magistrsko delo
Maja Gubenšek (Avtor), Iztok Tomažič (Mentor)

Povzetek

Otroci se že od malega srečujejo z živalmi, jih opazujejo in spoznavajo. Znanje o živalih pridobivajo že pred vstopom v šolo, predvsem prek lastnega raziskovanja in doživljanja narave ter osebnih izkušenj. Žal pa imajo otroci zaradi različnih trendov sodobne družbe in tehnološke razvitosti vse manj neposrednih stikov z naravnim svetom in v vse večji meri spoznavajo naravo in organizme v njej posredno, prek knjig, risank, filmov in ostalih medijev. Učitelji lahko poleg staršev pomembno vplivajo na to, kako otroci doživljajo naravo in kakšen odnos imajo do nje. Učencem morajo nuditi priložnosti za izkustveno in pristno spoznavanje narave, kar poudarjajo tudi učni načrti. Še posebej pri spoznavanju organizmov je pomemben neposreden stik in doživljanje z vsemi čutili. Učenci imajo radi živali in so motivirani za učenje o njih. Neposreden stik z njimi jim omogoča pridobivanje znanja iz prve roke, ki je tudi kvalitetnejše in trajnejše, poleg tega pa vpliva tudi na pozitiven odnos do organizmov in naravnega sveta nasploh. V magistrskem delu smo s pomočjo risb in opisov raziskali, kakšne so predstave učencev četrtih in petih razredov osnovne šole o polžu, krastači in morskem prašičku. V teoretičnem delu smo predstavili doživljanje narave in živali pri otrocih ter pri tem izpostavili pomen neposrednih izkušenj. Preučili smo učenje in poučevanje, vključno z uporabo živih organizmov pri pouku. Predstavili smo opazovanje, ki je temeljna dejavnost pri pouku naravoslovja, in opredelili napačne predstave, ki so prav tako del učenja in poučevanja. Predstavili smo tudi otroško risbo kot analitično sredstvo, pregledali naravoslovne učne načrte in predstavili živali, na katerih temelji naša raziskava. V empiričnem delu smo predstavili in interpretirali rezultate raziskave, ki smo jo izvedli s pomočjo vprašalnika in analize risb ter opisov izbranih živali. Ugotavljali smo, kakšne predstave oziroma znanje imajo učenci o teh živalih in kako na njihove predstave o izbranih živalih vplivajo spol, razred, skrb za hišnega ljubljenčka in neposreden stik z njimi. Ugotovili smo, da na predstave učencev vplivajo predvsem neposredne izkušnje in da z risbami učencev dobimo vpogled v njihove predstave oziroma znanje o (zunanjih) telesnih značilnostih, z opisi pa tudi o značilnostih živali, kot so vedenje, prehranjevanje, habitat ipd., čeprav je analiza risb pokazala, da je lahko iz risb učencev razbrati tudi to.

Ključne besede

razredna stopnja;osnovnošolci;pouk;neposredne izkušnje;stališča do živali;otroška risba;narava;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Gubenšek]
UDK: 59:373.3(043.2)
COBISS: 81140227 Povezava se bo odprla v novem oknu
Št. ogledov: 62
Št. prenosov: 2
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: Perceptions about snails, toads and guinea pigs of fourth and fifth graders
Sekundarni povzetek: From an early age, children meet, observe and get to know animals. They acquire knowledge about animals before entering school, mainly through their own research and experience of nature and personal experience. Unfortunately, due to various trends in modern society and technological development, children have less and less direct contact with the natural world and increasingly learn about nature and organisms in it indirectly, through books, cartoons, movies, and other media. In addition to parents, teachers can have a significant impact on how children experience nature and how they relate to it. They must offer students opportunities for experiential and authentic learning about nature, which is also emphasized by the curricula. Direct contact and experience with all the senses are especially important when getting to know organisms. Students love animals and are motivated to learn about them. Direct contact with them allows them to gain first-hand knowledge, which is of higher quality and more lasting and also influences a positive attitude towards organisms and the natural world in general. In the master thesis, we used drawings and descriptions to explore the perceptions of fourth and fifth-grade primary school pupils about the snail, toad and guinea pig. In the theoretical part, we presented the experience of nature and animals in children and emphasized the importance of direct experiences. We examined learning and teaching, including the use of living organisms in teaching. We presented observation, which is a fundamental activity in science lessons, and identified misconceptions that are also part of learning and teaching. We also presented children’s drawing as an analytical tool, reviewed science curricula, and presented the animals on which our research is based. In the empirical part, we presented and interpreted the results of the research, which was carried out with the help of a questionnaire and analysis of drawings and descriptions of selected animals. We looked at students' perceptions and knowledge of these animals, and whether their perceptions of the animals they chose were influenced by their gender, class, care of the pet, and direct contact with the animal. We found that students' perceptions are mainly influenced by direct experiences and that students' drawings provide insight into their perceptions or knowledge of (external) physical characteristics, while descriptions also provide insight into animal characteristics such as behaviour, feeding, habitat, etc., although the analysis of the drawings showed that students' drawings can also reveal these.
Sekundarne ključne besede: primary education;biology;osnovnošolski pouk;biologija;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Strani: 75 str.
ID: 13525207