magistrsko delo
Tatjana Pecin (Author), Gregor Torkar (Mentor)

Abstract

V magistrskem delu bo predstavljena akcijska raziskava, s pomočjo katere bomo spoznali, kako lahko pri pouku geografije v 6. razredu osnovne šole spodbujamo pri učencih oblikovanje pozitivnih stališč do okolja s poučevanjem okoljskih vsebin. Cilji okoljske vzgoje so usmerjeni k spodbujanju večjega zavedanja učencev o pomenu sonaravnega in trajnostnega razvoja družbe. Zato učne vsebine z okoljsko problematiko omogočajo, da se učenci usposobijo za razumevanje le-te. Z aktivnim in izkustvenim učenjem oz. problemskim poukom bodo učenci postavljeni v situacije, ki od njih zahtevajo premišljeno in odgovorno ravnanje, zasnovano na kritičnem razmišljanju ter izoblikovanju lastnih kriterijev za odločanje. Pri obravnavi določenih učnih vsebin pri pouku geografije v 6. razredu (npr. geografija se predstavi, življenje na celini, podnebne in rastlinske značilnosti Zemlje) bodo te učenci povezali z obravnavo različnih okoljskih problemov v lokalnem okolju in ob ponujanju možnosti za njihovo rešitev, razvijali odgovoren odnos ter pozitivna stališča do okolja. V teoretičnem delu naloge bodo predstavljeni cilji okoljske vzgoje in vsebine učnega načrta za geografijo v 6. razredu, kjer so izpostavljene možnosti za okoljsko ozaveščanje oz. za oblikovanje stališč ter vrednot, ki jih lahko učenci ob spoznavanju (lokalnih) okoljskih problemov oblikujejo. Prav tako bodo predstavljeni načini poučevanja okoljskih vsebin. V empiričnem delu bo predstavljeno raziskovanje lokalnega okolja, ki bo potekalo po korakih, pri čemer bodo rezultati vsakega predhodnega koraka osnova akcije naslednjega koraka. Posamezni akcijski koraki bodo načrtovani kot problemski in izkustveni pouk, preko katerega se bodo učenci tudi vrednostno opredeljevali oz. zavzemali konkretna stališča do okolja. Med ključnimi pokrajinskimi ekološkimi problemi vzhodnega območja Ljubljane, kjer je šola, lahko izpostavimo prometno problematiko, poškodovanost gozdnih površin, onesnaženost ozračja in naraščanje števila prebivalstva. Preden smo z učenci začeli izvajati posamezne akcijske korake, smo s pregledom Učnega načrta spoznavanje okolja za 1., 2. in 3. razred, Učnega načrta družba za 4. in 5. razred ter Učnega načrta naravoslovje in tehnika za 4. in 5. razred ugotovili, katere teme oziroma vsebine, ki opredeljujejo okoljsko problematiko, so učenci že spoznali, ter s tem, katere standarde znanja so že dosegli. Pridobljena spoznanja so predstavljala osnovno izhodišče za preizkus znanja, s katerim je ugotovljeno, kakšno je znanje učencev o okoljskih problemih. Sledila je še analiza učnega načrta za pouk geografije v 6. razredu osnovne šole, s katero je ugotovljeno, pri katerih temah oziroma vsebinah lahko izpostavimo okoljsko problematiko. Z akcijskimi koraki, ki smo jih v nadaljevanju z učenci izvedli, so spoznavali vpliv lege in površja domače pokrajine na onesnaženost ozračja v njej, kakšna je kakovost zraka v domači pokrajini ter kako poškodovano je rastje v šolskem parku, kjer se je raziskava izvajala. V raziskavi je ugotovljeno, da se število ciljev okoljske vzgoje sistematično povečuje. Največ ciljev lahko učenci uresničijo pri predmetu naravoslovje in tehnika. Geografija kot naravoslovni in družboslovni predmet hkrati lahko cilje okoljske vzgoje uresničuje pri večini geografskih vsebin, čeprav so med trinajstimi operativnimi cilji okoljske vzgoje »skriti« le v petih učnih ciljih. S preizkusom znanja smo ugotovili, da učenci razumejo vpliv površja na življenjske razmere v pokrajini in tudi vpliv vremenskih situacij na onesnaženost zraka domače pokrajine. Med ključnimi onesnaževalci izpostavljajo emisije iz prometa in industrije v Vevčah ter Zalogu. Za poškodovanost smrek v šolskem parku krivijo človeka, do izboljšanja stanja pa naj bi prišlo z večjim izobraževanjem in okoljskim osveščanjem krajanov. Empirično raziskovanje je bilo usmerjeno v akcijsko delovanje v domačem kraju. Učenci so spoznavali vpliv lege in površja na onesnaženost zraka v Polju, kakovost zraka v Polju ter okolici in poškodovanost smrek v šolskem parku. Z večjim spoznanjem okoljske problematike domačega kraja in neposrednim doživljanjem okolja pri terenskem delu smo pri učencih vplivali na oblikovanje pozitivnih stališč do okolja.

Keywords

okoljska vzgoja;pokrajinsko ekološki problemi;Ljubljana;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Pecin Završan]
UDC: 373.3:91(043.2)
COBISS: 11222601 Link will open in a new window
Views: 532
Downloads: 132
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Supporting elementary students in creating a positive attitude tovard the environment in year 6 geography lesson
Secondary abstract: In the master´s thesis, action research will be presented with which we will learn how can we in geography lessons in the 6th grade of primary school in pupils encourage formation of positive attitude toward environment by teaching environmental topics. The objectives of the environmental education are oriented toward promotion of higher awareness of pupils about the importance of environmentally friendly and sustainable development of society. Therefore, teaching contents with environmental issues enable pupils to understand this. With active and experimental learning or problem centred lessons, pupils will be placed in situations which require deliberate and responsible actions based on critical thinking and formation of their own criteria for decision-making. In discussing certain teaching contents in geography lessons in the 6th grade (e.g. geography presents itself, life on a continent, climate and plant characteristics of Earth), pupils will relate them with discussion of various environmental issues in local environment by offering possible solutions thereof, develop responsible attitude and positive standpoints toward environment. In the theoretical part of the thesis, the objectives of the environmental education will be presented and contents of the curriculum for geography in the 6th grade, in which the possibilities for environmental awareness or formation of standpoints and values which can be developed by pupils along learning about (local) environmental problems are pointed out. In the empirical part, a research of the local environment will be presented, which will be carried out in steps. The results of each preceding step will be a basis of action of the next step. Individual action steps will be planned as a problem and experimental lessons through which pupils will also take sides with values or take actual standpoints on the environment. Among the key landscape and ecological problems of the East area of Ljubljana where school is situated, we can point out traffic issues, damaged forest areas, air pollution, and growing population. Before we started implementing individual action steps with pupils, we overviewed curriculums for the subject learning about the environment in the 1st, 2nd, and 3rd grade, curriculum for the subject society in the 4th and 5th grade, and curriculum for the subject science and technology in the 4th and 5th grade. With overview we established which topics or contents defining environmental issues pupils already know and which standards of knowledge were already achieved. The obtained findings represented a basic starting point for a test, which determined the knowledge of pupils on environmental topics. This was followed by analysis of the curriculum for geography in the 6th grade of the primary school, which revealed in which topics or contents we can point out environmental issues. With action steps that were further implemented with pupils, they recognized the influence of location and surface of the local landscape its air pollution, the quality of air in local landscape, and the extent to which the plants in school park are damaged, where the research was implemented. The research revealed that the number of objectives related to environmental issues is systematically increasing. The majority of objectives can be realized in the subject science and technology. Geography as natural and social science can simultaneously fulfil objectives of environmental education in majority of geographical topics, although among thirteen operative objectives, objectives of environmental education are “hidden” in only five of them. With the test we discovered that pupils understand the influence of the surface on living conditions in the landscape and also the influence of weather situations on air pollution of the local landscape. Among the key polluters they pointed out traffic and industrial emissions in Vevče and Zalog. They blame human for the damaged spruces in the school park, and the improvement shall be reached with more education and environmental awareness of the residents. The empirical research was directed toward action operation in hometown. Pupils learned about the influence of location and surface on air pollution in Polje, the quality of air in Polje and its vicinity, and damage on spruces in school park. With greater knowledge of the environmental issues in hometown and a direct experiencing of the environment in field work, we influenced the formation of positive attitude toward environment in pupils.
Secondary keywords: primary education;geography;osnovnošolski pouk;geografija;
File type: application/pdf
Type (COBISS): Master's thesis
Thesis comment: Univ. v Ljubljani, Pedagoška fak.
Pages: XII, 178 str.
ID: 9175486