magistrsko delo
Štefanija Pavlic (Avtor), Mojca Čepič (Mentor), Janez Vogrinc (Komentor)

Povzetek

Predšolsko obdobje je eno od pomembnejših obdobij v razvoju posameznika, saj se v tem obdobju oblikujejo temelji, ki pozneje pomembno vplivajo na otrokov nadaljnji razvoj. Otroci v tem času odkrivajo svet, in sicer odkrivajo najprej tisto, kar je okoli njih. Naravoslovje je eno izmed področij dejavnosti, v katerem otroci spoznavajo svet oziroma okolje, v katerem živijo. To pa jim lahko ostane neznano, v kolikor jih ne spodbujamo, da so aktivni raziskovalci svojega okolja, kar je tudi ena izmed nalog vzgojiteljev. V današnjem času postaja vloga vzgojiteljev vse zahtevnejša zaradi visokih pričakovanj staršev in celotne družbe, kar zahteva samoiniciativno izpopolnjevanje vzgojiteljev na seminarjih, delavnicah in sodelovanje v projektih … To posledično vpliva na preizkušanje različnih strategij podajanja snovi. V okviru magistrskega dela smo se odločili raziskati, ali je imelo sodelovanje vzgojiteljev pri mednarodnem projektu Fibonacci, s poudarkom na učenju naravoslovja v Evropi vpliv na njihovo pedagoško delo. Vzgojitelji so v okviru mednarodnega projekta Fibonacci, ki je na Pedagoški fakulteti Univerze v Ljubljani potekal tri leta, pridobivali znanje s področja poučevanja in samostojnega raziskovalnega učenja. Novost projekta je bila ta, da so lahko vzgojitelji spoznanja, pridobljena na naravoslovnih delavnicah v okviru projekta, prenašali v svoje delo v vrtcu in pri tem za eksperimentiranje uporabljali pripomočke, ki so jih pripravili koordinatorji glede na izbrane vsebine projekta. Poleg tega je projekt Fibonacci omogočal sodelovanje različnih skupin pedagoških delavcev v vzgoji in izobraževanju, in sicer vzgojiteljev z vzgojitelji in učiteljev z vzgojitelji, kar je omogočalo izmenjavo izkušenj in mreženje znanj ter še bolj poglobilo in utrdilo poznavanje procesov učenja naravoslovja. Namen raziskave je bil ugotoviti, v kolikšni meri je izobraževanje vzgojiteljev predšolskih otrok pri projektu Fibonacci vplivalo na drugačen proces podajanja snovi in na pestrost izbora vsebin s področja naravoslovja pri delu v oddelku vrtca ter v kolikšni meri je usvojeno znanje vplivalo na vzgojiteljev osebnostni razvoj, razvoj spretnosti za izvajanje naravoslovja v vrtcu in prenos slednjih na druga področja. Rezultati so pokazali, da vzgojitelji, ki so sodelovali v projektu, pogosteje in z večjo mero samozaupanja ter kompetentnosti izvajajo naravoslovne delavnice z raziskovalnim pristopom ne samo v drugem starostnem obdobju, ampak vse pogosteje tudi v prvem. Poleg tega vzgojitelji, ki so izvajali vsebine projekta Fibonacci, po njegovem zaključku pridobljeni način učenja z raziskovalnim pristopom uporabljajo tudi na drugih kurikularnih področjih in s tem vplivajo na bolj kakovostno vzgojno-izobraževalno delo. S spremenjenim načinom dela vzgojitelji, ne samo nadgrajujejo svoje znanje in večajo kompetence, temveč tudi napredujejo v svojem profesionalnem razvoju.

Ključne besede

projekt Fibonacci;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [Š. Pavlic]
UDK: 373.2.016:50(043.2)
COBISS: 10383689 Povezava se bo odprla v novem oknu
Št. ogledov: 702
Št. prenosov: 147
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: Fibonacci project as a support for the introduction of science in kindergarten
Sekundarni povzetek: A pre-school period is one of the most important periods in an individual’s personal development, since foundations formed during this phase of growing up have a strong impact on a child's future development. During a pre-school stage, children discover the world by noticing what is happening around them in the first place. Science is one of the fields of education where children get to know the world and the environment in which they live. However, should we fail to encourage them not to become active researchers of their own environment (encouraging is one of many duties educators have), the latter may remain unknown to them. Nowadays, the role of educators has become ever more demanding, as parents as well as the entire society have high expectations which obliges them to take selfinitiated training courses in various seminars, workshops, projects etc. As a consequence, this leads to examining different teaching strategies. Within the scope of the MA thesis, we decided to investigate whether the involvement of educators in the international project Fibonacci, with an emphasis on teaching science in Europe, which took place at the Faculty of Education of the University of Ljubljana and lasted for three years, influenced their teaching activities or not. Taking part in the international Fibonacci project, which was held at the Faculty of Education for three years, the educators gained knowledge in the field of teaching and independent study. The novelty of the project was that teachers were able to use the knowledge from science workshops in their work in kindergartens. They could use experimental equipment for teaching science specially prepared by coordinators according to the selected project contents. In addition, the Fibonacci project allowed cooperation between different groups of pedagogical staff employed in education and training; namely, teachers with teachers, or teachers with educators, resulting in the exchange of experience and networking of knowledge. Thus, they increased the knowledge of teaching science. The purpose of the research was to determine the extent to which training for early childhood teachers in the Fibonacci project affected their teaching strategies and the diversity of content selection when teaching science in kindergartens. Moreover, the aim was to establish how much the knowledge acquired during the training influenced the educators on their personal level, the development of their skills for science teaching in kindergarten, and application of the latter in other areas. The results revealed that the educators participating in the project now increasingly, with a greater degree of self-assurance, and more skillfully hold science workshops with a research approach not only in the second age period, but also more and more in the first age period. Also, the educators who finished the Fibonacci project adopt the teaching methods together with a research approach in other curricular areas, thereby increasing quality in educational work. By using different methods, the educators have not only extended their knowledge and improved their skills, but have also made a step forward in their own professional development.
Sekundarne ključne besede: pre-school education;science education;predšolska vzgoja;naravoslovna vzgoja in izobraževanje;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univerza Ljubljana, Pedagoška fak., Predšolska vgoja
Strani: X, 80 str, [3] str. pril.
ID: 8708411