magistrsko delo
Nina Levart (Avtor), Ana Vovk Korže (Mentor), Karmen Kolnik (Komentor)

Povzetek

Z zaključnim delom smo predstavili učni vrt kot raziskovalno (geografsko) učilnico. Menimo, da je učni vrt učencem v pomoč pri razumevanju naravnogeografskih vsebin, lokalnega okolja ter pri izoblikovanju okoljskih vrednot. V njem potekajoči pouk je v veliki meri praktično, raziskovalno in medpredmetno zasnovan, s čimer se učenci učijo kompleksnega razmišljanja in učenja za življenje. Didaktično uporabnost učnih vrtov so potrdili tudi rezultati naše raziskave. Izvedli smo jo na osnovi pedagoškega eksperimenta, v katerem smo načrtovali, izvedli in ovrednotili praktični preizkus učenja na učnem vrtu z izbrano skupino učencev, ter na osnovi anketiranja učiteljev šestih vzgojno-izobraževalnih ustanov z učnim vrtom ter intervjuvanja dveh ravnateljic. Poizvedovali smo, v katere namene ga koristijo, kako pogosto, pri katerih predmetih, katere so njegove prednosti, ali se soočajo s kakšnimi težavami idr. Ugotovili smo, da sodelujoči v raziskavi prepoznavajo uporabno vrednost učnega vrta, da je pogostost njegove uporabe odvisna od predmeta, ki ga poučujejo (sodelujoči so izpostavili naravoslovne predmete) ter da so učenci pri izvajanju aktivnosti na vrtu bolj motivirani kakor v učilnici. Na primeru dobrih praks že vzpostavljenih učnih vrtov, pri katerih smo sodelovali v okviru ERM-centra FF UM, smo pripravili napotke za načrtovanje in vzdrževanje učnih vrtov. Zasnovali smo jih po metodah perma kulture. Možnosti načrtovanja in izvajanja pouka geografije na učnem vrtu smo preverili v aktualnih učnih načrtih za geografijo v osnovni šoli in na gimnaziji (splošni, klasični in ekonomski). Na osnovi izbranih učnih ciljev smo ob upoštevanju medpredmetnih korelacij izbrali tiste učne metode, za katere menimo, da so za učenje na vrtu najustreznejše in na podlagi tega oblikovali primere učnih aktivnosti. Vključili smo naslednje učne metode: učni eksperiment, demonstracijo, analizo, "brainstorming" (možganska nevihta) in učni razgovor. S pedagoškim eksperimentom smo načrtovano učno delo tudi izvedli in ga s samorefleksijo v praksi preverili na učnem vrtu OŠ Gustava Šiliha Maribor.

Ključne besede

magistrska dela;šolski vrt;učilnica v naravi;geografija;medpredmetne povezave;učne priprave;metode geografskega raziskovalnega dela;permakultura;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UM FF - Filozofska fakulteta
Založnik: [N. Levart]
UDK: 635:373.3(043.2)
COBISS: 24094984 Povezava se bo odprla v novem oknu
Št. ogledov: 1237
Št. prenosov: 234
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: School garden as research-based classroom
Sekundarni povzetek: A learning garden as a research geographical classroom is presented in the final work. We believe that with its help students understand the natural geographical content, the local environment and form the environmental values better. Teaching in the learning garden is mostly practical, research and interdisciplinary oriented, students learn complex thinking and learn for life. The didactic usefulness of the learning gardens was confirmed by the results of our research that based on a pedagogical experiment in which we planned, implemented and evaluated the practical learning garden test with a selected group of students, and based on a survey of teachers from six educational institutions with learning gardens and interviews of the two principals. The purposes of its use, frequency, school subjects it is used for, its advantages, or any experienced difficulties were inquired in the research. We found out that survey participants recognize the usefulness of learning gardens value, that the frequency of its use depends on the subject they are teaching (the participants emphasized science subjects), and the fact that the students are more motivated in garden activities rather than classroom activities. Based on the FF UM ERM Centre learning gardens good practice projects we participated in, design and learning gardens maintenance guidelines were prepared and designed according to permaculture methods. The possibilities of planning and implementing geography teaching in a learning garden was verified in the current primary school and gymnasium (general, classical and economical) geography curriculum. On a basis of the selected learning objectives, considering the cross-curricular correlations, in our opinion, the most appropriate garden learning teaching methods were selected, and examples of learning activities were created. The included learning methods were learning experiment, demonstration, analysis, brainstorming and learning conversation. With the pedagogical experiment, the planned work was carried out and implemented in practice at primary school Osnovna šola Gustava Šiliha Maribor by self-reflection.
Sekundarne ključne besede: master theses;school garden;classroom in nature;geography;cross-curricular connections;lesson plans;geographical research work method;permaculture;
URN: URN:SI:UM:
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Mariboru, Filozofska fak., Oddelek za geografijo
Strani: V, 86 f., 23 f. pril
ID: 10960335