diplomsko delo
Maja Šalamun (Avtor), Eva Konečnik Kotnik (Mentor), Lučka Lorber (Mentor)

Povzetek

Diplomsko delo obravnava področje alternativnih pristopov pri pouku geografije na primeru vsebin iz ekonomske geografije. V prvem delu diplomske naloge najprej predstavljamo teoretična izhodišča v povezavi z doseganjem kakovostnega znanja ter nekaj osnov iz ekonomske geografije. Izpostavljamo pomembnost kompetenc ter vlogo učitelja kot usmerjevalca in spodbujevalca učnega procesa. Ker je bil eden izmed naših glavnih ciljev priprava učnih ur z ''zahtevnejšimi'' ekonomsko geografskimi vsebinami na način, da bodo učenci z aktivnimi metodami pridobili uporabno in trajnejše znanje, smo na osnovi primerjave sedanjega učnega načrta s simulacijama (za področje ekonomske geografije) izbrali bazo za omenjene priprave. V aplikativnem delu smo pripravili pedagoško-didaktični eksperiment (''Naš geo eksperiment'') s šestimi alternativno zasnovanimi učnimi pripravami s področja ekonomske geografije. Vsak tematski sklop je obravnavan z različnimi učnimi pristopi, oblikami in metodami z namenom ugotavljanja učinkov, prednosti in pomanjkljivosti posameznih učnih pristopov v praksi. V empiričnem delu smo izvedli polstrukturiran intervju s tremi učitelji geografije, s čimer smo poskušali dobiti povratne informacije o smiselnosti in učinkovitosti aktivno zasnovanih ur s področja ekonomske geografije (''Naš geo eksperiment'') iz vidika gimnazijskih učiteljev. Na osnovi ugotovitev smo potrdili tudi delovno hipotezo: ''Sodobne, aktivno zasnovane učne pristope večina gimnazijskih učiteljev vidi kot težje izvedljive in manj učinkovite glede usvojitve v učnih načrtih zahtevanih vsebinskih znanj.'' Menimo, da je temi alternativni pristopi pri poučevanju ekonomsko-geografskih vsebin potrebno nameniti več pozornosti, saj so izsledki naše raziskave na več mestih diametralno nasprotni. Pokazali so, da med nekaterimi učitelji obstaja želja in pripravljenost za spremembe na področju ekonomske geografije, ki so v skladu z današnjim časom (''geo eksperiment'') z večletnimi dognanji in na tem temelječimi smernicami. Ob tem pa na drugi strani še vedno opažamo zadržan in odklonilen odnos do aktivnih učnih oblik dela nekaterih intervjuvanih učiteljev geografije.

Ključne besede

poučevanje ekonomske geografije;alternativni pristopi;učni načrt;diplomska dela;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UM FF - Filozofska fakulteta
Založnik: [M. Šalamun]
UDK: 911.3:33:37.091.2 (043.2)
COBISS: 21636616 Povezava se bo odprla v novem oknu
Št. ogledov: 1403
Št. prenosov: 164
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: Alternative approaches in teaching geography in giving lessons with contents from economic geography
Sekundarni povzetek: The diploma thesis deals with the area of some alternative approaches at geography lessons, based on the contents from the economic geography. We have presented some theoretical findings in the first part of the diploma thesis in connection with reaching the goals of the quality knowledge and some bases from the economic geography. We have focused on the competences importance and the role of the teacher as an indicator and a stimulator of the learning process. Because one of our main goals has been to prepare the lessons with more demanding economic geographic contents in the way that students with active methods gain useful and permanent knowledge, we have chosen the comparison of the current curriculum with simulations (for the area of the economic geography) as a basis for the mentioned preparation. We have presented a pedagogical and didactic experiment in the applicative part of the thesis (ʺOur geo experimentʺ) with six alternatively based teaching preparations from the area of the economic geography. Each topic has been dealt with different teaching approaches, forms, and methods, and the purpose has been to find out about the effects, advantages, and disadvantages of the individual teaching/learning approaches in practice. We have done a half-structured interview with three teachers of geography in the empiric part where we have tried to get a feedback information about efficiency and sanity of the actively based lessons from the area of the economic geography (ʺOur geo experimentʺ) from the point of view of the teachers from three grammar schools. Based on the findings, we have confirmed the working hypothesis: ʺModern, actively based teaching approaches are more difficult for execution and less effective with acquisition of knowledge that is required in the curriculum, which is sometimes demanding, is the opinion of most teachers from the grammar schools. We think that these alternative approaches of teaching economic-geographic contents need more attention because the findings of our research are sometimes polar different. The results have shown that there is a wish among some teachers and that they are prepared for changes at the area of economic geography, which are connected with time (geo experiment) today, findings and the bases of the guidelines. On the other hand, there is still reserved and denying approach to the active learning methods of work of some geography teachers.
Sekundarne ključne besede: teaching economic geography;alternative approaches;curriculum;theses;
URN: URN:SI:UM:
Vrsta dela (COBISS): Diplomsko delo
Komentar na gradivo: Univ. v Mariboru, Filozofska fak., Oddelek za geografijo
Strani: 129 f.
ID: 8760791