magistrsko delo
Lea Kolman (Avtor), Jelka Strgar (Mentor)

Povzetek

Človek si okolje prisvaja, ga preoblikuje in prilagaja svojim vse bolj raznovrstnim potrebam. Okoljska ozaveščenost in skrb za varstvo naravne dediščine sta zelo povezana pojma. Pri pouku naravoslovja in biologije v osnovni šoli sta tako pomembno usvojena učna cilja za vse življenje. Pridobljeno znanje mora namreč generacijam učencev omogočiti, da bodo razumeli, kako človek pomembno vpliva na naravo, s tem pa ruši temelje svojega obstoja na planetu. Z raziskavo, v kateri smo uporabili kavzalno neeksperimentalno metodo in kvantitativni raziskovalni pristop, smo ovrednotili trajnost znanja o vodi in trajnost odnosa do vode, ki so ju učenci usvojili z izkustvenim učenjem o vodi na terenu. V skladu s tem smo postavili šest hipotez. V naš vzorec so bili vključeni učenci in učenke 8. in 9. razreda Osnovne šole Naklo. Podatke smo zbrali z anketnim vprašalnikom in preizkusom znanja, ki ju je v svoji raziskavi uporabila že Eržen leta 2016. Splošna ugotovitev je bila, da je bilo učencem všeč sodelovanje v raziskavi. Znanje učencev smo preverjali s preizkusom znanja o vodi. Našli smo samo dve statistično značilni razliki med odgovori deklet in fantov. Ugotovili smo, da je znanje, usvojeno leta 2015 z izkustvenim učenjem na terenu, trajnejše kot znanje, usvojeno leta 2015 z izkustvenim učenjem v razredu. Leta 2015 je imela večina učencev precej napačne predstave o naravnih pojavih, povezanih z vodo. Še več, zelo slabo so se zavedali antropogenega vpliva na okolje. Z anketo smo ugotovili, da so učenci leta 2019 pripravljeni spremeniti svoje vedenje in navade, da bi se izboljšala kakovost vode, in si vsak dan prizadevajo za zmanjšanje porabe vode, torej se je njihov odnos do vode v primerjavi z letom 2015 spremenil na bolje. Ugotovili smo, da v naši raziskavi leta 2019 statistično značilnih razlik med odgovori učencev glede na metodo dela ni bilo pri nobeni trditvi. Statistično značilne razlike med odgovori deklet in fantov so bile pri štirih trditvah. Statistično značilne razlike med odgovori osmošolcev in devetošolcev pa so bile pri petih trditvah. Pri odnosu učencev do vode glede na leto anketiranja (2015 in 2019) smo ugotovili, da so statistično značilne razlike pri enajstih trditvah.

Ključne besede

izkustveno učenje;trajnost znanja;osnovna šola;voda;Udin boršt;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [L. Kolman]
UDK: 57:159.953.5(043.2)
COBISS: 73431555 Povezava se bo odprla v novem oknu
Št. ogledov: 227
Št. prenosov: 6
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Water knowledge retention after experiential learning in elementary school
Sekundarni povzetek: The environment in which we live is largely cultivated. Man appropriates the environment, transforms it and adapts it to his increasingly diverse needs. Environmental awareness and concern for the protection of the natural heritage are closely related concepts. In science and biology lessons at primary level they both belong to important learning goals acquired for whole life. The acquired knowledge must enable generations of students to understand how man has a significant impact on nature, thereby destroying the foundations of his existence on the planet. Through research using a causal non-experimental method and a quantitative research approach, we evaluated the sustainability of water knowledge and the sustainability of water attitudes that students have acquired through experiential learning about water in the field. We put forward six hypotheses accordingly. Pupils of the 8th and 9th grades of Naklo Elementary School were included in our sample. The data were collected through a questionnaire and a knowledge test, both of which Eržen used in her research in 2016. The general finding was that the students liked participating in the research. We tested the students' knowledge with a water knowledge test. We found only two statistically significant differences between the responses of girls and boys. We found out that the knowledge acquired in 2015 through experiential learning in the field was more permanent than the knowledge acquired in 2015 through experiential learning in the classroom. In 2015, most students had quite wrong conceptions about natural phenomena related to water. Moreover, they were very poorly aware of the anthropogenic impact on the environment. The survey revealed that students in 2019 were willing to change their behaviour as well as their habits in order to improve water quality. The survey also showed that these students strove to reduce water consumption every day, so their attitude towards water changed for the better compared to their attitude in 2015. According to the method of work, there were no statistically significant differences between students’ responses in any of the statements. There were statistically significant differences between the responses of girls and boys in four statements. However, statistically significant differences between the responses of eighth- and ninth-graders were found in five statements. Regarding students’ attitudes towards water in different years of the survey (i. e. 2015 and 2019), there were statistically significant differences in eleven statements.
Sekundarne ključne besede: Osnovnošolsko izobraževanje;Razvoj človeka;Univerzitetna in visokošolska dela;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Dvopredmetni učitelj Biologija - Gospodinjstvo
Strani: VIII, 54, [10] str. pril.
ID: 13257471