starosti otrok in so predstavljeni z grafi. V praktičnem delu je opisanih deset dejavnosti o spoznavanju narave prek različnih vzorcev v skupini 19 otrok, starih 4–6 let. Otroci so spoznavali močerada ter svarilne in varovalne vzorce, polža ahatnika in vzorce gibanja živali, vzorce oglašanja živali, vzorec satovja in čebelarstvo, cikličnost jablane skozi letne čase, vzorce živalskih sledi stopal, vzorec sončničnih semen in vzorec mavrice. Vzorce so otroci s pomočjo sličic različnih snežink tudi izdelovali. Na koncu so predstavljeni izsledki anketiranja po končanih dejavnostih, ki so pokazali, da dejavnosti pozitivno vplivajo na védenje otrok in njihovo znanje ter na razumevanje vzorcev.
Abstract (ePrints, secondary language):	The diploma thesis entitled Patterns In Nature comprises theoretical, empirical and practical sections. The theoretical section defines the term pattern and describes the development of the term age-stratified sample, i.e. from the age of one to the age of five. Development is also defined with respect to a child’s conceptualisation, how a child understands order of precedence, copying, the creation of a pattern, etc. The thesis also describes what is important for all male and female kindergarten teachers and how they should observe the development of the understanding of patterns in children. Patterns in nature are defined from various points of view. The first item is how mathematics is connected to patterns through symmetry, the golden ratio, the Fibonacci sequence and the regular hexagon. These are followed by warning and protective patterns, movement patterns, footprints left by animals when moving around, animal vocalisation patterns, cyclical patterns and patterns of light. At the end of the theoretical section, the constructivist approach to teaching is presented. The empirical section presents the results of an interview survey of 70 children aged 4 to 6 from two kindergartens in the surroundings of Kranj. The results present the children’s knowledge and conceptualisations of the various patterns in nature. Responses are analysed according to the age of the children and presented in charts. The practical section describes ten activities for learning about nature through various patterns, i.e. in a group of 19 children aged 4 to 6. The children learned about the salamander and warning and protective patterns, the giant African snail and animal movement patterns, animal vocalisation patterns, the honeycomb pattern and apiculture, the life cycle of an apple tree through the seasons, the patterns of animal footprints, the sunflower seed pattern and the rainbow pattern. The children produced patterns using photos of different snowflakes. At the end, the results are presented of the interview survey carried out after the completion of activities. The results have shown that the activities have a positive effect on the children’s cognizance as well as their knowledge and understanding of patterns.
Keywords (ePrints, secondary language):	patterns
ID:	8327989