Sekundarni povzetek: |
The research topic of the master's thesis relates to the representation of learning styles in geography class in elementary school, envisaged by the Curriculum for geography in elementary school (2011). The aim of the thesis was to investigate the extent to which the curriculum takes into account the distinction between the different learning styles of pupils in geography class in elementary school. In order to answer the research question, an analysis of the operational learning objectives and the content of the curriculum for teaching geography in the Slovenian elementary school was carried out. In the theoretical part, we initially defined the concepts of learning, teaching, and learning styles. Furthermore, we defined different types of learning styles, whereby we devoted more attention to the division into the visual, auditory and kinesthetic learning style and to geography class. In the empirical part of the master's thesis, on the basis of the analysis of the Curriculum for geography in elementary school (2011), we studied the numerical representation and types of learning objectives in relation to the presence of individual styles and their balance in the whole range of geography class in elementary school. In the following, we analyzed didactic recommendations in the curriculum for teaching geography in elementary school from the perspective of learning styles; and based on the findings of the curriculum analysis, we formulated guidelines for geography elementary school teachers. Based on the results, we found that there are statistically significant differences in the frequency of selected learning styles. In the geography curriculum, most of the operational objectives are not precisely defined according to the proposed type of learning style. Of the three defined learning styles, the visual learning style is most often represented, next is the kinesthetic, and the least common is the auditory learning style. Our conclusion on the basis of the analysis carried out is, that the curriculum for the subject of geography in elementary school (2011) does not need to be corrected and complemented in terms of taking into account learning styles. Indetermination of learning styles gives teachers the possibility of their own choice of learning styles according to individual classes or groups of pupils. |