Gozd kot učilnica

učenje o drevesih v predšolskem obdobju

Brigita Šuperger (Author), Marjanca Kos (Mentor)

Abstract

Znano je, da je naravno okolje najboljše za učenje zgodnjega naravoslovja. Različni avtorji v svoji literaturi naštevajo dejavnosti za otroke, ki jih lahko izvajamo v naravnem okolju, vendar nam kljub vsemu manjkajo konkretni podatki o tem, koliko se otroci dejansko naučijo prek teh dejavnosti. Namen diplomskega dela je ugotoviti, kak je napredek znanja otrok o drevesnih vrstah in spretnostih opazovanja s pomočjo strukturiranih dejavnosti in proste igre v naravnem okolju (gozd, travnik). Naredila sem poskus z eksperimentalno in s kontrolno skupino. V vsaki skupini je bilo 16 otrok, starih 5‒6 let. Najprej sem izvedla individualna testiranja in ugotovila, koliko predznanja imajo otroci o drevesnih vrstah in opazovalnih spretnostih. Imeli so tri naloge: poimenovanje listov 10 drevesnih vrst, povezava med listi in plodovi 8 drevesnih vrst ter iskanje parov listov 10 drevesnih vrst med skupaj 17 drevesnimi vrstami (ugotavljanje napredka opazovalnih spretnosti otrok). Otroci iz eksperimentalne skupine so po prvih testiranjih nadaljevali vodene aktivnosti v naravnem okolju, po teh dejavnostih pa so spet sledila individualna testiranja obeh skupin. Rezultati so pokazali, da je predznanje otrok o drevesnih vrstah in opazovalnih spretnostih slabo, po končanih dejavnostih pa se je znanje eksperimentalne skupine bistveno izboljšalo. Iz tega sklepam, da ustrezne dejavnosti v naravnem okolju omogočajo otrokom napredek znanja na področju zgodnjega naravoslovja.

Keywords

zgodnje učenje naravoslovja;igra v naravnem okolju;drevesa;drevesne vrste;

Data

Language:	Slovenian
Year of publishing:	2015
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[B. Šuperger]
UDC:	373.2.016:582.091(043.2)
COBISS:	10849097
Views:	980
Downloads:	179
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Forest as a classroom
Secondary abstract:	It is a known fact that the best way to explore early science concepts is in the natural environment. Different authors cite activities for children that can be conducted in nature. However, there is insufficient data on whether such activities actually help children learn. The purpose of the thesis is to determine how children progress in terms of their knowledge about tree species and their ability to observe through structured activities and games in nature (forest, meadow). We conducted an experiment with an experimental and a control group of children, each group consisting of 16 children aged from 5 to 6 years. The first step was to conduct individual tests to determine how much children knew about tree species and whether they possessed any observation skills. The children were asked to perform 3 tasks: name the leaves of 10 tree species; recognise the leaves and fruits of 8 tree species; look for pairs of leaves from 10 tree species among the leaves of 17 tree species (tracking progress of children's observation skills). The children in the experimental group were tested and then they continued with guided activities in the natural environment. After they finished, both groups were tested again. The results indicate that the children's prior knowledge about tree species as well as their observation skills were poor. However, the knowledge of the experimental group improved significantly after completing their activities. We can conclude that adequate activities in nature help children improve their knowledge in the field of early science.
Secondary keywords:	pre-school child;science education;open air activities;predšolski otrok;naravoslovna vzgoja in izobraževanje;dejavnosti na prostem;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	61 str.
ID:	9113589