diplomsko delo
Damjana Fajdiga (Author), Marjanca Kos (Mentor)

Abstract

Medvedje v ljudeh vzbujajo različna čustva – od strahu do ljubečega sočutja. Na otrokovo mnenje predvsem vplivajo najrazličnejši mediji, pravljice in knjige. Tako nekateri to žival enačijo s svojim plišastim medvedkom, brez katerega ne morejo zaspati, drugi pa imajo o tej živali negativne predstave, saj si ga predstavljajo kot največjo nevarnost, ki živi v temačnem gozdu. S pomočjo aktivnega učenja poskušamo otroku spremeniti njegov stereotipni pogled, saj pri tem otroka celostno, miselno in čustveno aktivira ter je zanj osebno pomembno in vpeto v resnične življenjske okoliščine. V diplomskem delu smo se osredinili ravno na to, kako otroci s pomočjo aktivnega učenja pridobijo znanje. V individualnih intervjujih smo raziskovali, v kolikšni meri otroci poznajo žival medveda in kakšen je njihov odnos do te živali. Vzorec je zajemal štiriinštirideset otrok, starih od 5 do 6 let. Ugotovili smo, da otroci v veliki meri nimajo ustreznih predstav o medvedu in da so v njihovih predstavah prisotni stereotipi. Na osnovi teh ugotovitev smo zasnovali in izvedli dejavnosti, v katerih so otroci z aktivnim učenjem pridobili znanje o medvedu. Podrobneje smo se posvetili telesnim značilnostim, prehranjevanju, življenjskem okolju, življenju pozimi in nevarnosti medveda. Dejavnosti smo izvajali v eksperimentalni skupini, ki je štela dvaindvajset otrok. Za primerjavo smo vključili kontrolno skupino, ki je tudi štela dvaindvajset otrok. Po izvedenih dejavnostih smo individualne intervjuje ponovno izvedli ter v primerjavi s predhodnimi predstavami zaključili, kako so izvedene dejavnosti vplivale na njihovo znanje o medvedu. Analiza rezultatov eksperimentalne skupine je pokazala, da so otroci s pomočjo aktivnega učenja pokazali izboljšanje znanja o medvedu ter tudi večina stereotipov o tej živali je izginila. Medved je za delovanje ekosistema zelo pomembna žival in stalno je prisoten v slovenskem prostoru. Vendar imajo ljudje o njem pogosto napačne predstave, kar vpliva na njihov odnos do te živali. Negativen odnos ljudi in pomanjkljivo znanje pa zmanjšujeta možnost kakovostnega sobivanja človeka in medveda. Ker se odnos do narave oblikuje že v zgodnjem otroštvu, je treba k pridobivanju znanja in oblikovanju pozitivnega odnosa do narave, tudi do medveda, pričeti že v vrtcu. Tudi rezultati mojega diplomskega dela kažejo, da je to smiselno.

Keywords

začetno naravoslovje;aktivno učenje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [D. Fajdiga]
UDC: 373.2.016:59(043.2)
COBISS: 11035721 Link will open in a new window
Views: 1141
Downloads: 130
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Other data

Secondary language: English
Secondary title: Preschoolers' ideas about bear
Secondary abstract: Bears evoke different feelings in people, ranging from fear to compassion. The children's opinion is mainly impacted by various media, stories, and books. Some people equate this animal with their teddy bear, which they need to fall asleep, while others have negative images, since they picture it as the biggest danger living in a dark forest. We wish to change the child’s stereotypical view through active learning, as the child is comprehensively, mentally, and emotionally activated and it becomes of personal significance for them and is part of real life circumstances. This diploma thesis focuses on how children acquire knowledge through active learning. Through individual interviews we discovered to what extent the children are familiar with the bear as an animal and what is their relationship towards this animal. The sample consisted of forty-four children, aged 5 to 6. We established that the children to a great extent do not have appropriate information about the bear and that their ideas involved stereotypes. On the basis of these findings we have designed and performed activities which helped children acquire knowledge about the bear through active learning. We focused in more detail to physical characteristics, feeding, habitat, its life during winter and the dangers related to bears. The activities were performed in an experimental group consisting of twenty-two children. For comparison we included a control group consisting of twenty-two children. After the activities were performed, we again conducted individual interviews and have made conclusions with regards to previous ideas on how the activities performed have impacted their knowledge of the bear. The analysis of the results of the experimental group has shown that the children have improved their knowledge of the bear and that the majority of the stereotypes regarding this animal has disappeared by means of active learning. The bear is an important animal for the functioning of the ecosystem and it is constantly present in Slovenia. But people often have wrong ideas about it, which impacts their relationship towards this animal. This negative relationship, along with the lack of knowledge, decreases the possibility of a quality cohabitation between man and bear. Since one’s attitude towards nature is formed in early childhood, it is necessary to start to acquire knowledge and to form a positive attitude towards nature in kindergarten. The reasonableness of this has also been confirmed by the results of my diploma thesis.
Secondary keywords: pre-school child;animal;predšolski otrok;žival;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 69 str.
ID: 9149982