Predstave predšolskih otrok o pogojih in virih za preživetje organizmov

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[U. Studen]
UDK:	373.2.016:50(043.2)
COBISS:	9548617
Št. ogledov:	1059
Št. prenosov:	306
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Preschool children's perceptions of the conditions and sources needed for the survival of organisms
Sekundarni povzetek:	The diploma thesis presents how pre-school children interpret the conditions and sources essential for the survival of organisms in space and time, and how pre-school children imagine the process of nourishment and the importance of food for an organism (using a dog as a case study). Differences between experiential learning and picture-based learning are explained, too. A dog was included in the process of active (experiential) learning to stimulate the children in terms of their perception and understanding of conditions essential for the survival of an organism. It was assumed that the children who were taught using a live dog would achieve better results than the children who were taught through pictorial learning aids. 54 pre-school children were included in the research – 30 from the Rožle Kindergarten in Naklo and 24 from a unit of the Tržič Kindergarten in Križe. The first part of the research was performed in May 2012, while the second part was carried out in October 2012. The newly-acquired knowledge and perceptions of pre-school children were determined through carrying out interviews before and after the pedagogic intervention. Each of the children was asked to answer five questions. Noteworthy differences between the two groups include differences in the children’s perceptions and newly-acquired knowledge about nourishment and the importance of food for an organism (e.g., a dog). The children taught through using a poster remembered fewer details and were less emotionally involved that the children participating in experiential learning.
Sekundarne ključne besede:	science education;pre-school education;experiential learning;naravoslovna vzgoja in izobraževanje;predšolska vzgoja;izkustveno učenje;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Strani:	40 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Preschool children's perceptions of the conditions and sources needed for the survival of organisms
Ključne besede (ePrints):	predšolski otroci
Ključne besede (ePrints, sekundarni jezik):	pre-school children
Povzetek (ePrints):	V diplomskem delu je predstavljeno, kako si otroci na predšolski stopnji razlagajo pogoje in vire za preživetje organizmov v prostoru in času ter kako si otroci predstavljajo prehranjevanje in pomen hrane za organizem (na primeru psa). Predstavljene so tudi razlike med izkustvenim učenjem in učenjem s pomočjo slike. S pomočjo psa, ki je bil vključen v proces aktivnega (izkustvenega) učenja, sem želela spodbuditi otrokovo spoznavanje, dojemanje in razmišljanje o pogojih, potrebnih za preživetje organizma. Predvidevala sem, da bodo otroci s pomočjo živega psa dosegali boljše rezultate kot otroci v drugi skupini, pri katerih je učenje potekalo s pomočjo plakata. V raziskavo je bilo vključenih 54 predšolskih otrok, od tega 30 otrok iz vrtca Rožle v Naklem in 24 otrok iz enote Križe vrtca Tržič. Raziskavo v prvem vrtcu sem izvedla maja 2012, drugo pa oktobra 2012. Znanje in predstave predšolskega otroka sem ugotavljala s pomočjo intervjujev, ki sem jih izvedla pred pedagoško intervencijo in po njej. Vsakemu izmed predšolskih otrok sem zastavila pet vprašanj. Opaznejše razlike med skupinama otrok so se pokazale v predstavah in znanju o prehranjevanju in pomenu hrane za organizem (na primeru psa). Otroci, ki so se učili s pomočjo plakata, so si zapomnili manj podrobnosti in so bili manj čustveno angažirani kot otroci, vključeni v proces izkustvenega učenja.
Povzetek (ePrints, sekundarni jezik):	The diploma thesis presents how pre-school children interpret the conditions and sources essential for the survival of organisms in space and time, and how pre-school children imagine the process of nourishment and the importance of food for an organism (using a dog as a case study). Differences between experiential learning and picture-based learning are explained, too. A dog was included in the process of active (experiential) learning to stimulate the children in terms of their perception and understanding of conditions essential for the survival of an organism. It was assumed that the children who were taught using a live dog would achieve better results than the children who were taught through pictorial learning aids. 54 pre-school children were included in the research – 30 from the Rožle Kindergarten in Naklo and 24 from a unit of the Tržič Kindergarten in Križe. The first part of the research was performed in May 2012, while the second part was carried out in October 2012. The newly-acquired knowledge and perceptions of pre-school children were determined through carrying out interviews before and after the pedagogic intervention. Each of the children was asked to answer five questions. Noteworthy differences between the two groups include differences in the children’s perceptions and newly-acquired knowledge about nourishment and the importance of food for an organism (e.g., a dog). The children taught through using a poster remembered fewer details and were less emotionally involved that the children participating in experiential learning.
Ključne besede (ePrints, sekundarni jezik):	pre-school children
ID:	8311202