diplomsko delo
Jasmin Džambić (Avtor), Nika Golob (Mentor), Vlasta Hus (Komentor)

Povzetek

V osnovnošolskem izobraževanju je okoljska vzgoja vključena v vsa tri obdobja osnovne šole; v tretjem obdobju pa jo lahko šola izvaja kot izbirni predmet. Kar pomeni, da jo učitelji lahko vključujejo v posamezne predmete, različne dneve dejavnosti in različne obšolske dejavnosti, seveda je potem izvajanje odvisno od posameznega učitelja, kaj in kako bo teme okoljske vzgoje vključil v predmete, ki jih poučuje. Ampak okoljska vzgoja bi morala pomeniti veliko več, kot le vsebino, temo in predmet v šoli. Morala bi predstavljati izobraževanje z dodano vrednostjo, komuniciranje, ustvarjalnost in še veliko drugega. Predvsem pa bi morala temeljiti na vzgoji in izobraževanju za trajnostni razvoj, ki vključuje odgovornost za prihodnje generacije. Kot pedagoški delavci in kot starši se moramo zavedati, da je naša naloga ta, da s svojim znanjem o varovanju okolja učencem pomagamo razviti akcijske kompetence na področju varovanja okolja , ki mora zajemati praktične dejavnosti v šoli in izven nje, prav tako pa se moramo truditi delovati v smeri okoljsko osveščenega ravnanja. S čim bolj pogostim doseganjem ciljev pri vsakdanjem pouku lahko veliko doprinesemo k bolj trajnostnemu načinu življenja in ohranjanju okolja. V teoretičnem delu diplomskega dela je predstavljena pomembnost okoljske miselnosti in pomembnost sodelovanja med vsemi nami. Podrobneje smo predstavili pomen motivacije in reševanja okoljskih problemov z velikim poudarkom na sodelovanju. Predstavili smo tudi razvijanje akcijske kompetence učencev. Prav tako smo analizirali smernice za načrtovanje okoljske vzgoje kot vzgoje in izobraževanja za trajnostni razvoj. V empiričnem delu je predstavljena analiza raziskave med učenci tretjega, četrtega in petega razreda o varovanju okolja tako v šoli kot doma. Podatek, ki smo ga dobili z analizo rezultatov anket, je, da se večina učencev vsaj občasno zanima za onesnaženost okolja v katerem živijo in veliko pa je takih, ki se za to stalno zanima Ugotovljeno lahko pomeni, da so anketirani učenci primerno okoljsko ozaveščeni in da so pripravljeni marsikaj postoriti, da bi se stanje okolja nekoč le izboljšalo. To kaže na to, imajo razvito osnovno akcijsko kompetenco, ki jo je potrebno umestiti v način razmišljanja za trajnostni razvoj. Seveda pa je potrebno nadaljevati tudi v smeri vključevanja medpredmetnega učnega načrta okoljske vzgoje v izvedbo večine predmetov, izobraževanja in didaktične materiale.

Ključne besede

osnovne šole;okoljska vzgoja;učitelji;učenci;sodelovanje;motivacija;diplomska dela;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UM PEF - Pedagoška fakulteta
Založnik: [J. Džambić]
UDK: 37(043.2)
COBISS: 20697864 Povezava se bo odprla v novem oknu
Št. ogledov: 1686
Št. prenosov: 162
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: ENVIRONMENTAL AWARENESS OF STUDENTS IN 3RD, 4TH AND 5TH GRADE OF PRIMARY SCHOOL
Sekundarni povzetek: Primary education includes environmental education in all three periods of primary school, but the school can offer it as an optional subject in the last triad. This means that the teachers can include it in different subjects, different activity days and different after-school activities, while the implementation is up to the individual teacher, i.e. how they will include the environmental topics into their subjects. But the environmental education should be much more than just a content, a topic or a subject in school. It should represent education with added value, communication, creativity and several other skills. It should mostly be based on education for sustainable development, including responsibility for future generations. As pedagogical workers and as parents we should be aware of the fact that it is our task to help the students with our knowledge about environment protection to develop action competences for it, including practical activities in school and beyond and striving to do everything as ecologically aware as possible. By achieving our goals as often as possible in everyday lessons we can contribute a lot to a more sustainable way of life and environment preservation. The theoretical part presents the importance of environmental mentality and the importance of mutual cooperation. The importance of motivation and solving of environmental issues is presented in detail with emphasis mainly on cooperation. Developing the action competence in students is also presented. The guidelines for plannig the environmental education as education and training for sustainable development have also been analysed. The empirical part presents the analysis of the research about environment protection in school as well as at home, which was carried out among the pupils of the third, fourth and fifth grade. The information we have gained by analysing the results of the questionnaire is that most of the students are ocassionally interested in the pollution of the environment they live in and the same number of students is constantly interested in this, which can mean that the asked students are consequently appropriately environmentally aware and that they are ready to take several actions to improve the state of the environment in the future. This shows that somehow they have developed the basic action competence which needs to be implemented into the way of thinking for sustainable development. Naturally, it is necessary to continue with the integration of the cross-curicular syllabus of environmental education into other syllabi, education models and didactic materials.
Sekundarne ključne besede: primary school;primary school teacher;environment;environmental education;cooperation;motivation;action competence;
URN: URN:SI:UM:
Vrsta dela (COBISS): Diplomsko delo
Komentar na gradivo: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Strani: [133] f., [8] f. pril.
ID: 8729248