diplomsko delo
Petra Banfi (Author), Karmen Kolnik (Mentor)

Abstract

V diplomskem delu smo predstavili družbeni vidik trajnostnega razvoja in pomen vzgoje in izobraževanja za trajnostni razvoj pri pouku geografije. Izvedli smo analizo Učnih načrtov za geografijo v osnovni šoli in splošni gimnaziji z vidika vsebin družbene trajnosti in načel vzgoje in izobraževanja za trajnostni razvoj, ki jih je izdalo Ministrstvo Republike Slovenije za šolstvo in šport v okviru Smernic vzgoje in izobraževanja za trajnostni razvoj. Rezultati analize so pokazali dobro zastopanost učnih ciljev z vidika družbene trajnosti, a so ti pogosto vsebinsko preozki. Ugotavljamo, da je obravnava vsebin z vidika družbene trajnosti v veliki meri odvisna od učiteljevega znanja, osebne ozaveščenosti in lastne angažiranosti. Zato smo pri načelih, kjer učni cilji niso bili prisotni ali so bili prisotni v manjši meri, podali predloge, ki bodo v pomoč učiteljem pri izbiri ustreznih učnih ciljev, vsebin in dejavnosti s področja družbene trajnosti. V zaključnem delu diplomskega dela smo izdelali učno gradivo za pouk geografije v osnovni šoli in splošni gimnaziji. Pri tem smo upoštevali rezultate analize Učnih načrtov in vključili učne cilje, ki so se nanašali na družbeni vidik trajnostnega razvoja in obravnavano vsebino. Učno gradivo vključuje sodobne učne metode, ki podpirajo avtentično in procesno učenje, kar zahtevajo tudi sodobne smernice vzgoje in izobraževanja za trajnostni razvoj. Na ta način smo želeli učiteljem predstaviti gradivo, ki ga lahko uporabijo pri svojem delu ali pa jim le-to služi zgolj kot okvir in ideja pri izdelavi lastnih učnih gradiv.

Keywords

diplomska dela;geografija;pouk;trajnostni razvoj;osnovne šole;srednje šole;aktivno učenje;procesno učenje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UM FF - Faculty of Arts
Publisher: [P. Banfi]
UDC: 91(043.2)
COBISS: 20054792 Link will open in a new window
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Downloads: 309
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Other data

Secondary language: English
Secondary title: Social aspects of sustainable development in geography lessons in primary and secondary school
Secondary abstract: The thesis provides a theoretical insight into the social aspect of sustainable development and the significance of education for sustainable development in geography lessons. We analysed two geography curricula, one for primary schools and one for general secondary schools, from the perspective of topics relating to social sustainability and educational principles for sustainable development issued by the Slovenian Ministry of Education, Science and Sport as part of the Guidelines for Education for Sustainable Development. Analysis results indicate that teaching objectives pertaining to social sustainability are well represented in the curricula, but often too narrowly oriented. We established that discussing topics about social sustainability largely depends on teachers' knowledge, personal awareness and engagement. To this end, we offered suggestions for the principles that lacked social sustainability aspects to help teachers in selecting appropriate teaching objectives, content and activities. In the final part of the thesis we prepared geography teaching resources for primary and secondary school, taking into account the curricula analysis, and included new teaching objectives connected to the social aspect of sustainable development and related content. The teaching resources involve modern teaching methods supporting authentic and process-based learning, which is in line with modern guidelines of education for sustainable development. Our main objective was to provide teaches with teaching resources they can use either at work or as a framework and a range of ideas for creating their own.
Secondary keywords: geography;primary school;general secondary school;social aspect of sustainable development;social sustainability;active learning;process-based learning.;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za geografijo
Pages: V, 102 f.
ID: 8727059