magistrsko delo
Eva Šebjanič (Avtor), Darja Skribe-Dimec (Mentor)

Povzetek

V magistrskem delu sta v teoretičnem delu podrobneje predstavljena pouk na prostem in dejstva, zakaj je pomembno pouk organizirati na prostem, zunaj šolskih stavb. Učitelji in vzgojitelji so namreč prepogosto usmerjeni v razvijanje kognitivnih sposobnosti učencev, premalo pa se osredotočajo na socialni, emocionalni in fizični razvoj učencev ter stik s samim seboj in z naravo, kar pa so glavne prednosti pouka na prostem. Navedene so tudi omejitve, s katerimi se učitelji in vzgojitelji srečujejo pri organizaciji pouka na prostem. V nadaljevanju so predstavljene tudi metode in pristopi k pouku na prostem, kot so predvsem delo v skupinah, aktivna udeležba učencev v pedagoški proces, izkustveno učenje, povezovanje različnih vsebin z različnimi predmetnimi področji s posebnim poudarkom na ustvarjalnosti učencev, upoštevanje varnostnih vidikov takšnega pouka ter učinkovita refleksija, ki sledi po dejavnostih na prostem. Predstavljeni so tudi načini uveljavljanja pouka na prostem v tujini in primeri dejavnosti, ki so se izkazale za učinkovite. V empiričnem delu je z uporabo narativne metode raziskovanja predstavljenih šest zgodb dobrih praks pouka na prostem slovenskih učiteljev in vzgojiteljev. Zgodbe povedo, da sta za pouk na prostem najpomembnejši lastna motivacija in želja po drugačnih metodah poučevanja. Intervjuvanke so predstavile kar nekaj primerov konkretnih dejavnosti na prostem ter povedale, da je pri načrtovanju pomembno upoštevati mnogo dejavnikov, kot so prilagoditev urnika, sodelovanje z drugimi učitelji in iskanje spremstva, pri izvedbi pa skrb za varnost, možnost za prosto igro, učenje iz lastnih izkušenj, učenje uporabnih spretnosti (kot so merjenje površin, delo na vrtu, gradnja objektov), učinkovita refleksija ter aktivno vključevanje učencev v pedagoški proces (kot so reševanje različnih problemov, raziskovanje, opazovanje). Intervjuvanke navajajo številne prednosti pouka na prostem, kot so boljša klima v razredu, manjša utrujenost izvajalcev takšnega pouka, razvijanje socialnih in fizičnih spretnosti ter možnosti za ustvarjalno mišljenje ter uspešno reševanje problemov. Intervjuvankam organiziranje pouka na prostem ni povzročalo težav, predstavile pa so morebitne ovire na drugih vzgojno-izobraževalnih ustanovah: iskanje spremstva, dodatno breme za izvajalce, strah pred poškodbami učencev, nenaklonjenost vodstva in sodelavcev, težave z disciplino, pridobivanje morebitnih finančnih sredstev, vreme in prisotnost klopov v gozdu.

Ključne besede

učilnica na prostem;šolski ekovrt;gozdna pedagogika;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [E. Šebjanič]
UDK: 373.3(043.2)
COBISS: 11916873 Povezava se bo odprla v novem oknu
Št. ogledov: 975
Št. prenosov: 183
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: Good practice cases of outdoor education in slovenian educational institutions
Sekundarni povzetek: The theoretical part of the master's thesis presents outdoor education and the facts speaking in favour of organising outdoor classes outside the school edifices. Teachers and educators are too often focused on the development of the cognitive competences of their pupils, while they neglect the social, emotional and physical development of pupils as well as their contact with themselves and with nature, which are the main advantages of outdoor classes. I have also listed the limitations that teachers and educators face when teaching outdoors. Furthermore, I presented the methods, working forms and approaches to teaching outdoors, such as group work, active participation of pupils in the pedagogical process, experience learning, linking different contents with different fields of study with the emphasis on the pupils’ creativity, taking into consideration the security aspects of such teaching and the effective reflections following the outdoor activities. The ways of implementing outdoor education abroad and effective study cases are also presented. The empirical part uses the narrative method of research and presents six good practice cases of Slovenian teachers and educators teaching outdoors. Their stories show that the most important factors in teaching outdoors are one’s own motivation and the wish to use different methods of teaching. The interviewees presented quite some cases of activities outdoors and told that when planning, many factors have to be taken into consideration, including the timetable changes, cooperation with other teachers and finding escorts. While executing lessons, security measures, options for free play, experience-based learning, learning applicable skills (such as measuring areas, gardening, and building objects), effective reflection and active inclusion of pupils into the pedagogical process (such as solving different problems, research, observation) have to be considered. The interviewees enumerate many advantages of teaching outdoors, such as better atmosphere in class, less exhaustion on the part of the teachers, developing social and physical skills and options for creative thinking and successful problem solving. The interviewees had no problems organising outdoor lessons, though they presented possible obstacles for teachers and educators such as finding escorts, additional burden for the person executing lessons, fear of pupils getting injuries, disapproval of leadership and co-workers, disciplinary problems, obtaining possible financial resources, weather conditions and the presence of ticks in the forest.
Sekundarne ključne besede: environment;teaching;okolje;pouk;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje
Strani: VI f., 180 str.
ID: 10902808