Pouk na prostem pri predmetu družba v 4. razredu osnovne šole

magistrsko delo

Abstract

Učenci v Sloveniji danes veliko časa preživijo v učilnici in drugih zaprtih prostorih. V magistrskem delu smo preučevali pouk na prostem, ki omogoča neposreden stik z naravo in gibanje na svežem zraku. Ima veliko pozitivnih učinkov, saj učencem ponuja realno izkušnjo, poveča motivacijo, navdušenje in samozavest, posledično pa privede do manjših težav z motnjami pozornosti, omogoča socialni razvoj itd. (Skribe-Dimec, 2014). Namen magistrskega dela je bil, da izvedemo pet šolskih ur (enot) pouka na prostem, in sicer enkrat tedensko izven učilnice v neposredni bližini šole ne glede na vremenske razmere in učno vsebino. Vzorec je zajemal učence 4. razreda osnovne šole. Ugotavljali smo, kako vreme vpliva na uspešno izvedbo pouka na prostem in ali so s poukom na prostem doseženi vsi zastavljeni učni cilji. Teorija pravi, da pouk na prostem vključuje vsa čutila, učenci so aktivnejši in rezultati pedagoškega procesa so boljši od rezultatov pedagoškega procesa v učilnici (Štemberger, 2012). S pomočjo pisnega preizkusa znanja smo ugotavljali razlike v znanju med vsebinami, obravnavanimi v učilnici, in tistimi na prostem. Pred (v mesecu februarju) in po (aprila) izvedbi pouka na prostem pa smo naredili sociometrični test in ugotavljali, ali so se med časom izvedenega pouka na prostem pokazale razlike med povezanostjo učencev. Rezultati raziskave so pokazali, da ima vreme vpliv na uspešnost izvedbe pouka na prostem. Večino učencev je motilo deževno vreme, vendar se jih je kljub temu nekaj odločilo, da bi raje imeli pouk na prostem kot v učilnici. Ugotovili smo, da se pouk na prostem lahko izvede v vsakem vremenu, le dobro se je treba nanj pripraviti. Če nam zaradi vremena ne uspe izvesti celotne učne ure na prostem, lahko izvedemo le en del (uvodni, osrednji ali zaključni). Ugotovili smo tudi, da se pouk na prostem lahko izvede ne glede na učno vsebino in doseže zastavljene učne cilje. Pokazale so se razlike v znanju med vsebinami, obravnavanimi v učilnici, in tistimi na prostem. Učenci so boljše rezultate dosegli pri pisnem preizkusu znanja iz vsebin, obravnavanih na prostem. Prav tako smo zaznali razlike v rezultatu sociograma, izvedenega pred in po pouku na prostem. V nasprotju s pričakovanji so bili učenci bolj medsebojno povezani pred izvedbo pouka na prostem (v mesecu februarju) kot po njem (aprila).

Keywords

predmet družba;spoznavanje družbe;pouk na prostem;izkustveno učenje;načini poučevanja družboslovnih vsebin na prostem;

Data

Language:	Slovenian
Year of publishing:	2015
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[A. Lahne]
UDC:	908:373.3(043.2)
COBISS:	10792521
Views:	1023
Downloads:	194
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Outdoor instruciton of social science to year 4 primary school pupils
Secondary abstract:	Pupils in Slovenia nowadays spend a lot of time in classrooms and other enclosed areas. In this master’s thesis, we examined lessons in outdoor settings that enable direct contact with nature and exercises in fresh air. These lessons have many positive effects as they provide real-world experience to pupils, increase their motivation, enthusiasm and confidence and consequently diminish problems with distractions, enable social development etc. (Skribe-Dimec, 2014). The purpose of this master’s thesis was to perform five outdoor school lessons, namely one lesson per week outside the classroom in the immediate vicinity of school regardless of the weather conditions and learning content. Our sample included pupils of a fourth grade in a nine-year primary school. We studied how the weather affected the conduct of the outdoor lessons and if all learning objectives were achieved. Theoretically, outdoor lessons comprise all sense organs, pupils become more active and the results of teaching practices in outdoor settings are better than in classrooms (Štemberger, 2012). We prepared a written test for pupils in order to determine the differences in knowledge of contents learned in classrooms and outside. Before (in February) and after (in April) the outdoor lessons, we carried out a sociometric test and searched for potential differences in pupils’ connectedness during the outdoor lessons. The results of the research show that weather affects the conduct of the outdoor lessons. Although the majority of pupils were disturbed by the rainy weather, some of them preferred the outdoor lessons to those in classrooms. We discovered that outdoor lessons can take place in bad weather if we prepare well. If the weather prevents us from having the entire lesson outside the classroom, we can conduct at least a part of it there (the introductory, main or conclusive part). Moreover, we established that outdoor lessons can take place regardless of the learning content and learning objectives can be achieved. We observed a difference in knowledge of contents learned in classrooms and outside. Pupils obtained better results at the written test of subjects learned outside. Furthermore, we noticed a difference in the results of the sociogram performed before and after the outdoor lessons. Contrary to our expectations, pupils were more connected with each other before the outdoor lessons (in February) than after (in April).
Secondary keywords:	primary education;society;open air activities;osnovnošolski pouk;družba;dejavnosti na prostem;
File type:	application/pdf
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages:	104 str.
ID:	9064558