Potencialne geografske učne dejavnosti v gramoznici Strnišče

magistrsko delo

Boštjan Jus (Avtor), Eva Konečnik Kotnik (Mentor), Ana Vovk Korže (Komentor)

Povzetek

Ljudje se najlažje učimo neposredno, prek lastne izkušnje in uporabe čutil. V ta namen so nastale učilnice v naravi, ki omogočajo, da učenci in drugi obiskovalci urijo različne sposobnosti, v ospredju pa je geografsko opazovanje. Naučijo se uporabljati različne metode, s katerimi raziskujejo in hkrati pridobivajo novo znanje. Učilnice v naravi naj bi imele urejeno infrastrukturo in materiale, ki omogočajo ustrezno učenje. Kriteriji ustreznosti učilnic v naravi niso predpisani, zato smo v magistrskem delu oblikovali nekaj ključnih izhodišč oz. vprašanj za oblikovanje le-teh. Učilnice v naravi naj bi bile opremljene z ustrezno infrastrukturo, ki bi omogočala vzgojno-izobraževalne aktivnosti. Okolje naj bi bilo dostopno in opremljeno z informacijskimi tablami ter primerno za obisk obiskovalcev različnih starostnih skupin. To tudi pomeni, da naj bi bile naloge, zastavljene obiskovalcem, prilagojene njihovi starosti, obenem pa zastavljene tako, da bi omogočale samostojno opravljanje nalog. Ob tem naj bi se naloge medpredmetno povezovale. Priporočljivo bi bilo imeti zloženko ali knjižico s splošnimi informacijami o učilnici v naravi, dobrodošla bi bila tudi spletna stran, kjer lahko obiskovalci dostopajo do informacij in zemljevida oz. načrta učne poti, ki obiskovalce vodi po učilnici v naravi. Zelo ugodno pa bi bilo tudi vodenje z vodičem. Ko smo tako formirali nabor kriterijev, smo z njihovo pomočjo ovrednotili izbrane učilnice v naravi v Sloveniji in tujini. Zajeli smo učni poligon za samooskrbo Dole, učni center Ajda Koroška - dvorec Bukovje, ekološko učno pot ob ribniku Vrbje, učni poligon za ekoremediacije v kmetijstvu - Grm Novo mesto, gozdno učno pot Skavtek, učilnico v naravi - učno pot Onger in učilnico v naravi - Ruperč Vrh. Kot primere iz tujine smo analizirali in ovrednotili Derbyshire in Darcy Lever v Angliji, Vulkanland v Avstriji, Ballon des Vosges v Franciji, Rhön v Nemčiji, rečno delto reke Skjern na Danskem, The Wadden Sea na Nizozemskem in Arche Noah (Noetova barka) v Avstriji. Ugotovili smo, da v Sloveniji večina učilnic v naravi ustreza zastavljenim kriterijem, medtem ko bi lahko primere iz tujine ovrednotili širše, bolj kot kompleksne turistične destinacije. V empiričnem oz. aplikativnem delu smo se osredotočili na gramoznico Strnišče, ki se nahaja v Občini Kidričevo in ima odličen potencial za odprtje učilnice v naravi. V gramoznici se nahajata dva ribnika, večji in manjši. Do sredine velikega ribnika vodi lesen most. V gramoznici stojita tudi čebelnjak in lesena hiša. Pripravili smo vzgojno-izobraževalne dejavnosti za izvajanje v omenjeni učilnici v naravi. Zamislili smo si, da bi obiskovalci dejavnosti izvajali s pomočjo t. i. raziskovalnih škatel, katerih metodično usmeritev smo v magistrskem delu natančneje opisali. Pripravili smo štiri raziskovalne škatle na različne teme: orientacija, geografija rastlinstva in prsti, vodovje in škatla zabave. Vsaka raziskovalna škatla ima različno število nalog, ki se navezujejo neposredno na gramoznico in temo škatle. Obiskovalci tako ob reševanju zastavljenih nalog sami raziskujejo učilnico v naravi in si s tem pridobijo nove informacije o okolju, v katerem se nahajajo, o izbranih geografskih vsebinah, o metodah geografskega proučevanja, obenem pa vrednotijo učenje, ki je možno tudi skozi zabavo, in razvijajo sodelovalne veščine.

Ključne besede

magistrska dela;učilnica v naravi;geografija;gramoznica Strnišče;raziskovalna škatla;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2019
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UM FF - Filozofska fakulteta
Založnik:	[B. Jus]
UDK:	911.2:37.091.3(043.2)
COBISS:	24445448
Št. ogledov:	773
Št. prenosov:	128
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Potential geographical educational activities for the Strnišče gravel pit
Sekundarni povzetek:	People learn the easiest directly, through personal experience and the use of their senses. For this purpose, outdoor classrooms were created. They allow students and other visitors to practise different skills - important among them are geographical observation skills. They learn to use different methods, which they can use to simultaneously explore and acquire new knowledge. Outdoor classrooms should have organised infrastructure and materials that allow for proper learning. The criteria for suitable outdoor classrooms are not set, thus in this master's thesis, we have created some key starting points or questions for creating them. We believe that outdoor classrooms should be equipped with adequate infrastructure that can enable educational activities; the surroundings should be equipped with information boards; the environment should be accessible; it would be very advantageous to have tours with a guide; the environment should be suitable for visits from people from different age groups; the tasks that are set for the visitors should be adjusted to the age group of the visitors; the tasks should be set up in such a way that they can be done independently; the set tasks should be interdisciplinary in nature. It is also recommended to have a leaflet or booklet with general information on the outdoor classroom, a web page where visitors can access information and a map or outline of the learning paths that lead visitors through the outdoor classroom. When we formed the set of criteria, we used them to evaluate selected outdoor classrooms in Slovenia and abroad. We examined the Dole Learning Centre, the Ajda Koroška - Dvorec Bukovje Learning Centre, the Ribnik Vrbje ecology learning path, the Learning Centre for Bioremediation in Farming' Grm Novo Mesto , the Skavtek forest learning path, outdoor classroom - the Onger learning path, outdoor classroom - Ruperč Vrh. In foreign countries, we analysed and evaluated Derbyshire in England, Vulkanland in Austria, Ballon des Vosges in France, Rhon in Germany, Darcy Lever in England, the Skjern River Delta in Denmark, the Wadden Sea in the Netherlands and Noah's Ark (Arche Noah) in Austria. We found out that in Slovenia, most outdoor classrooms meet the criteria, while the examples from foreign countries could be more widely evaluated as complex tourist destinations. In the empirical or applied part of the thesis, we focused on the Strnišče gravel pit, which is located in the municipality of Kidričevo and has excellent potential for an outdoor classroom. There are two ponds in the gravel pit, a large one and a small one. There is a wooden bridge that leads to the middle of the large pond. There is also a beehive and a wooden house in the gravel pit. We have prepared educational activities that can be implemented in the aforementioned outdoor classroom. We thought that the visitors could do the activities with the help of so-called research boxes, in which we described methodical directions in detail for the tasks. We prepared four research boxes on various topics, namely on orientation, the geography of flora and soil, water, and an entertainment box. Each research box has a different number of activities that directly relate to the gravel pit and the theme of the box. After finishing the given tasks, the visitors can explore the outdoor classroom themselves, which will allow them to obtain new information about the environment in which they are located, about selected geographical content, about the methods used for geographical study, while at the same time, they are evaluating learning, which is also possible through fun and are developing collaborative skills.
Sekundarne ključne besede:	master theses;outdoor classroom;geography;Strnišče gravel pit;research box;
URN:	URN:SI:UM:
Vrsta dela (COBISS):	Magistrsko delo/naloga
Komentar na gradivo:	Univ. v Mariboru, Filozofska fak., Oddelek za geografijo
Strani:	94 f.
ID:	11021109