diplomsko delo
Eva Penec (Author), Karmen Kolnik (Mentor)

Abstract

V diplomskem delu smo predstavili projektno učno delo kot aktivno metodo in obliko dela, ki ga lahko uporabimo pri pouku geografije v osnovni šoli. Projektno učno delo učiteljem omogoča načrtno in ciljno usmerjeno delo, učencem pa predstavlja tako obliko dela, pri kateri so bolj motivirani, samostojni, inovativni in kreativni, prihajajo do lastnih zaključkov ter razvijajo delovne navade. Predstavili smo osnovna teoretična izhodišča projektnega učnega dela, trajnostnosti ter vzgoje in izobraževanje za trajnostni razvoj v Sloveniji. Z analizo Učnega načrta za geografijo v osnovni šoli (2011) smo želeli ugotoviti vključenost načel vzgoje in izobraževanja za trajnostni razvoj, zapisane v Smernicah vzgoje in izobraževanja za trajnostni razvoj, ki jih je izdalo Ministrstvo Republike Slovenije za šolstvo in šport (2007), v učne cilje pouka geografije. Analiza je pokazala, da je od enajstih načel zastopanih samo deset. Predlagali smo primer učne priprave za projektni teden pri pouku geografije v 6., 7., 8. in 9. razredu osnovne šole. Za temo projektnega tedna smo si izbrali ravnanje z odpadki. Pri izdelavi smo upoštevali načela vzgoje in izobraževanja za trajnostni razvoj, ki so zapisana v Smernicah vzgoje in izobraževanja za trajnostni razvoj ter vseživljenjsko učenje. Primer učne priprave lahko učitelji uporabijo pri svojem delu ali pa jim služi kot ideja za izdelavo lastnega projekta. Z anketnim vprašalnikom smo želeli ugotoviti naklonjenost učiteljev na predmetni stopnji in učencev 6., 7., 8. in 9. razreda osnovne šole pri projektnem učnem delu. Učitelji in učenci so na podlagi dosedanjih izkušenj izpolnjevali vprašalnik. Rezultati analize so pokazali, da je večini učiteljev in učencev projektno učno delo všeč, ker so učenci bolj aktivni in uspešni kot pri klasičnem pouku, lahko pokažejo svojo ustvarjalnost, se zabavajo in pridobivajo nova spoznanja. Anketirani učitelji projekt zasnujejo na izkustvenem učenju, temo povežejo s problemi in izzivi iz vsakdanjega življenja, oblikujejo različne interesne skupine in se medpredmetno povežejo z drugimi učitelji. Prav tako si v prihodnosti želijo, da bi se taka oblika dela na šoli izvajala večkrat.

Keywords

diplomska dela;geografija;projektno učno delo;osnovne šole;izkustveno učenje;vseživljenjsko učenje;trajnostnost;vzgoja in izobraževanje za trajnostni razvoj;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UM FF - Faculty of Arts
Publisher: [E. Penec]
UDC: 37.091.2:502.131.1(043.2)
COBISS: 22307080 Link will open in a new window
Views: 1098
Downloads: 139
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Other data

Secondary language: English
Secondary title: Project week of lifelong learning for sustainable development in primary school
Secondary abstract: This graduation thesis provides a study on the project work as an active method and didactic approach, which can be used in geography class at primary school. Project work enables teachers to plan their teaching process objectively. On top of that, it provides students with the form of learning where they can be more motivated, independent, innovative and creative. Moreover, they come to their own conclusions and therefore they develop their working habits. Our primary concern has been the theoretical basis of project work, sustainability and education for sustainable development. We have analysed School Syllabus for Geography in primary school (2011), concerning the inclusion of principals of education for sustainable development in learning objectives in Geography class, which were published by Ministry of education, science and sport (2007). The analysis has shown that only ten out of eleven principles were represented. What is more, we have proposed several proposals like a lesson plan for project work in Geography class for students of 6th, 7th, 8th and 9th grade. The theme of waste management was chosen for this project work. The principles of education for sustainable development have been taken into account. Teachers can use this lesson plan as a good example or as an idea how to make their own project. Then, the questionnaire has been used in order to find teachers' attitude towards project work. The questionnaire has been filled in by the teachers and students based on their experience. The results of the analysis have shown that the majority of teachers and students support project work since the students are more active and more successful in comparison with classical learning process. On top of that, the students can express their creativity, have fun and acquire new findings. Nevertheless, the interviewees develop the project in terms of experimental learning. Then, the teachers relate the topic to current situations, form groups of different interests and thus they connect with other teachers interdisciplinary. Finally, they wish for that kind of work to be practised frequently.
Secondary keywords: theses;geography;project based learning;primary schools;experiential learning;lifelong learning;sustainability;education for sustainable development;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za geografijo
Pages: VI, 139 f.
ID: 9143961