Učenje naravoslovnih pojmov z raziskovanjem kamnin in prsti v predšolskem obdobju

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2014
Izvor:	Ljubljana
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[A. Srpčič]
UDK:	373.2:552.51:502.521(043.2)
COBISS:	10008137
Št. ogledov:	900
Št. prenosov:	200
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Learning natural science terms in preeschool education by experiencing rocks and soils
Sekundarni povzetek:	This master work presents an action research with 5–6 years old children about soils and rocks. The observation of the teaching practice helps teachers to find out which methods and instruments they are using to achieve the education goals, in this case in the field of natural science, especially at developing knowledge concerning rocks. The master work wishes to check if the preschool teacher creates situations, where children are able to exchange their knowledge, experience and are possible to carry out experiments. If children participate in planning and evaluating, it is easy to respect their wishes, moreover, it helps the teacher to check the knowledge they have gained. At work, a preschool teacher gets a lot of experience, which leads to the development of ''practical theories'' that can be advanced, changed or rejected. To run this process, the reflection is needed. It works as a cyclic process among actions of thinking, future-orientation and looking back at the former work experience. All this results in professional development of the preschool teacher, better educational process and better learning conditions for children. Both, the evaluation and the reflection are fundamental for this action research. The leading, i.e. the theoretical part of this masterwork presents the field of natural science from different perspectives of modern pedagogical concept in Slovenia. Different modern ways of exchanging and accessing information allow preschool teachers to include alternative approaches and strategies at work instead of just following the official curriculum. Rapid development and constant changes are part of our everyday lives. This demands from a preschool teacher to constantly develop at work and especially, to be ready to prepare children for a life in a changing world, where the competences for lifelong learning mean much more than the quantity of learned facts that surrounds us. It is the combination of knowledge, agility and relations / orientation and standpoints. These key competences are transmittable and therefore useful in many conditions and circumstances. They are multifunctional, because they can be used to reach various goals, to solve different sorts of problems and to undertake all sorts of tasks. If natural science themes are appropriately introduced to children, they are able to use their knowledge also in other similar situations.
Sekundarne ključne besede:	pre-school education;science education;predšolska vzgoja;naravoslovna vzgoja in izobraževanje;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Magistrsko delo/naloga
Komentar na gradivo:	Univerza Ljubljana, Pedagoška fak.
Strani:	107 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Učenje naravoslovnih pojmov z raziskovanjem kamnin in prsti v predšolskem obdobju
Ključne besede (ePrints):	prst
Ključne besede (ePrints, sekundarni jezik):	soil
Povzetek (ePrints):	V magistrskem delu je predstavljena akcijska raziskava s področja raziskovanja prsti in kamnin, ki smo jo izvedli s 5–6 let starimi otroki. S spremljanjem lastne prakse smo želeli ugotoviti, katere metode in pripomočke uporabljamo za doseganje izobraževalnih ciljev na naravoslovnem področju, predvsem pri zagotavljanju razvoja znanja pojmov o kamninah in prsti. Zanimalo nas je, ali oblikujemo situacije, kjer si otroci izmenjujejo znanje, izkušnje ter imajo možnost eksperimentiranja. Načrtovanje in evalviranje z otroki omogoča upoštevanje pobud otrok, hkrati je to možnost za preverjanje usvojenega znanja otrok. Vzgojitelj na svojem delovnem mestu pridobi ogromno izkušenj, na osnovi katerih si oblikuje »praktične teorije«, ki jih dopolnjuje, spreminja, zavrača … Da do tega procesa pride, je potrebna refleksija, ki deluje kot cikličen proces med dejavnostmi razmišljanja, usmerjanja naprej in pogleda nazaj na pretekle izkušnje. Vse to z namenom profesionalne rasti vzgojitelja, bolj kakovostnega vzgojno-izobraževalnega procesa in večjih možnosti za učenje otrok. Oboje evalviranje dela z otroki in refleksija, je bilo tudi gonilo te akcijske raziskave. V uvodnem teoretičnem delu je predstavljeno področje naravoslovja z različnih perspektiv sodobnih pedagoških konceptov, ki se srečujejo tudi v slovenskem prostoru. Sodobne možnosti izmenjave informacij in dosegljivost informacij omogočajo, da vzgojitelj poleg predpisanega programa v svoje delo vključuje tudi alternativne pristope in strategije. Hiter razvoj in neprestane spremembe so del vsakdanjega življenja v 21. stoletju. To pa zahteva od vzgojitelja neprestano strokovno rast in razvoj, predvsem pa pripravljenost, da otroke pripravlja na življenje v spreminjajočem se svetu, v katerem so kompetence vseživljenjskega učenja mnogo pomembnejše od usvojene količine dejstev o svetu okrog nas. Gre za kombinacijo znanja, spretnosti in odnosov, naravnanosti oz. stališč. Tako imenovane ključne kompetence so prenosljive in torej uporabne v mnogih situacijah in kontekstih; so več funkcionalne, ker jih je mogoče uporabiti za dosego različnih ciljev, za rešitev različnih vrst problemov in izvršitev različnih vrst nalog. Če bomo otrokom znali na primeren način približati naravoslovne teme, bodo le-ti pridobljeno znanje znali uporabiti v drugih podobnih situacijah.
Povzetek (ePrints, sekundarni jezik):	This master work presents an action research with 5–6 years old children about soils and rocks. The observation of the teaching practice helps teachers to find out which methods and instruments they are using to achieve the education goals, in this case in the field of natural science, especially at developing knowledge concerning rocks. The master work wishes to check if the preschool teacher creates situations, where children are able to exchange their knowledge, experience and are possible to carry out experiments. If children participate in planning and evaluating, it is easy to respect their wishes, moreover, it helps the teacher to check the knowledge they have gained. At work, a preschool teacher gets a lot of experience, which leads to the development of ''practical theories'' that can be advanced, changed or rejected. To run this process, the reflection is needed. It works as a cyclic process among actions of thinking, future-orientation and looking back at the former work experience. All this results in professional development of the preschool teacher, better educational process and better learning conditions for children. Both, the evaluation and the reflection are fundamental for this action research. The leading, i.e. the theoretical part of this masterwork presents the field of natural science from different perspectives of modern pedagogical concept in Slovenia. Different modern ways of exchanging and accessing information allow preschool teachers to include alternative approaches and strategies at work instead of just following the official curriculum. Rapid development and constant changes are part of our everyday lives. This demands from a preschool teacher to constantly develop at work and especially, to be ready to prepare children for a life in a changing world, where the competences for lifelong learning mean much more than the quantity of learned facts that surrounds us. It is the combination of knowledge, agility and relations / orientation and standpoints. These key competences are transmittable and therefore useful in many conditions and circumstances. They are multifunctional, because they can be used to reach various goals, to solve different sorts of problems and to undertake all sorts of tasks. If natural science themes are appropriately introduced to children, they are able to use their knowledge also in other similar situations.
Ključne besede (ePrints, sekundarni jezik):	soil
ID:	8327954