Načrtovanje in izpeljava Ferdovega naravoslovnega učnega potepa skozi Vojnik

magistrsko delo

Maja Štadler (Avtor), Samo Fošnarič (Mentor)

Povzetek

V sklopu teoretičnega dela našega magistrskega dela smo spoznali, da ima konstruktivni pristop poučevanja mnogo več prednosti na učenje učencev kot tipično tradicionalni pouk. Zato smo se v okviru praktičnega dela želeli prepričati, ali ima učenje v naravi zares več pozitivnih učinkov na pridobivanje novega znanja kot učenje v učilnici. Zanimalo nas je tudi, ali ima pri vsem tem spol posebno vlogo. Raziskavo smo izvedli na četrtošolcih, ki smo jih razdelili v kontrolno in eksperimentalno skupino. Prva je svoje novo znanje pridobivala v učilnici, z eksperimentalno skupino pa smo se odpravili na učni potep, ki smo ga za njih načrtovali in pripravili. Za pot sta značilni dve stvari: prva posebnost je ta, da pot ni zgolj naravoslovno usmerjena, druga je avatar Ferdo, ki ob usmerjanju in vodenju učencev po poti opisuje tudi zgodovino. Rezultati raziskave so pokazali, da med skupinama sicer ni bilo statistične razlike v količini novo usvojenega znanja, čeprav se pri podrobnejši analizi kažejo minimalne razlike v prid eksperimentalni skupini. Te so se pokazale v višjem številu minimalno in maksimalno osvojenih točk na končnem testu ter v sami motivaciji učencev pri izpeljavi učnega potepa. V količini usvojenega znanja, vezanega na spol, rezultati niso pokazali statistično pomembnih razlik.

Ključne besede

magistrska dela;učna pot;učenje v naravi;naravoslovje;tradicionalni in konstruktivistični pouk;Vojnik;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2021
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UM PEF - Pedagoška fakulteta
Založnik:	[M. Štadler]
UDK:	37.091.3:5(043.2)
COBISS:	86450435
Št. ogledov:	407
Št. prenosov:	44
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Planning and carrying out Ferdo's natural science learning stroll through Vojnik
Sekundarni povzetek:	In the theoretical part of the master's thesis, it was realized that a constructive approach to teaching has many more advantages over student's learning than typically traditional teaching. Therefore, as part of the practical work, the intention was to make sure that learning in nature really has more positive effects on gaining new knowledge than learning in the classroom. The interest was as well whether gender plays a special role in this environment. The research was conducted on students from the fourth grade, who were divided into a control and an experimental group. The first one gained their new knowledge in the classroom, and with the experimental group a learning stroll was carried out which was planned and prepared for them. Two things characterize the path: the first special feature is that the path is not only science-oriented, and the second is the avatar Ferdo, which, in addition to guiding students through the path, also describes the history. The results of the research showed that there was no statistical difference between the two groups in the amount of newly acquired knowledge, although a more detailed analysis shows minimal differences in favor of the experimental group. These were shown in the higher number of minimum and maximum points gained in the final test and in the motivation of students in carrying out the learning stroll. However, the results did not show statistically significant differences in the amount of acquired knowledge related to gender.
Sekundarne ključne besede:	master theses;learning path;learning in nature;natural sciences;traditional and constructivist lessons;Vojnik;Osnovnošolsko izobraževanje;Naravoslovje;Učenje in poučevanje;Učinkovit pouk;Vojnik (Slovenija ; občina);Univerzitetna in visokošolska dela;
Vrsta dela (COBISS):	Magistrsko delo/naloga
Komentar na gradivo:	Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Strani:	1 spletni vir (1 datoteka PDF (XIV, 148 str.))
ID:	12999678